made this event happene happen. if you haven't already checked out a copy of "dog whistle politics," there's a couple copies back by the register. have a lovely evening. thank you. >> thanks, heather. [applause] [inaudible conversations] >> we are not in a post in this area. am very concerned about the quote war on women. we are rolling back access to

reproductive rights. there is no end to the regