that have comprehensive needs and to make%"4rr across the state's backs what if our focus was to get students across a low board? what if we get students over that bar and moving higher?

we are excited about the potential. it will take a while to get there. the question might be, as we look at growth models, can we implement growth models in a way that is meaningl? some of the groh model data still would gi schools the expectation they will end up far below the curb when they get to the end. maybe 100% efficiency is not the target. the principal and teacher effectiveness is not part of the discussion. it is important to talk about highly qualified teachers, particularly in a state of maryland that imports a lot of some teachers from out of state. it is very important about whether these teachers and principals are defective. it will be important to build

those models in important ways. we did talk about the context. there are contacts with many of these schools, communities, drug abuse problems. these related areas need to be addressed. we have some strategy to deal with that. i implore you to think about that we need to think about building a pipeline for highly effective princals and teachers. you need to get good people in front of these kids and to be assured that they can deliver. particularly principles. leadership was a missing piece and we have tried to make up for that in maryland. i appreciate the opportunity to be here to represent maryland. thank you very much.

>> good morning, commissioners. i am garth harries. i come to you today to speak more from my experiences in new york city where i was the chief executive for the office of new schools between 2003 and just this past july. to give you a sense of what we in new york city used as our strategy, our new school initiative, we closed -- we reconstituted over 80 schools. we opened over 300 new district schools. we opened over 80 new charter schools. ings of note -- that is a fairly dramatic scale. it is a function of new york city in an absolute sense.

25% of the schools in new york city are once we have reconstituted in the last five years. that is particularly true at the high school level. it is fairly clear we have seen dramatic performance improvements from these new hools. the charter schools serve twice the minority as the state as a whole,et score as the same level as the states. they have closed the achievement gaps. they -- graduate students to call% then the district average. most of the schools that we create more replacements of large schools. average graduation was up 35 the average graduation rates of the new schools is 76%.

not hi enough, but still a dramatic change. there are important lessons for the commission in the experience of new york. the second thing, it is important to understand part of the theoretical underpinning that we brought to this work. the school is the unit that matters. our ambition is not to create a great school system in new york. it is to create a great system of great individual schools. it has important practical implications. it could do so in the reauthorization of nclb and that is part of what i want to talk to. i want to talk about definitions a little bit. the term "turnaround" is a

fairly broad one. i would tell you that in the way i think, our new school strategy was very much a turnaround. we were taking buildings, creating new ones with new leaders and new teachers back to more efftively serve those students. there is some sense that it is school closure and it is not a turnaround. i wouldrge you to be cautious of the definition of "turnaround." part of what we need to do is to figure out how to create more effective school organizations. one way of doing that is through closing and reopening. there are the same sets o difficul choices that i want to talk to. i have four points of council i

think the commission should consider in ways steps nclb could help deal with issues. one of the things beyond the identification of the failure are important. the first of those -- i think we need to be hard-headed and disciplined about the recognition of failing institutions. we closed over 80 schools in new york. it would be important to observe we did not close them for nclb accountability reasons. we looked at our own performance metrics. we look at the progress that these schools were contributing to students. it is an important aspect. we looked at how schools were having.

and through my tenure we closed 10 to 15 schools a year. . .

>> there are exceptions and the exceptions are on a national scale. the so-called high poverty, high performing schools that on a dailyasis beat the odds.

there characterized by the falling -- clearly defined authority to act based on what is best for cldren, flexibility, control over operating conditions, though to include all aspects of the operation of the schools. hiring, staffing, budget. second, illicit focus on hiring and staff development. 3, highly capable school leadership teams. force, additional time in the school day or across the school year. -- force, additional time in the school year -- in the school day across the school yr. 6, an integrated research based program with related social emotional services. we feel those are characteristics that should be

incorporated in all schools in all school districts. @@@@@@ quo, produces significant improvement within two to three years, and raise the school to grow into a high-performance organization. second, we recognized turnaround as a discipline.

the development of specialized turnaround capacity within schools and districts and among and external partner of organizations. the discipline requires specialized experience and training, resources and support. not everyone is capable of doing the type of work needed to the degree we feel it is needed across states and across districts. three, change the operating conditions. turnaround requires a protected space that often creates a flexible environment in which the schools in the protected space are able to function. we are talking about the zones or schools wre clusters of individual schools that have been deemed to be the most in

need of rejuvenation, if you will, that they be placed in some sort of protective zone and giving -- given the authority to make mission directive decisions. federal policy should provide incentives both positive and sanction-oriented that catalyze such policy and encourage union district state bargaining on behalf of these specialized zones where applicable. we firmly believe that in order to scale this at the state and district level, clear about what might be called the underbrush that inhibits schools, school districts, and states from moving forward. we also recommend these protected zones have lead partners as change managers. in other words, build the capacity to have a partnership with this zone that is freed

from some of the inhibitions that might exist either at the state or district level. currently, there are whole series of well meaning providers, all of whom act pretty much independently, which there is little or no accountabilityor their actions. we feel these lead partners, if they are indeed providing, should have the flexibility in changing theonditions bu should also have the ability to be held accountable for student achievement. finally, the fifth recommendation is clustering for support. we think we ought to build a system that has three to five schools in these protective zones. these should beased on whatever may be the need of the system. the could be on student

characteristics, patterns, or by regions. thank you for the opportunity to testify and i amappy to answer any questions. >> good morning. i am the president and ceo of the [inaudible] school fund in chicago. thank you for the opportunity to speak about one of the most important issues in our country, chronically failing schools. we are fortunate in chicago to have the vision of the mayor and our education secretary and the business community who came together for thousands of children in efforts to launch a 100 new schools in tiny communities. when we started the renaissance 2010 initiative, the was an

analysis that identified 27 communities where 75% of the schools performed below state standards. that meant a cld living in one of these neighborhoods was most likely relegated to a poor- performing option unless they were lucky enough to get into a selective in roman school. at the same te, there were some -- a selective school. they had hired attendants, higher graduation re, and higher college acceptance rate. many of these schools were charter schools that have the flexibility and freedom to structure their education program in the best interest of kids. they also had cultures of high expectatio, challenging curriculum, data-driven [unintelligible] freedom to set their own budget and were held accountable to perform or they closed. it was a framework not easily achievable in our traditional

system. the turner model chaenges to think about a new framework based on choice and competition or independent operars to manage schools, replace schools that were not performing and put competitive pressure on the remaining neighborhood schools to improve. the mayor and arnold duncan launched the initiative as the committee to suppo the startup of 100 new schools in the most challenging areas. the renaissance fund was launched and serves as a catalyst to create new schools in chcago possible need communities. -- chicago's piny communities. -- chicago's height nd communities. we identified models that work, we are not trying to reinvent the eel. we partner with the chicago

public school district and the selected -- selection and authorization of new school models. we facilitate partnerships with corporations and institutions to create new schools. we invest up to $500,000 in schools for start up and we also have to pass programs to develop a pipeline of entrepreneurs, support the growth of strong schools their business planning and technical assistance and educate parents about options and advocate for their choice. our goal is to provide resources and expertise to build capacity to take the successful models to ale. we have a very extensive competitive request for proposals each yr connected with the chicago public school district. we bring in national experts and assembled panels to about it -- to evaluate each alicant and

inform which schoo are approved by the board of education. schools have to prove they have strong education program, proven curriculum, innovation, distinctiveness, leaders with a strong track record of performance, a sustainable and financial operation of plant and consistent governance and five- year contract and growth potential. we only suppo the strongest proposals we think can best deliver for children. this effort has open the doors to innovation and has empowered leaders from all sectors to create innovative and education options we never thought imaginable. resources from the technology industry, law firms, consulting firms, banks, universities, community organizations, have come togher with educators to create new school models. examples include the illinois institute of technology, math and science education departments that work with the charter schools and motorola to

create a math and science school. in its first year, the students performed 76% [unintelligible] state standards. e university of illinois medical campus, and denovo networks charter schools. we also partnered with a strategy management rm that worked with them to create the first elementary models opening this fall in chicago. early results of the renaissance efforts suggest we are on track. the schools are performing better than the neighborhood counterparts. students wil get 6.2 years of court instruction than the average district school. we have strong parent demand and we kw from this charter

background that students -- schools that stay open five or more years are performing 17% better than the district average. what we would suggest is that this panel encourage the federal government to support new scol options, put pressure on states and school districts to close schools that are not performing, that they will provide incentives to create private-public partnerships with the intellectual capital, business, and industry can be transferred to our students. we also recommend they fund parent organizations to help them exercise their choice. that is the biggest chaenge we have -- not enough parents, the parents still don't understand their children are in family schools. we applaud your efforts and we hope to partner with you as we move forward to ensure all of our children have a high-quality

education. thank you. >> good morning. i am the principal at an elementary school in chattanooga, tennessee. i will focus on the challenges, status of turnaround, and improvent efforts at party elementary school. the motto of party elementary school is "excellence, not average per " this is significant -- this is part of my philosophy in a predominantly working-class and poor student body. the majority of my students are african-american, with the remaining minority composed of asian and caucasian peoples. the majority of my students confront the challenges of being disadvantaged and are lacking the means to acquire

adequate out of school support for the pursuit of intellectual activities. they also face the challenge of not having expressive language skills. 75% of the kindergartners get to school with some notable academic deficiencies. given this context, the party elementary spirit is characterized as one that has a number of challenges as a result of inequality in amecan life. while it is the responsibility of schools to provide an education, it becomes extremely difficult when your student body lacks an adequate educational support system and the immediate family and community. while the challenges may seem formidable, i have developed a philosophy and a set of pedagogy said have been successfully

applies -- successfully applied. my career in education has spanned 27 years i have been a teacher, assistant principal, and principal primarily in the elementary school setting. i've was a principal at hearty elementary since 2001. it was a challenge. after reviewing the data of the school, i felt discouraged, fearful, and apprehensive in my abilities. to move a school to the academic success it needed. party elementary school was identified by the state of tenneqsee as the lowest performance school, not only in the district,ut the entire ate. the reading and writing scores faltered at 15% while math scores were flat lining around 10%. the mentality and state of mind of the teaers was one of the

feet and lacked motivation to the challenges of acadec success for students. -- one of the feet and lacked motivation to challenges of academic success for students. students were accustomed to working -- working in an environment of chaos those not nducive to learning. it began as a dysfunctional learning community, however aware it was on the verge of cosmetic change. we were in a state of emergency and everyone was held accountable. with the support of my assistant principal, we realized we had to reconstitute the staff and [unintelligible] for high-quality teachers. we were in search of high- quality teachers whose pedagogue

the include@@@@@@@ @ @ ks@ rights to achieve a highly quality education. if those students work violating students' rights, we and the

elite remove them from the classroom and place them in an intensive environment called in- school suspension for retooling their behavior we continuously focused on the classroom work. it was imperative to invest in effective teaching to ensure teachers were knowledgeable of their content, savvy in their deliverance, and maintain a dispition of professionalism and respect for the people they were serving. despite being confronted with a plethora of challenges, it was clearly understood that we would sale or sink. we decided to sail. we developed a clear vision, review data constantly, built start -- built strong leadership teams and invested in professional development that was purposeful and focused.

we inc. [unintelligible] that consisted of the five [unintelligible] of reading. reading strategies and working with words strategies. the desegregation of data illustrated patterns and trends of the percentage of students scoring proficient or advanced in reading or math. it also reviewed the losses or gains based on adequate yearly progress. the teachers administered quarterly formative assistance and teachers used these results to group and regroup students based on their needs. hearty elementary stands on education and is still excellent, not average.

it resulted in a 212 degree attitude toward changing how we look at ourselves today. i am looking forward to an opportunity to express what we ink we should be and where we need to go. i am open to any questions of the panel. thank you for allowing me to be here this morning. >> good morning. i am the founder of green dot public-school, based in los angeles. we have just arrived at our 10- year anniversary. we operate 19 small preparatory high schools in los angeles, with theighest crowding and dropout rate. we also have one school in the bronx. we have one -- we going to areas where there are 50%-7% drop out

rates. -- 50%-70% drop out rates. we're just scratching the surface of our work. we think charters are what each school district could become. this friday, we start orientation for the second year of the high-school in watts, a turnaround school. it is not lost on me that the building next door to hear is named after a graduate of howard university and the father of the heart -- fathe of the harlem renaissance. it is apropos we are here. why would a charter group go and take over one of the biggest drop out factories in the country? a little bit about that high- school -- it opened five years after the watts riots. it just celebrated its 40th year anniversary.

we enacted no child left behind withhe majority of the teachers. a school the was supposed to bring hope after those riots, if you look at the statistics and facts, approximately 60,00 people attended a high-school in those 40 years. this is what is at stake with our work -- 60,000 people, if you can imagine them all coming together in one place, let's say dodgers stadium was filled with 60,000 people. if you got onhe p a system and said despite general statistics available, you said leave the stadium if you did not graduate from high school. 40,000 people would have to leave. now you have a stadium with 20,000 people where there was once 60,000. if you got on the p a system and said please leave the stadium if he did not get accepted to a four-year university. you would then have 8000 people. why is four year university

important? you make a million dollars more over a lifetime and have the qualifications to come back and teach. now you he 8000 and and if you got on the p a system and said leave the stadium if he did not graduate from a four-year university. approximately 2200 people would be left in the stadium. a tiny section of the stadium where there was once 60,000 people. if you said how many people came back to the watts community to teach? how many came back to be politically active? how many came back and started a business to employ the people in the community grew up in? none of them the problem with that is there are dozens of high-scol like that in los angeles. there are thousands of high schools like that nationally. what a gernment act, wt gang intervention program, box store moving into that cmunity can reverse that in the structure damage? thing. this is the longer a problem

that belongs to someone else. this affects everye -- everything that goes on in a city like los angeles, washington d.c., and the cities represented here. we have to turn this work around. we started and i am proud to say with the courageous leadership and courageous teachers, we drew the line in the sand, we don't want adults in front of them who did not believe all children can learn. we did not fire teachers complain that teachers and blame them. we said if you believe all kids can learn and the college ready, react. 43 of the 120ead. -- 43 of the 120 did. every adult and get to know every child and find the uniqueness in that child and left the bar high and give them the personalize education they deserve. in the first year where a school that the average freshman class was 1200 and the sophomore class was 500, thateans 700

kids washout of the watts community surrounded by 70% -- 17 or 25 of the worst gang recruiters in the country, we held over 80% of those kids this year. 600 kids came back to that school that had been thrown out or offer to be transferred out of the school. we learned a simple lesson street kids are starved for structure, adults who believe in them. they're starved for a vision, adults to explain why they are learning something and that is having a huge impact. the otr thing we have learned and i hope it is the baseline of the work of this commission is that we have to gather the tribes. every conversation about educadion divides into people's tribes. we saw a little bit of that today. i am part of the charter school tried and we think everything we do is perfect. there is the union tried, people

work a school district tried, those who think parents are the problem tried, the academic tried, those who think testing is the problem, he had to gather all those tribes and understand 70% is all problems we agree on. if you don't think it's a small school is solubler kids don't fall to the cracks, if you do belie all kids can learn more tax dollars will long in the schools to pay teachers the most, if you don't believe teachers should have some say of what goes on in front of them but to also be held accountable , and that parents are the greatest assets, then you should do something else. that should be the vision of this. during the presidential campaign last year, our first lady, as are give a speech on c-span late one night -- she said every neighborhood in the country has one school. everybody kns about that one school.

it is a school which you use and the office address to be a part of. sometimes their regular public schools, sometimes their charter schools, sometimes their private schools. everne knows about that one scho. the question we should ask is why don't all schools look like that one school? we will get into a more, but it starts with having a line drawn in the sand that failure is no longer acceptable. we took the high-school, but failure should not be deflected by an upstart charter group. we need leadership to dthis. we have 90 school districts in the state of california that under the child left behind are unacceptably failing, but nobody does anything about it. we need to draw the line and scaling up fast. i am honored to be here was very smart people and i look forward to the conversation. >> i want to thank all our witnesses. let's give them hand for tir

testimony. [applause] we're going to transition now into the question and answer ssion. s chairman, i get to ask the first question. -- as chairman, i get to ask the first question. each member of the commiion who served on the school improvement subcommittee will be given a maximum of 10 minutes, but we don't have to take the full 10 minutes. other commissners who are on other subcommittees will be given a maximum of six minutes. i will begin the questioning and i will yield to commissioner richmond. i will ask them to yield to the commissioner sitting next to him. we do have a timekeeper, we don't have a hook. we're going to ask each of the commissioners to be brief in their questioning and we ask the witness is to be seen in their

responses. following that, we will open the floor for 20 minutes of opportunities for public comment and questions. we have some more to do. i'm going to ask questions as a former college english teacher. i was in the classroom teaching freshman composition for 20 years. at morehouse, a good school, too many by freshmen came unable to write in the way ihought they needed to be able to write to be successful in college. i believe the reason that too many of those young men and women who came to more house with a high-school diploma but not college ready skills is because our public schools ration the kinds of academic

preparation that they should have gotten, challenging rigorous academic, because they operated on the philosophy of not college for all, the college for some. college for some meant only for some kids of color. so i want to ask what is the state of maryland doing today? this is about no child left behind, it is about the elementary and secondary education act, but we do not want to be a nation of high- school graduates. we want to be at nation of college graduates. we want to be the number one nation in the world for producing college -- what we do in maryland to make sure the kid to get a diploma are college- ready? >> we have a variety of things. some of it is under the rubric of notre was behind.

we have a graduation test that affected the class of 2009 this year. each student has to pass or complete the combined score across four different test to graduate. one is 10th grade english. 10 the great english sounds low and it is, but that's a good standard to get started. -- 10th grade english sounds low and it is. grade by grade, for the current graduating class has been lower than any of the proceeding class's because kids are getting individual attention as they try to raise the bar for students so they will graduate. for the class of 2009,he global hava better level of proficiency. coupled with that, maryland currently has -- is ranked no. 1 in terms of access to the advanced placement tests and having students pass advanced placement tests in the country. this is a very important feature because for the high-school

landscape, the advanced placement course is the metric you wanto mak%@@@@m)#å elder a question. but what was clearly principal and academic, and as far as e child left behind, standards are important. but to be successful in college, we need students to come with a self discipline, the internal

values that have been inculcated in them that prepare them to get in the morning to go to class, use our time wisely, perform without always having an exam as the source of that performance. a lot of that it'learned in school and a lot of that has to be taught in school. we're now seeing schools like yours which are increasingly prescriptive, which are setting standards of conduct and behavior which reinforce academic performance and preparation for life, including college. how does no child behind reinforced that or does it? how can public policy make sure that what is happening at your elementary school is happening in middle school and high- school across the country?

>> first, i think we must recognize college begins in kindergarten. if we take that approach, and everyone has to change their mind set on how to do that. you have t hold the children accountable and involve them in the business of educating them by alling them to take ownership of what they're doing with them classroom, which means you should have one-on-one conference with them and they should be allowed to set goals so they have an idea of where they are and where they need to move to. it has to resonate throughout middle school, high-school, and hopefully to the higher education level. you have to involve parents. they have to take accountability for the actions of their children with in the schools. i am always first to say to parents, your job is to discipline. our job ito educate. we can do it as a team, but we have to do it effectively. sometimes you have to retool them to understand the only

pathway out of poverty is through education. if you want to get them in the place where they are productive citizens, you have to change the mindse of how everyone views their responsibility to educating students, which also includes the child. teachers have to be engaged, pants have to be engaged, it has to be all stakeholders and cannot be limited to just a teacher. it has to involve everyone. >> as a follow-up to that question, i would like to say if you're going to set these high academic standards and have the schools doing what they need to do to ensure since our college ready, parents have to be engaged. i have been distressed, frankly, as i have watched school reform movements across the country thatoo often, who is missing are the parents of the kid we're

talking about. if we were every day -- if they were every day sending their children to a school which was starving them physically, which was not giving them the food they need to be full human beings, we would have people marching in the streets. there would be an uprising. but the fact we are starving them academically in many of these schools, the students are not getting the academic preparation they need for a full and healthy life, those on question. how do we a gauge parents? -- how do we engage parents? >> that is absolutely correct. what i find is the core issue is the parents just don't know. when i'm working in the communities in chicago, every parent wants their child to get

a great education. i think the problem is we have a huge force happening in this country where states are loring standards to meet requirements -- states are low wearing their standards to meet requirements. they have a sense their child is performing better than they actually are doing. illinois is the worst. a child in the eighth grade only has to score at the 38 percentile to get a meet or beat score. to reinforce this is a core part of no child behind has to continue -- has to translate and be promoted for parents to understand this. translated to a grade level. give them an a, b, c, d, or f rating. people understan if my kid is that and f board the school, it is a problem. we have to do more separatist than what kinds of schools their kids are in. and expose them to the options

of choices they have availab. >> thank you. i want to express my appreciation and yield to mr. richardson. >> i have a couple of short questions that i want to preface with an observation being here at howard university, thi is the first day or week of school for many kids, kindergarten through 12th grade, college, and i think it's important to recognize the reality is we d have good schools in the country and thousands of hard- working, dedicated teachers and educators who are a research -- to our resources rest to keep in mind as we think about strategies we need to engage in and improved. to recognize that fact and be appreciative of their hard work. the reality is note child left behind has had some great

successes and some great flaws. we are here to learn from that experience and make it stronger and better. particularly on the school turnaround strategies. i was struck by the commission's findings to years ago that of the millions of children's eligible to participate in the school choice aspects of no child left behind, 38,000 took advantage out of millions. iupport school choice, but that is a failed policy in my view. with that level of participation, more recently, the center on education policy concluded that of the five federal or structuring options could be proven to be better than any of the others. i suggest we broadness to think about the other 66 programs in the know child left behind program we haven't talked about. 66 sarate programs that is going on in school systemst

and ask whether they are helping educators succeed or not. a new -- the same question that i will ask a several of the panel members -- whether you work in the school system or a school, are there specific things about no child of behind that you had sn be effective over the past few yearshat we need to make sure we recommend to continue? are there specific things that we should recommend go away? more broadly, are there other new ideas about how we should organize the strategies? think outside the box -- other ways the federal government should use incentives and disincetives that would help to be more successful in creating tter outcomes for kids?

>> thank you. i think that's an astute question. some of what i spoke to earlier -- i agree with what was said earlier. there is a convergence of tribe is round, and set of issues of what makes a good school. and what some of the components of that our -- leadership, parent involvement, focus, size, a set of things that crte strong school organizatis. i would posit that most of nclb is not set up with that frame in mind. instead, making funding streams tend to be associated with differential programs. different acts, different curriculum's, different pieces of an academic program which is not the same thing as what is the cohent program the school is looking to deliver in its

some. as i said earlier, nclb has done a good job on a dedication. in school turnaround, i felt that has been a non factor. i referred to that in my testimony. funding streams don't flow to fiscal turnaround situations depended on whether you have decided to preserve the school code or not -- something as simple as that. the timing was not always aligned with decisions educators need to make about how they are going to spend their next professional years. i have been in jurisditions where districts don't think they have the authority to close schools or reconstitute schools absent a mandate to do so under nclb. i would suggest to the commission trying to find ways in nclb to shift the frame from

one as program-focused to one at a school-focused and allows for convergence that i believe is occurring around what makes a quality school institution and how to encourage quality school institutions. >> in response to your questions, i think everyone should be held accountable for what they do. it is important that the person who stands before children are well-equipped to do the job necessary to move them to higher level of education. one thing i would like to see is a growth model utilizing a progressive, formative approach where you look at the schools where they are. not where you think they should

be to start them at a point where they are not ready, but start them where they are. utilize the data and by midpoint of the school year, do another form of assessment to see how well they have moved. are you seeing a half years growth? by the end of the school year, looking at whether they have maintained or gained growth. we have to be cognizant of the fact that some students come in at ground zero. when you have students entering schools like mine where and gardeners have no idea of a letter being different from a number and no one has taught them that, where students come in and they're not sure what their names are, all they know is they could be boo boo and letters make words and create

names for theand that there are a lot of things that must be taken into accou. we have to make sure every school is in the same place. we need to look at where they are and start them off and then grow from where they are, but give support. that support has to be an investment in teacher quality, providing professional development that is purposeful and focused on the needs of the school. making sure the teacher that stands before the class is fully equipped to go in and do the job effectively and provide support because we cannot have a situation where we are looking at no child left behind as the neiman-marcus model, we are utilizing dollar general support. [laughter] we have to be honest that there

are areas we have to mandate and fund. so we are reaching the goals of what it is for and identify those that are struggling yes, hold everyone accountable yes, provide support so they can reach those zones and not just label them and isolate them and marginalize them so they are unable to do their job well. >> one of the issuethat seems to come up is testing. the way we look at it differently is the test score is about data. are we on the right track? ultimately we report to an answer to parents. we have to look the parents and say to them, yes we our quarterly assessment exceeds track of success with students, 17 schools going the right way,

there is one that we flagged. we don't use that data to scapegoat a teacher, we use that data to look at that moralistic lee. made there's something unique about that particular ninth grade class. we need to do an analysis. to be accountable to our stakeholders and ultimately as a parent, we have to look at them and not tell them antidotes and feel-good stories. we need to be accountable. if you are an affluent paired with enough money to send your kid to a private school they may not been on testing but there is accountability, there is accountability. we have to have the same mindset in public education and not get defensive about testing, but perfect, you sit, ninth grade family comes into one of our schools, they don't get another chance at ninth grade math.

they have one chance and we have to be accountable and take it seriously. we need to look at this not as the gotcha testing drill. >> as a friend 11 new school i know one of the keys my first year of the success has been the economy. i would like to ask you, how do you envision bringing more tonomy to public schools? >> one of the tools is to ensure

that there are options that allow for existing school districts to develop a portfolio of options that increase the level of flexibility and autonomy in thoseschools. they could be anything from charters to pilots to whatever you want to call them. part of the strategy that i think is necessary is at the same time we tk about turning around or improving individual schools, we also have to raise the discussion to what we are doing about the school districts. it makes no sense to taka school, turn it around and put it back into a dysfunctional school district without looking at what is causing that this functionality. it makes no sense to do what we're talking about here wn

states still deliver funding in a categorical major without thinking through much more flexible quote says -- flexible process, block grants, that kind of option. i think the conversation around turnaround requires us to think seriously about whether a model that has been in use to deliver educational services for 40 years or so or even longer is indeed an adequate model to address the concerns that you have heard the witnesses here talk about today, concerns of trying to deal with students that are currently attending some of the schools. if you don't have a school district that is thinking seriously about early childhood, you are going to have to state

that funds it and the mandate that it be funded and doesn't hide under the excuse that we don't have mandatory kindergarten. i would argue that the students we are addressing today, if you don't have something like that or even earlier, mandatory k1s for example, we have play to learn groups which take 2 to 3-year-olds and mandate they attend school twice in a week, they must have a parent with them. we have built in a social service component that provides for the welfare not only of a student but also the family. the idea of not having that kind of system in place will lead a number of our students to be ill prepared to eer kindergarten too. we have got to address that.

we have got to use the bully pulpit to suggest these things are necessary. dr. lomax raised the question of rigor. there are other examples too. what forces a district to do is look seamlessly all the way to the elementary level. you can't take calculus b.c. if you haven't completed satisfactorily out of rwanda in the eighth grade. face system isn't doing that, it isn't providing the level of access needed, it is a failed system. what we talk about, autonomy, what we are looking at is may be the correct term is a convergence of tribes, the multiple interests, peoe of good will to come together and think differently about what it is they need to do. what is wrong with the charter school being part of the district?

it makes no sense to me to suggest that there shouldn't be as many options available as long as they are functioning. there is no one accountable right now for the statistics that were presented earlier in the conversation. less we develop a mechanism by which accountability to the uses of our system is inherent, and we use the accountability to more or lessrive the discussion around what works, they are not going to get there. in a long winded way, the more autonomy, the more flexibility you are able to give schools within a district, the better off we are. >> ms. elders, i have a question

for you. what support the receive from your state district as you turn your school around and what were your obstacles? >> i was fortunate to be involved with an incentive program through the lynwood foundation which gave the resources necessary to helps turn the school around. it allowed the opportunity to have actual people come in, work with the staff, providing purposeful development, to help our teachers to understand who the students were and how they needed to work with them, actually a plus for us. we were facing so many challenges to say the least. you are talking about the community which values

education, where they do value education but don't know how to assist their own children. that was the hard part, changing the mindset of how we serve the students, making sure teachers that were in the schools had a disposition about their true responsibilities as far as having movement on those students, the challenges were difficult. you are working with students who are coming at many different levels. one of the things that we're talking about is have three k classes, six kindergarten classes which means they're not meeting the needs of all the students in the community. we are looking at 65% or more students walking into the classroom not prepared, and of the 40 students we are allowed

to work th, all four of them do not state and party elementary, we make it 10 out of the 40 that actually stay. basically because of the stigma placed on our schools. it is a low performing environment. it goes on and on. port for 40 but actually get 10 if you are lucky. the sad part is there not still there by fifth grade.

there are a lot of misconceptions about that. i am gla those things are changing. i wish itould change faster but they are changing. people are looking at us differently now. they know we are an institution trying to educate students. parents are getting it. this is the first year in a long time we have had a pair of/teacher organization where parents are asking questions. unfortunately this year, we have not targeted match which was disheartening for me and the staff but the good thing about it -- w took a proactive approach. we have established a challenge program for our parents, they were honest to say to us i can't help my child.

i don't understand this math anymore. we talk about third, fourth, fifth grade. we have provided a program starting september 14th. every monday, working with parents to help them know how to work -- that is the big challenge. this is the first year i was faced with a parent who is 17-year-old bringing in a at four-year-old. absolutely no clue how to have a child because she is trying to help herself. there are a lot of challenges, are they challenges we can't reach? we can reach them. we make no excuses in our building, there are no excuses for educating the children, no excuses because i always said to the staff, if we don't do something, we are going to continue to have an economic,

unbalanced society. why don't we be proactive now to move our students so they can take over when it is time to sit down? >> i have a few questions for all of the members of our wonderful panel here. many of you engaged significant examples of a private partnership and others that were helping, turning around schools but iant to talk about an enti that none of you mentioned. i am interested, if you can give examples of significant cooperation in schls of education in your turnaround. what do we need to do to have

schools of education be more accountable for teachers being presented to our nation's schools. thank you. >> we have had a number of projects on their research end, in terms of looking what as happening at schools. we had help from the university of maryland. we have also gone to brown university, looking at one of their centers over the last two years, helping us trying to reconfigure the waye operate the department so we can work with schools more effectively. that has been very productive project. we are going to have how much better wave of support from principles and so on. it is the contact area of maryland, different from other states in terms of trying to

ensure alignment with the curriculum and methods of the school we import probably 60% of our teachers. if we got every one of our schools of education to have teachers on the mark and a large with what we are doing, we have an awful lot of work to do. some of that work n't being done through the graduate school or undergraduate work. there is a lot of work we have to do and looking at some alternatives to get teachers into the classroom that are affected, working particularly at this. one of the partnerships we have in baltimore city, teaching the american program, graduate program at johns hopkins has been very good at being able to sure at the endf your obligaon you have a master's

degree in teaching and apply that, that has been a good incentive to track to baltimore. >> on the question of accountability, figuring out ways that we are tracking how graduates and other programs, student learning, an important case. in an era where we are trying to move away from input measur, in public schools, someone engross in something at the moment, that is not a conversation, the qution of what classes you take. i would also commend to the commission the various teacher residency programs that have

developed in recent years. various charter school networks, some of the more progressive schools of education have decided in madison the best training to be a teacher, to be a teacher, earning their credits phenomenally through work in schools with some additional classroom support as opposed to a single the intention to close down a set of classes experiences. >> a couple of examples, since you asked for exales. in boston, the reflection we have, so many of them, come together, focusing on some of their resources in working with our chronically underperforming

schools, the university may adopt three schools and most. the results on that are still kind of mushy because you're dealing with a learning curve on both sides of the equation. one of those universities has, or will have next week, a program where it is taking students who are receiving a high-school diploma but may not have the necessary skills to move on to higher education, establishing a program where students will go for grade 13 or 14, similar situations occur with good junior colleges as well. those students will enhance

their skills, the idea is they will be able, after a year, to move on to northeastern or any of the other schools. the teacher residency programs, we want to try to fund those nationally. i would argue we do it on principle as well. in my testimony, the written comments that i left you. i talk about the fact that turnaround is not something you just add to your portfolio. most of us who have been in this business did not get training in how to turn around public school districts. whether there is a skill set or not, i will leave that to others. i would suggest to you, with the concerns that reached the principal's level on a day to day basis, the ability to turn

around, regards special skill. getting universities to recognize that, the principal development, i would also echo, the medical model works. we put those folks in with a mentor principal or mentor teacher, not only does it create a career optn for individuals of service vendors, but gets these individuals who are looking to become teachers or principals, the opportunity to work with a skilled practitioner. finally, since we are raising the issue of what do you need to do on a systemwide basis, we need to look at the profession as a whole. this profeion is unique in the sense that you spend 30 to 40 years in it, then you may reap

the benefits of what you accomplished. most of the rest of the world doesn't function that way anymore. some of our graduates will be lucky, have probably changed profession is two, three, four times. the necessary to have them stay 30 years, i would like to have someone for ten years or five years and the way we compensate people needs to be addressed, so existing pension plans nee to be on the table, the whole range of how we provide compensation to individuals who may not be interested in sticking around for 25 or 30 years, should be on

the table as well. >> just to piggyback my colleague, a very different scope from what we see. starting his school and running existing schools, i don't see public education engaged outside of work, a program, graduate school of business, university loss in conjunction with the graduate program of education, start training education leaders to help augment those skills, something like that does need to be expanded and we need to recognize, it is a very different type of approach and skill set that is needed to turn around.

>> i have to agree. one thing that i like, we have a leadership program to help our existing people, we have a program for the new teachers coming in,elp them become better at their craft. there are a lot of thingshat need to be in place. it should be engaged time. i truly believe that. because it is so unfair to place the student in the building, never had the opportuni to be exposed to that environment before they had their first assignment. we need to look at that to make sure we are aligned with all of

them coming into the setting, providing them with professional development about a community. i had an interviewer last week who i never worked with these type of children, i asked her what type of children was she speaking in terms of, those children are children. i don't think she understood what she had actually sa. it is all about changing the mind, what our responsibilities are and we do as a community. >> i just got the hook. >> if i have nothing good to say i shouldn't say it. how is that for short. >> i want to offer a series of

questions or comments first. regarding district or sta capacity to do the turnaround. a few comments. over the last several years we had school improvement grants, for the purpose of dealing wit school that are troubled. these grants go to states and districts, and we have seen fairly little progress, at least in louisiana. we have seen fairly little progress. i would be interested, if you know of great progress on this, i am really looking for, where is the capacity for the district or the state to do these turnarounds. i also want to talabout expectations. what is our expectation for the

success of a turnaround? what level will it always succeed? let me make a few more comments. when we adopted and accountability system in louisiana in 1996 and began our testing protocol, we saw an increase, we saw an improvement, then we saw it fairly quickly flat now. 25% of our schools would meet their growth targets, 25 would not. they would stay flat, 50% would go up and down. what we realized was there was really no capacity to really make the change, the fundamental changes in the school building to do the work. as we talk about school improvement, many years ago, what i have concluded is we don't have the capacity in districts or in states, do this

work. we push for reconstitution that said you must take people out, change them up, move them around reconstitution hasn't worked very well. now we are pushing hard for this turnaround proposition and i believe in it, but i do believe it is a high risk proposition. it is not going to work in every case. even business turnarnds do not work in every case. why should we expect to work in every case here. but i do have questions of the principal in the building. what does the district to for you, the charter school director, is the district capable of helping you turn the schools around? what is the state's role and what reliance do you place on the district to do that? i have these questions about the district and the state and what

is going to happen when we say we are going to turn these schools around and what should we really expect from that proposition. i will go with you, steve. >> i could churn about lack of leadership of state superintendents, not taking over any schools despite the fact that he has the authority to or the capacity of school districts to turn things around but all of these questions come from leadership, i like tohrow the word around, leadership. it is a metaphor. i live in a city that has two nba basketball teams i have been a lakers fan since i knew what basketball was. they always had great ownership, great leadership at the top, the best general manager, the best coach, they have a culture, they have down time, they recover quickly, there are some lessons.

in that system, it becomes a much sought-after free agent, the first year, they don't match him up with just anybody in the office, they get a hall of famer to mentor him. ayers want to do the toughest jobs like a ninth grade teacher, should never be a first-year teacher, the culture of that team should be one the toughest position. i will take the toughest challenge. there are lessons. i also live in a city that has the clippers, the clippers have been as bad as long as the lakers have been good. do i blame aaron davis for that? july blame the nba players association nor do i start at the top? there is capacity issues, we know what it takes to turn around, we know what it takes, there is management that is

relevant to this work. the decision closest to a client is the best way to do that. that is the trend nationally except for education, where our product is teachers but they don't have a say. they don't make any decisions. there are enough examples, everything else has moved in the twenty-first century but we have perfected and are obsessed with the perfection of school districts for the nineteeh centy. we have to evolve that, it has to start with leadership. that gets thrown around all the time, our president saying we're going to lead the world in college graduation in ten years, that is a huge thing to say. can you back that up with money? we are all dissatisfied across ideology and parties and class about our public school system. now we have to kick in to what is neede and it is hard. i live in a city where there are 100,000 employees in our school district, 40,000 of them are teachers. out of 60,000, you need great

principles, bus drivers, make sure the bills are paid, but you don't need 60% of your work force to be nonteachers. decisions have to be made politically, what do you do with those patronage jobs that dominates school districts across the country? you have got to move them. you have to do it humanely. you have to push money and resources and ideas to school sites. high expectations. we know what works. the excuse of no capacity is just that, an excuse. >> when you look at the term leadership, it is the capacity of will, a leader to move men and women to state common goals. the leader must be the master teacher. to me, that is key. they have to have the capacity to bring everybody in, teachers

have a discourse, looking at the deficiencies and weaknesses in the building, up with a plan, monitor the plan and make sure the discourse is one that is not intimidating. i am lucky that we do have administrative art within the building. they come in, monitor, we talk about these other things, we discuss what we should be doing at this point. they don't sit back and do nothing. i am glad i amended district that take that very seriously. if they are not in the building and walking through and looking at what is working and not working, we have to make sure they know what it looks like. that is why the leader has to be

a master teacher, to understand the manifest of the institution. it is a collaborative work together. making decisions in the best interests of that particular scol, the interests of the needs of the schools are different. i like the fact that we have our central office, they do walk roughs, we dialogue about what is working, what is not working, we talk about how we can change and challenge those things but it has to be a collaborati intellect between the two parties. >> anyone else? >> i would echo the issue around

capacity. you need to develop capacity, if you have a district that isn't assessing its return on investment in the progrs it is currently implementing, an i would argue that they have no idea what the value is of those individual programs? turnaround is not something that won't come with some sort of cost. the race to the top money, the stimulus money is not going to be there forever. i don't think we need to take a look at one of the practices in place in the school district or at the state level, if the shoe fits, what we can better do is push money to the school site. that is not an easy thing to do.

there are inherent roadblocks everywhere you may turn. but i think we have to take a look at those when i made my comments earlier, i talked about having the political will to make unnecessary, tough decisions that have to be made if we are going to address this problem. there's no doubt anyone's mind that the school districts still near what they looked like 25 or 30 years ago. i would raise the issue of whether there are too many school districts across the country. i would raise the issue of whether the role of the school committee as such is as relevant as it may have been. i realize those are local option questions. i think you have to think seriously about what currently in place hasn't worked.

we don't know indeed whether you can get district's to do the kinds of things that are necessary. >> do you think it is less an issue of capacity and more an issue of political will? >> i do. >> i would add, check on the leadership, so much done on the political leadership question. there are deep questions about the rule outside of schools. as a refrain of a pattern, how schools the doing this work. on would argue that in new york, we developed some pretty good processes for supporting schools, you can talk to miss a lacroix about that later. the states wanted to get in the

works of what principles were planning and executing. it is incumbent on us as we think about capacity outside schools, to be thoughtful about the right will of district, what are the right way is to empower schools, what is the right rule of the state's. every educator i talked to love to go to school visits and water and provide counsel, what they see in different classrooms. that can't be the role for every person every layer of the hierarchy in education. u.s. about expectations. one of the goals we set for ourselves, the goal of $0.90--97% success, performance above average, it is important to say we work from the outset, to some extent, setting a goal that recognize the failure rate, we were going to not be successful with some of our turnaround situations and unless we are bold enough to accept those failures, there's no way to geto success with the majority of the turnaround

situations we're trying to pursue. >> with respect for your schedule i will be a little bit glib. we have me mechasms in place to maximize what capacity we do have. we don't have enough people to do everything we need to do. we have a lot of pressure on our local school system by way of master planning, that means we are setting these targets, stepping back, for the school systems, to let them do the work. in some cases we have eight schools in the school district and they don't have capacity. in other places, 200 schools, have a veryommitted school board and very committed to highly skilled leadership at the central office level with the ceo, superintendent, very well committed, some of them have a lot of autonomy at the school level, some have a lot of talk

down. in some cases it is working quite well because the district has taken the title and everything else and put it together. i am worried as much as anything about very small districts that simply don't have the people anywhere in the neighborhood that can come in and do this work. we are trying to build a way to support all of those principles because the pressure point is the principal. we are the only state department of education in the state, in the country, that has a division strictly focused on principle leadership and trying to develop that across the state. that is something that needs to be a real focus in the reiteration of no child left behind. >> i have one question for one of our presenters and that is

you, dr. piper. in as mayor and school finance reform has a significant role in your school improvement. a number of states are involved in school finance litigation, very few have gone to that magic place where it is equitable and running well. couple that with the fact that the federal government only provides about 9% of the aid t schools. i wonder if you believe there are a school finance characteristics that the federal government should require as they invest their money in states or school improvement? >> i can say this. at one point we had the 30 funding streams that went out to schools, school districts. that money was distributed based on students affected by the current stream. students are not always in one

subgroup. we found schools overflowing with money that didn't need it. having the state to dictate that it must be spent to buy teachers or aids or whatever else is a defective. in some cases i talked to a principal who sa we needed to buy a bus. i didn't have kids feeling comfortable and safe in their neighborhood to come to school. we pick them up in the morning. attendance has gone up, scores have gone . normally the funding stream would not be allowed. there's a lot of logic in terms of the able to step back and allow some latitude for people at the district level to make some decisions, but the accountability, if they are accountable for the bottom line, their students, something that makes sense, some people have good ideas that don't make

sense, it is very important. not quite sure how that translates into a federal mandate. that is a complex issue. >> good afternoon. i would like to say how impressed i am with the meaningful experience in this room so i will be brief. my question is for everyone, if you could quickly lead us know, if you were to write a prescription for the low performing schools to adopt a strategy or something they could do to turnaround, what would it be? even though i know leverage is one thing, what would you say? >> can i start? thank you. i would say you should have a set of core strategies such a reviewing data constantly,

investin in teacher quality, providing professional development that is purposeful and focused. >> this is what your school is. we believe all kids can learn, all kids are important and all the adults in front of them have to believe that. everything else is subservient to that. >> i would say you have to have a strong internal assessment strategy that is linked to the curriculum, linked to professional development ended there is consistent strangulation made to determine remediation is needed for a particular student, the way teachers liberate the material or problems in the curriculum, there's a dynamic change happening to address those on an ongoing basis. the ones in chicago are driving

student achievement. >> i would suggest they put them into a protective zone or space and give them what flexibility we all talk about, we do away with multiple partners to create a partner that has responsibility for delivering whatever assistance the protected space in the individual school is needed. >> similar to other single-minded focus on mission priority, system that exists in the school, within the school, a disciplined and relentless focus on fighting off of attempts to distract from that focus, wherever they are coming from. >> i would endorse things from my colleagues and also add that if you can only do we do things, it would be focused on getting extremely strong and well supported leaders in each of those schools and make sure

those teachers have all the schools and preparation to do their work. if you couldn't do anything else, you have to start with that. >> thank you. i am on the teacher committee. i am going to try to -- some people will be seeing me again. i want to ask a question about teachers. we have been talking about new schools, charter schools, turnaround schools, we have been talking about what appears to be an exceptionally run traditional school. i haven't heard as much as i would like about how human resource management strategy is integrated with these turnaround efforts. we all know that the variation

huge, 3:one ratio, something we can't ignore. i am particularly interested in how possible measures of teacher and effectiveness are being used or can be used for should be used in these turnaround efforts. let me point to some specific questions to some specific people. dr. peiffer, you talked about how they qualified teachers, you made some passing reference to teacher effectiveness, how they qualify may be important but doesn't explain a lot in terms of teacher effectiveness. mr. harries, the new schools in new york are quit exciting, i couldn't help but wonder where the teachers, where did they come from which tse existing features that were there. similarly for miss lockett, do you select them, the have

control? i found steve barr's observation that 40% of the teachers at that high school returned. i think about it one way, that is a lot, thinking about it another way, 60% don't want to be there, they read their before. if you could talk a little bit about that self selection that you seem to be tapping into, if we could start with dr. peiffer, then mr. harries, then mr. barr. >> highly qualified teachers are highly effective. i have seen some highly qualified people not doing a good job. when we look at all the statistics, our kong and -- concentration of teachers without adequate training are showing up in large numbers for urban districts, in schools that are very low performing, we have made a lot of headway over the last 7 years

it is a start. the secondary issue in terms of being able to help teachers be affective, we are trying to help local school systems understand, we are not in a position to measure. we don't have all the tools to measure that. we hope longitudinal data systems will help us over the next couple years. it is something we need to attend to, teachers in maryland, i can hire them. they come from a state university, i need to understand our curriculum, we need to do a lot of professional development, we focused on trying to have professional development standards for all the systems and they understand when they build their plants that they can go to these teachers frequently and provide ongoing support. >> our experience in new york is similar to mr. barr's. some teachers came back from existing schools, some came from other places, some were new

teachers, those teachers were attracted to be in these new school institutions, attracted to the idea, and it is compelling, the teacher experience is not locking the door into their own classroom that is a collective collaboration of adults focused on achievement. unfortunately, t many teachers in the system are not excited about that idea but part of what we need to do is create school system that expect back-to-schools and school systems that expect that. i would underscore, commend to you and the commission that the new teacher project's report on the affect of the quality of evaluations, national unions signed on, the central finding is evaluations are a joke on all sides and not focused on the questions of performance, attitude and improvement, student achievement. >> to follow up, we are running out of time, is there anything federal policy c do to promote

greater teacher effectiveness? measured teacher and effectiveness? or should do? >> in the race to the top, there is a chunk of money that will be put into the common standards, if the common standards are accompanied by common assessments and those, assessments are accompanied with benchmarking exams, benchmark to those assessments will have some outstanding tools to measure teacher progress, teacher effectiveness as we go through the year. in those circumstances it is spotty because of the benchmarking exams which used, benchmarking tools are of variable quality at this point. >> i would say the question of moving towards more value add or progress based metrics which is prominent in other stres is important to teacher evaluation, teachers make legitimate complaints in their evaluation that the kids they are serving are not necessarily the same.

we have that in different populations. if comparing absolute performae, that is not a fair expression of what the professional obligation is, not to perpetuate the success levels parents give us, instead to advance the achievement levels of students. >> would you recommend something like this in new federal legislation? >> no, to the extent that the bar is set on absolute performance levels, absolutely queson of federal legislation. both on the question of standards, my colleague from merriman referred to, but what are you measuring and those standards? it is an important federal point. creating that for district and schools, a follow on effect for the evaluation of teachers as well. >> miss lockett? >> 40% of the teachers coming into our school our new teachers and many of them are coming from

alternative certification programs like teacher of america in particular. of the $28 million we have dispersed in schools so far, the majority of that is going to capitol. our schools are getting 20% to 30% more pd time, many are starting in advance of the school opening, for professional development. that is a huge priority in terms of how these tools are structured but the visibility component is critical. they are working longer hours and part of the extra time is to provide the support they need to be more effective. >> as a lesson, as we get excited about this turnaround, when we met with the teachers and told them we wanted them to come that, it is not like we have an air-conditioned bus waiting to take your job, there

is a teacher shortage. it is actually work condition problem. if i was a teacher now, this would be the place i would want to be because you can align leadership, i am going into something i don't feel is -- a lot of school districts are just the drift. the recommendation i would make is a huge deficit in human capital, terrific efforts like teacher of america to turn away candidates because they don't have enough funding, the suggestion i made to the transition team is i would ge americorp a quarter mlion dollars for teachers in 5 years, give them -- four months is not enough time to train, those teachers, even a year, some of e best schools, learn from the best teachers, give them a year

of training and unleash them in to school districts that are reforming themselves, a minimum wage of 70 grant procedure in that district is like 100,000 police issued in e clinton administration. it would create a huge corps of teachers, and he would award school districts that are moving forward appropriately, training them a different way. adding on, you shouldn't be turning away thousands of teachers. it is a teacher shortage. >> do you have something you want to add? >> very quickly. the conditions working underneath could be addressed. we have to deal with the issues, the ability to keep these folks

in the same space for a period of time. for whatever the reason, at a cyclical budget arrangements, if it is operating strictly on straight seniority, you lose the people you're trying to maintain in that organization, it needs to be addressed. >> after you took over? >> i did. basically sustainability -- working in a of -- some of the

problems are not included. sometimes they don't get it. you have to look at providing collaborative opportunities for them. the leadership person to me plays a major role. most teachers that i have met over a period of time, looking for a quality teacher, looking for one. the question i would go to, you would support the, you won't just throw me out. i hate to say this but you have leaders who unfortunately pay no attention to a teachers' rights and property rights, they have a

set of standards but they're not going into providing coaching skills for those teachers to make them want to be there. it is hard to go into environments where there is a high friday of students or not, it is hard because teachers have to feel supporting and sometimes we put the wrong lead is in place who don't understand the need for supporting teachers to maintain them and sustain them. that is why you have a lot of teacher turned around, because they don't feel that. >> thank you, and i apologize to the chair, i may have overdone my minutes. >> ask your final question. >> commissioner, you're going to ask me to ask a question, judy is a longtime advocate for

children's disabilities. she was interested in how we're doing is educating students with disabilities for studen, and what, if anything, we can do with no child left behind, improve the performance o students with disabilities in schools. given interest in time, i will take volunteers. >> for the last six months i was in new york, i was senior coordinator for special education, made a series of recommendations about how different people approach it differently. i would argue special-education, we talked about focusing on learning as opposed to focusing on input. special-education is largely characterized by an input model, federal law, this would be others, what it requires is a set of services that are layered on top and apart from the

student's for educational experiences. i am happy to forward that set of recommendations to you, the core ideas, we are around establishing meaningful, academic, behavioral, intermediate goals, giving educators the flexibility to try to design different ways to achieve that as opposed to creating a rht around a particular set of services, create management mechanisms to ensure school districts of looking at the kid, figuring out how to move them forward. >> thank you very much. that is -- as a parent of a child with down's syndrome i appreciate that. we don't have as much to say on that subject as rhaps the white want to focus a little bit more because there are a tremendous number of youngsters who have special needs.

we need to address their educational roles as well. >> we are at the final part. i see people queuing up. we are going to hear some public comments let me set the rules. i want everyone in the audience and those watching on c-span, the commission will take public comments by a i website including formal testimony and we will take comments by our facebook page. i don't know if we will get twitters, but we have facebook, you can communicate with us throughout the process. we have a limited amount of time. i will be a tough timekeeper, ten minutes plus. if you identify yourself, you are on first. >> i am executive director of citizens for effective schools. i would like to, and

particularly on an observation by garth harries which i felt was especially important, he said with respect to the attorneys on cotton, they really need to shift the frame of law to helping schools make the changes needed to dramatically improve their own performance. .. in order to improve what happens in the classroom there are some known strategies. one of them is peer collaboration among teachers and principals. second, now entering for teachers and principals. third, -- second, mentoring, and

third is career ladders. we also know some things, it is hard for families to support kids learning at home if they don't have adult literacy. that needs to be built into the nclb in terms of specific programs. parenting skills also, there eds to be programs that are supported by the government that enable parents to do what we know they want to do. for kids who don't have parents at home, there needs to be some sort of program, something like a big program -- >> that would provide adult mentors for the kids to give them the kind of role model and support that they need. so basically, my urging to the committee would be think deeply, think broadly. the sanctions-based approach with the testing has not largely

work effectively, although testing is okay. it is okay to identify schools that are not doing well but we now need to, this round, we need to move on to having the federal government identified these things that there is a convergence on. what are those things. help the schools to make those changes and indeed, put it into the law for the schools that need to turn around, that you must make these kind of changes in order to continue to get federal money. >> thank you. >> my name is jerome. i'm an associate professor of mathematics at the university of maryland. and you should know that the college math professors across the country are quite distressed that students are arriving in college knowing conservator less arithmetic and algebra one and they knew a decade ago. and to answer doctor lomax's

question, about what's happening in maryland, before no child left behind only 44% of maryland's african-american students when arriving at a maryland college were math ready. bath rdy means knowing arithmetic and algebra one. sense, it has dropped from 44% down to 36%. the cause of this change is maryland's no child left behind grades in math exams also known as marilyn's, i can't pretend algebra exam, because things like to ask plus three x. equals five x., that is too hard for maryland's no child left behind grade 10 math exam. my suggested solution is that no

child left behind require that for the grade 10 math exam, while maryland and other states, they go to like the university of maryland math department which has a placement test, copy out the arithmetic questions and algebra one question and use that for the no child left behind mandated grade 10 math exam. this is what is needed in order to realize high school algebra with college algebra. across the country ovethe past decade, high school algebra has been underlined with college algebra. the next professor, thank you. i think we will hear from a few of your other colleagues speak as well. >> i have a short one which is also directed -- >> i think we need to share the microphone with others. thank you very much. >> i am barbara from the national council of teachers of

english. each one of the witnesses this morning spoke to the importance of professional development for teachers. our 50000 members agree with that. when we do surveys of our members we find that they call for embedded professional development during their school day that enables them to focus on the particular students in the particular community in which they are working. and i noticed that when principal elder spoke about why she called purposeful and focused professional development she noted that her school had had to use funding from an outside foundation to get the kind of professional development that was important to her teachers. i would ask you to consider if israel tries, continued and in fact deepen emphasis on professional development for teachers who are committed to the kind of improvement that we have been talking about. >> thank you.

>> production and. via mark ames with the national association of secondary school principal. we represent about 30000 principals nationwide and internationally. i heard great things today. i heard support for principles really important, support for school leadership should be a focus, the reauthorization. these are really good things. additional support for teachers, teacher collaboration, addressing the outside influences on student achievement outside of school. i guess one of the things that i wanted to bring up, and some people have addressed it in this committee, and outside elsewhere. is the idea of turning around schools that, well, we have low performing schools, we have the dropout crisis needs t be addressed. so let's go to a school, remove the principle and let's turn it around.

because it's a new school and need special circumstances to operate, you know, we need to do dramatic radical change. that's what the parsing. so we need to have special circumstances. additional autonomy. and i would just submit to you that if the principles that were in the school originally had that same level of autonomy, they would probably be able to succeed. it's not as though the principles don't want to succeed. it's that there are so many countervailing forces that they are unable to or they don't have the professional development. they haven't been provided with the tools, the training, to do these turnaround strategies. so what's not needed is to remove the principle and, you know, because like i said we don't have buses of principles just waiting around. and there is a shortage of principles. and other principals are going to retire in the coming years, and so we need to not discourage people from entering the principle ship by threatening to fire them, but provide them with

the support that will enable them to do the job that they want to do. thank you. >> will try to get from the people who are remaining in line. we want them to expedite their comments. >> i am heather with teach for america and the vice president for research and public affairs. i'm glad we got around to the teacher effectiveness conversation towards the end. i would just want to make one comment about an interaction between the systems for testing out accountability and being able to attract teacher effectiveness. there was conversation about the ability we think we're getting better tools, but i think mr. harris brought up that kind of accountability, when students are taking tests and how the fx are voted, to track the student outcomes to teach outcome. i think we needed think about. we authorize what those assessments look like they're vesica, i will make is about what i keep hearing on the selection front end around his position and how exactly uss teachers ability and believe

that all kids can learn. and also fit with the school context& i just want to raise those two issues. >> thank you. >> good day. i am roberta i am the director of, and i welcome all of you here but i'm also 33 term pta president. my concern is that studentare being taught to pass a test, to evaluate a school. when you start talking about broad-based learning, and teachers who are traditionally teachers the that teach by tradition, they are not any decision to do that because they are teaching to pass the test to evaluate a school. and i also believe, and there are some things i have often pondered on and i wish that you consider that. and that our children fondly should be put back into the schools. johnny could read when we learn by phonics even when money couldn't read. and that's just a brief consideration from a mother and a pda president.

thank you. >> i am paul, codirector of the center for law and education. and i really have a question. it's one i have strong views on but i will spare you those. which has to doith the fra that i've heard a lot here and elsewhere about increased accountability and increased autonomy and authority and the implications of that. and weather for those of you who say that, what that means in terms of the role of any standards of practice or requirements, policy requirements for what schools need to do. on reading is that we should pretty much minimize or get rid of them altogether and just give autonomy and expect resul. do you believe that, or if not,

what kind of standards of practice, what kinds of requirements are helpful? and in what way should they be used in relationship to outcome measures? and i think that question has implications. for example, about district and state capacity in terms of what they do, whether or not we do or don't have in place as a focus some standards and expectations for what the schools that we are trying to help them. thanks. >> were going to accept that as a rhetorical question,. >> it's not actually. >> i'm not sure we're going to be able to answer it today. i'm sorry. but since you said you had strong views on it we welcome you sharing with us either through, and some other mechanism, giving us your point of view that you asked. thank you. >> my name is andrea.

thank you. i am the caboose, so thank you for sticking around and letting me share a few of my remarks. i think we need a student center, the kids need to come first. their academic achievement needs to come firs i would like for you guys if you get a chance, gornor bush is sting the excellent and actions on october 8 and 9th. i have some flyers for anyone here who is interested. we will be talking about all of the different components of no child left behind authorization, what to do with teachers, accountability, charter schools. i think the florida example might be helpful to you. the current nclb regime has a pass fail system. you me it or you don't get it created a lot of confusion on which schools are failing, which schools make it other small interventions and may not be neat reconstitution. florida is the only state that great schools a-2 f. new york city, provides a very clear delineation of where the

different public schools are doing in the state and florida provided considerable resources to the schools. i want time to have a voucher program. that allowed students that were in failing schools to select a better performing school. we think that's a critical component as well. if a child is in a failing school, why make them stay there until the school district and figure out what to do and correct it? we need to give him a choice. they only get fourth grade that you. if they fail they have to stake in. it's not fair to those students. when it com to determining school grades, florida focuses on the bottom 25% of students as a component of their school great. no child left behind focuses on different ethnic groups and gender. and sometimes kids are lost in the shuffle because of the insights of particular states chosen to give you focus on the bottom 25%, you're going to capture all of those kids that are your most performance. we would like for the commission to consider that as an option. with regard to effective

teachers, we think the most logical measure for effective teachers is to look at the student achievement data of the students that are coming through their classroom. thank you very much. >> thank you very much. this concludes our public comments. i would like to acknowledge that another commissioner has joined us, mike johnston, who is the colorado state senator and senior policy adviser at new aders for new schools. thank you for joining us. >> ladies and gentlemen, this concludes the program. let him make a few concluding remarks. the aspen institute commission on no child left behind will continue this series of public hearings around the country over the next few months to hear testimony from leading educators, researchers, policymakers, civil rights and business leaders and others to gather information for our forthcoming report with updated recommendation for improving the law. the topic will improve teacher and principal effectiveness, accountability, data, and

standards, improng our nation's high schools. you will receive information on the dates and locations of these events in the coming weeks. we look forward to continuing to work with leaders all over the nation to advance effective education reform to assure that all of our children, regardless of race, income, of zip code, have access to a first rate education that can prepare them for responsible citizenship, higher education, and reward and work. thank you all for being with us today. this concludes our hearing. [applause] [inaudible conversations]

spirit mr. chief justice, and may please the court. the the government can seek that the destruction of document in anticipation of a proceeding was not crime in the fall 2001. >> something different is going on here. you need to appreciate how important it is to our system of government.

>> this is the highest court in the land, and the framers created it after studying the great lawgivers in history. and taking a look at what they thought worldwide was important for the judicial branch to do. >> i put in as much blood, sweat and tears on the little cases as i do on the big was. we are here. >> you will be surprised by the high level. >> if there are four of the nine us who want to hear any of these cases, we will hear it. >> we are here to decide things. the job is to decide. we decide. >> why is it that we have an elegant, astonishingly beautiful imposing, impressive structure? it's to remind us that we have an important function and to

remind the public of the importance of the law. >> i think the danger is that sometimes you could come into a building like this and think it's all about you or that you are important. and that is something that i don't think works well in this job. >> supreme court week, starting october 4 on c-span. >> james murdoch, chairman and chief executive for europe and asia and news corporation was the keynote speaker last week at the edinburgh international television festiival. he spoke for about 40 minutes about the publicly funded bbc, government regulations, and competition. james murdoch is the son of rupert murdoch.

>> i think this is the first time that someone who has deliverethe alternative has graduated, if that's the right word, to the realhing. so i'm both proud and honored to be paving the way, who should be standing here tonight in 2018, if this trend continues. w of course, i am fltered to be asked but i'm also a little bit worried. does this finally mark my invitation to join theritish broadcasting establishment? while the thought does terrify me, i take comfort in the knowledge that after my remarks tonight, my membership will have been a very brief one. it also occurred to me that i qualified for the invitation only after i gave up my executive role at sky. i-9 spent most of my time engaged in other parts of the world.

and other parts of the media industry. and perhaps that means i regard as being safely at a b of a distance. but i welcome the opportunity to talk with you about the media in the u.k. and a slight distancing, they help. you can be the judges of that. when we gather as an industry, it's natural for us to talk about the future. but i would like to do something different tonight. to turn our focus firmly to the present. because the past, we are already on is a dangerous one. in particular, what i want to discuss is our digital presence. that is right here. it has been here for a while, in fact. a digital presence that also compel us to make some urgent choices about where we want to go as an industry and as a society. choices which, i will argue

tonight, we are currently either avoiding or mishandling. it's easy to lose sight how digital we already are. the inescapable thing about the presence is that everything in it is already digital. even if part of the consumption of media remains in the analog world, opening a newspaper or a book, going to see a film in a cinema. the production of those creative work is already wholly digital. as a proportion that is consumed by digital means is growing all the time. so talking about a coming digital future, or a digital transformation, is to ignore the evidence that it has already happened. why do i think we are getting this wrong? why do i believe we need to change direction as a matter of urgency? it's quite simple. because we have analog attitude in a digital age. we have business models and a policy framework based on

spectrum scarcity. we have limited choice and we have central planning. the result is lost opportunities for enterprise, free choice, and commercial investment. if we recognize that truth, and we change in the right way, the opportunities and benefits for all of us, and more importantly, for consumers and for society are powerful and they are attractive. we know we have to change. the digital present is forcing us to make urgent choices. first, the velocity of the transformation of our industry has radically increased. you notice, and i don'teed to dwell on it. second, and this rapidly changing world, the boundaries between media have broken down. people consume content in a very fluid way. and that's reflected in the way we provide it. what were once separate forms of

communication, were separate media, are not increasingly interconnected and interchangeable. so we no longer have a market, a newspaper market, a publishing market. we have indisputably and all media mart. third, the boundaries of what we mean by media are themselves disbanding. in japan, you can now buy yr granny a mobile phone called a raccoon raccoon, which means easy easy. does find under to build how many steps she is taking each day. and you can set that so it sends a daily mail to your inbox letting you know that your granny is still up and about and geing the right amount of exercise. there might be an advertisement attached. is that media or health care provision? or is it both? it all sounds like economic,

exciting, thriving sector to b a part of. moving factor, being more interconnected, expanding its scope. and in some ways it is. but the present is not as great as we tell ourselves. you don't need to strack -- to scratch the surface very hard to see the opportunities are limited, investment and innovation are constrained. and creativity is reduced. this is bad for customers and societ this year is the 150th anniversary of darwin, the origin of species. it argues that the most dramatic evolutionary changes c occur due to an entirely natural process. and darwin proves that evolution is unmanaged. now these views were an enormous

challenge to victorian religious orthodoxy. and they remain a provocation to many people today. the number who reject darwin, and cling to the concept of creationism, is substantial. and it crops up in surprising places. for example, right here in e broadcasting sector in the u.k. the consensus appears to be that creationism, the belief in a managed process with authority is the only way to achieve successful outcomes. there is general agreement that the natural operation of the market is inadequate and do a better outcome can be achieved through the wisdom and activity of governments and of regulars. this creationist approach is similar to the industrial planning, which went out of factors in a sectors in the 1970s. it failed then and it is failing now. now when i say this, i feel a

little like a crazy relativwho everyone is a little bit embarrassed by. and if they are not sure if you should be taken too seriously. but tonight, y invited me to join you and i am going to have a crack at persuading you that we can't go on like this. tonight i will argue that while creationism may provide a comfortable illusion of certainty in the short-term, its harmful effects are real and they are significant. creationism is the poorest in our society with progressive taxes and policies, like the license fee and digital switchover it promotes insufficient infrastructure in the state of digital terrestrial television. it creates unaccountable institutions like the bbc trust, channel four, and ofcom. and now in the old media market place, it threatens significant damage to important spheres of

important enterprise and endeavor, the independent news, investment in professional journalism, and innovation and growth of the creative industries. we are on the wrong path, but we can find the right one. the right path is all about trusting and empowering consumers. it's about embracing private enterprise and profit as a driver of investment, innovation, an independent spirit and it's about the dramatic reduction of the activities of the states in our sector. if we do take that better way, did we, all of us in this room and in our wider industry will make a genuine contribution to a better society. one in which trust in people and their freedom to choose is central to the way we behave. often the unique position that

the business of idea and choice in a free society is used as a justification for greater intrusion and control. on the contrary, it's very specialness demands an unusual and vigorous stillness. so let's explore the role of creationism in our sector by asking a few basic questions. first question. how do the authorities currently approach intervening in and regulating the media industries? with relish, is the answer. in the past five years, ofcom lost nearly 450 consultations. nearly two in the week. it has produced three public service annual rept into public service broadcasting reviews in five phases. these alone have in total including special report and other related material amounted

to over 5000 pages and spawned another 18000 pages of responses. and those reports have only been a small proportion of the total activity by the regulator. for any of you who missed them, this is included science-fiction, report on entertainment in the u.k., in 2028. and the note out vital guide on how to download which teenagers across the land barely have survived without. [laughter] >> my second question. is it rational to the authorities to try to manage the media industry in this way? not at all. the study of evolution reminds us that it is very difficult to predict the outcomes of events. intervention can have unforeseen consequences. even when dealing with organizations or marketplaces which seem very easy to

understand. witnessed the international banana market. in the 1950s, the banana export industry face a problem. the then dominant big mike variety was being wiped out by a fungus called panama disease. the industry took the decision to replace the entire world export crop with a supposedly disease-resistant variety called the cavendish banana, which is the one we eat today. unfortunately, it now appears that these bananas may themselves be vulnerable to a different kind of panama disease. and since cavendish bananas are genetically identical, they cannot build up any resistance. there are important lessons here. attempt to manage natural diversity have unpredictable consequences and are more likely than not to fail over the lo-term.

now talking of an end brings me deeply to our own authorities and other inspections in the old media parcplace. now some of these, even without the benefit of hindsight, pretty difficult to justify at the time. to use an example, i am familiar with, let's takehe decision of the european commission to require the broadcasting rights to primarily football to be tonight to do so that no one company could buy all of the rights. the consequences of that move were predictable enough. customers having to pay more for the same thing because they would be to subscriptions in the place of one. however, and a pint of common sense of the commission apparently believes that prices would instead fall of and here, the repeated asstion of ofcom against intervention is becoming impossible to believe in the face of so much evidence of the exact opposite. a radical reorganization of the regulatory approach is

necessary, if dynamism and innovation are going to be central to the u.k. media industry. the discipline required it to contemplate intervention only on the evidence of actual and serious harm to the interests of consumers. not merely because a regulator armed with a set of prejudices and a spreadsheet believes that a bit of tinkering here and there could make the world a better place. a third question. what do the outcomes of these interventions actually look like? let's judge by the results. according to the authorities, and i paraphrase, we should have a diverse broadcasting ecology with many pft providers, a bbc that is not too dominant, growing investment content of high quality, and high levels of u.k. production. now i invite you to take a look

around. decades of ever increasing planning and intervention have produced very different outcomes. the bbc is domint. other organizations might rise and fall, buthe bbc's income is guaranteed and growing. in stark contrast, the other networks are struggling. channel four has cut its program budget by 10%. five, by 25%. spending on the original british children's programming has fallen by nearly 40% since 2004, including inexplicably a 21 percent fall at the bbc at a time when the corporation has been able to spend 100 million pounds a year outbidding commercial channels for u.s. programming. a figure which has its up increased by a quarter in the past two years. the problems of the terrestrial broadcasters are not about the economic downturn. although it has thrownhe issue

to sharp relief. it is not a coincidence that google has a higher percentage of advertising spendingn the u.k. than anywhere else in the world. it is a consequence of a tightly restricted commercial television sector. that money isn't coming back. it's not that bad funded television is dead. it isn't that it's just a permanently smaller fish and a bigger pond. the fourth question. is this creationism good for investment? no. a heavily regulated environment with a large public sector crowds out the opportunity for profit, enters the creation of new jobs, and dampens innovation in our sector. we don't even have the basics in place to protect creative work. whether it's shoplifting at hmv or pirating the same movie online, theft is theft.

they are both crimes and they should be treated accordingly. the government dithers dimly aware of what it has to do but afraid to do it. the investment climate in the u.k. remise nipples joystick and that all happy families resemble one another while each unhappy family in its own way. now it's true that none of the market that i have a little espresso is completely happy. but there are things to welcome. the regulatory professionalism of germany. the growth opportunities of india. even france outdoes us and its robust defense of intellectual property. a problem with the u.k. is that it's unhappy in every way. it's the addams family of world media. [laughter] >> if such determined efforts to manage the marketplace are failing, it might be useful to

look at alternative approaches. one such approach might be to trust people. consider dutch traffic engineer, hans, who discovered that reducing the amount of signs and traffic markings in towns and villages does not make roads more dangerous, as you might imagine. on the contrary, people drive more safely and there are fewer accidents. as he said, if you treat drivers like idiots, they act a it gets. never treat anyone in the public realm as an idiot. always assume they have intelligence. in contrast, the authorities in the u.k. and their clients, those dependent agencies, enterprises, and entities which one might work the other rely on the state, have refused to trust the people who matter, the people who pay the bills as customers and as taxpayers.

indeed, the defining characteristic of the u.k. broadcasting consensus is that the absence of trust. yet there is an example right on our doorstep of the positive development that come about when we encourage a world of trust and a free choice. within the next few months, the number of homes in the u.k. that enjoy some form of television that they freely choose to pay for will top 50%. the steady growth of choice driven television has nothing to do with public policy. in fact, the authorities have consistently favored so-called freedom where broadcasting. as you might expect, people who are used to paying for film, for books, for internet access and other quality contact do not see anything strange in paying for quality televion also.

when pay television began in this country, it did so largely by providing programs which public service broadcasting served in adequately, such as 24 hour news and broad choice of sport or related films. as originally with news and sport, so now with the art and with drama,ky has no more sports channels by channels that customers choose to pay for an expanding and will continue to do so, not just from sky but from the likes of national geographic, history, mtv and the disney channel, to name a few. sky of love now invest over a billion pounds a year in u.k. content. and it is in a sector which has delivered so many innovions from multichannel television in the first place to the launch of digital, personal digital records, high-definition, and 3-d tvs soon in the home. all this despite the dampening

effects of a massive state-funded intervention which reduces the scope for program investment and commissioning from independent production companies i private broadcaste broadcasters. it's a major missed opportunity for the creative industries. and yet the authorities in the u.k. continue to seek more control and greater interventi intervention. there are many examples. first, the amount of detailed content regulation in the u.k. broadcasting is astonishing. two or three times a month ofcom publishes a broadcast bulletin, a recent version wigan 119 pages. adjudications occluded judgments on whether it is fair to describe as the worst place to live in the u.k. 20 pages on whether a bbc documentary on climate change was fair to two of the participants. every year, roughly half a million words are being devoted

to telling broadcasters what they can and cannot say. next, the u.k. you regular system also tightly controlled advertising. the amount of advertising, the ability of product replacement, but essential between advertising, editorial and so forth. these rules often seem to have little connection with protecting people from real harm. as an example, star plus, one of news corporation's indie language entertainment channels has been unable to show any u.k. the indie version are you smarter than a 1year old. because the logo, which does not even operate inhis company, appears on the set. what exactly are they afraid of? excessive regulation can also have more serious consequences. the latest u-inspired rules restrict the number of ad breaks permitted in news programming.

television news is already a toh enough business. if implemented, these proposals will undermine the commercial liability news broadcasting even further. in addition, the system is concerned with imposing what it calls him partiality and broadcast. it should hardly be necessary to point out that the mere selection of stories and their place in the running order is in itself a process of knowledge of partiality. the effect of the system is not to curb bias. bias is present in almost all media. but simply to disguise it. we should be honest about his. it's an infringement on freedom of speech and on the right of people to choose what kind of news to watch. how in all media marketplace can we justify this degree of control in one place and not in

others. content control, advertising regulation, and restrictions on freedom of speech. we've been brought up in this system. it probably seems as natural and as inevitable as rainfall. but is it really necessary? is there no alternative? other areas of the media have been able to get by without it. there is a strong alternative tradition with at least four centuries behind it are pamphlets of books, letters, magazines and newspapers. to the thundering 19th century times to the sun fighting for the rights of veterans today. it's a tradition of free comments, of investigative reporting, of satirizing and exposing the behavior. yes, the free press is fairly near the knuckle on occasion. it's noisy, it's disrespectful, rockers, quite capable of

fronting people which frequently the despair of judges get up in the noses of politicians on a regular basis. but it is driven by the daily demand of choices of millions of people. it has the profits to enable its fearless independence. great journalism does not get enough credit in our society, but it holds the powerful to account and plays a vital part in a functioning democracy. when we welcome a world in which the times as told by the government how much religious coverage it had to carry, in which there were a newspaper with more money than the rest of the sector put together and 50% of the market. in which cinemark were instructed how many ads they were allowed to put before the main feature on which doonesbury had to publish equal number of procapitalist and pro-socialist books. and of course we had to pay for a to make sure all of these roles were carefully unserved. of course, we wouldn't.

so why do we continue to assume that this approach is appropriate for broadcasting? especially as one communications medium is now barely distinguishable from another. there's a word for this. it's not that a system like to hear, but let's be honest, the right word is authoritarianism. and it has always been a part of our system. is hardly a secret of the early years of british broadcasting were dominated to concern about the potential of this new technology of creating social disruption. to deal with that perceived threat there were two responses. to nationalize broadcasting to the bbc and to ensure that any other provider was closely controll and appropriately incentivize. the greater divergence between the rest of the media and broadcasting is the unfocused

approach to the customer. and the regulator for the public service broadcasting, customer doesn't exist. he or she is a passive viewer in need of protection. another part of the media world, including pay television and newspapers, the customer is just that. someone who's very freedom to choose makes them important. and because they have power, they are treated with great respect and seriousness. as people who are perfectly capable of making informed judgments about what to buy, what to read, what to go and see. the all media world offers great opportunities for our society. we can take the approach of trust and of freedom and apply it to the whole of the media. broadcasting included. t we are doing the opposite. we are using the interconnectedness of the media as a way of opening the door to the expansion of control.

this is already happening. there's a land grab pure and simple going on, and in the interest of a free society it should be sternly resisted. the landgrab is spearheaded by the bbc. the scale and scope of its current activities and future ambitions is chilling. being funded by a universal hypoxic attacks, the bbc feels empowered and applies to try and offer something for everyone even in areas well served by the market. now this whole approach is based on a mistaken view o the rationale behind state intervention and it produces perverse outcomes. rather than concentrating on areas where the market is not delivering, the bbc seeks to compete head-on for audiences with commercial providers to try and shore up support, but more accurately to dampen opposition to a compuory licensing.

take radio to as an example. a few years back, the bbc observes that it was losing share of listening among the 25 to 45 age group who are well served by commercial stations. now instead of stepping back and allowing the market to do its job, the bbc decided to reposition radio to go after the same group. performers like jonathan ross, no commercial. and audiences for radio have grown steadily as a result. no doubt the bbc celebrates the fact that it now has well over half of all radio listening. but the consequent impoverishmentf the once successful commercial sector is testament to the corporation's inability to distinguish between what is good for it and what is good for the country. of course, this problem is compounded by the fact that

there is no real oversight of this 4.6 billion-pound intervention in the market, the abysmal record of the trust demonstrates. so the breadth of intervention is striking, and i it is continuing to expand unchecked. the negative consequences of this expansion for innovation and development in the creative industries are serious. the nationalization of the lonely planet travel guide business was a particularly egregious example of the expansion of the state into providing magazines and websites on a commercial basis. it stood up for its overt recklessness and for the total failure of the bbc trust to ask tough questions about what management was up to. others in other sectors can tell similar stories. and they observed that if the bbc suffers any setback in expansion, it is merely tipperary. there will soon be another initiative requiring yet more

management time to fight off. as new entrants like to have discovered operating alongside the bbc, without access to its content for a cross if emotional about it is not a task for the fainthearted. you need deep pockets, sheer bloody mindedness and an army of lawyers just to make the trust set up and pay attention. most importantly, and it's all media marketplace, the expansion of state-sponsored journalism is a threat to the plurality and which are so important to our democracy. dumping freak state-sponsored news on the market makes it incredibly difficult for journalism to force on the internet. yet it is essential for the future of independent digital journalism that a fair price can be charged for newto people who value it.

weeem to have decided as a society toet independent and plurality with her, to let the bbc throttle the news market and then get bigger to compensate. most policymaking with the supposedly malign intervention of capitalist focused on profit and is blind to the growth of the state. nearly all local authorities already published their own wspapers with flattering account of their doings. and over 60% of these pocket profits carry advertising. weakening the local present a more critical voices. i saw recently an article in which the editor of the guardian suggested that the government, the government, should fund the local news covered of court proceeding and proceedings. that is a profound and democratic idea. just ask yourself whether

cavendish is an award-winning campai to open up the court would occur in a state-funded newspaper. the investigation would never have been allowed to take place. for hundreds of years, people have fought for the right to publish what they think. yet today, the threat to independent news provision is serious and imminent. more broadly, it must serve as a warning of what happens when state intervention and regulatory micromanagement are allowed to go unchecked in the all media marketplace. for the future health of our industry and of our society, w must not allow these creationist tendencies to go on limiting the opportunities for independent commercial businesses, whether in journalism or any other form of content. the private sector is a source of investment, talents, creativity, and innotion in

the u.k. media. but it will never fulfill its full potential unless we adopt a policy framework that recognizes the centrality of commercial incentives. this means accepting the simple truth, that the ability to generate a profitable return is fundamental to the continuation of equality, plurality, and independence that we value so highly. for that to happen, our politicians and regulators need to have the courage to leave behind their analog attitudes and choose a path for the digital presence. so far, they have shown little inclination to do so. thanks to darwin, we understand that the evolution of a successful species in an

unmanaged process. i have tried to show tonight that interventionists management of what is sometimes called the broadcasting ecology is not helping it. it's exhausting it. broadcasting is now part of a single all media market. it brings two very different stories to that bigger market. on the one hand, authoritarianism, endless intervention and regulation and control. on the other, the free part of the market where success has been achieved by a determined resistance to the constant efforts of the authorities to interfere. party tonight that this success is based on a very simple principle. trust people. people are good at making choices. people on chat about whether to pay for and how much, what they think is acceptable to watch, see and hear. the result of their billions of choices is that good companies survive, prosper, and they

proliferate. that's a great story, and it has been ozzie guillen powerful for our society. but we are not learning from that. government and regulators are wonderfully crafted machines. for them, the abolition of media boundaries is a company called to expansion, to do more, to regula more, to control more. 60 years ago, george orwell published 1984. its method is more relevant now than ever. as orwell foretold, toet the state into a mere monopolization is to guarantee the manipulation and distortion. and we must have a plurality of voices a they must be independent. yet we have a system in which a state-sponsored media, the bbc in particular, grow ever more dominant. that process has to be reversed.

if we are to have that state sponsorship at all, then it is fundamental to the health of the creative industries, independent production, and professional journalism that it exists on a far, far smaller scale. above all, we must have genuine independence in the news media. genuine independence is a rare thing. out of governance in the form of committees, regulators, trusts, advisory bodies, is truly sufficient as a guarantor of sufficient. in fact, they curb speech. on the contrary, independence is characterized by the absence of the apparatus of supervision and dependency. independence of action, industrial or political,

independent of subsidy, gift and patronage. indeed pendant is sustained by true accountability. the accountability otwo customers. people who buy the newspapers, who open up an application, decide to take out the television subscription. people who deliberately and willingly choose a rvice which they value. and people value honest, fearless and above all independent news coverage that challenges the consensus. there is an inescapable conclusion that we must reach if we are to have a better society. the only reliable, durable and perpetual guarantor of independence is profit. thank you.

[applause] >> now a discussion on childhood obesity. we will hear about a report o what local officials can do to address this growing health problem. the institute of medine of the national academies host this event. it's an hour. >> childhood obesity prevention is a vital public health goal.

over the last thredecades, the obesity prevalence among children and adolescents has gone to triple, to 16% in those age two to 19. the potential adverse health effects of that ild are of great concern. to earlier groundbreaking instituted medicine reports preventing childhood obesity, health and the ballads, and progress in preventing childhood obesity, made the point that all sectors of society must be engaged in childhood obesity prevention, if we are to be successful. and that includes families, industry, schools, health care professionals, nonprofit organizations, and all levels of government. this report takes a detled look at promising practices for childhood obesity prevention

actions by local government. the good news is that the committee found much of that local officials, working together with community residents, can accomplish in halting this dangerous epidemic. the study was recommended to the institute of medicine's standing committee on childhood obesity prevtion. they identified local government actions as key to front-line effort addressing childhood obesity. the sponsors of this report, the robert wood johnson foundation, and the centers for disease control and prevention, asked the committee to examine the evidence on childhood obesity prevention efforts by local government. with a focus on identifying promising practices and develop a set of recommended practibes for disseminating to local governments very broadly. the audience for this report include mayors, county, city, or township commissioners or other officials. local health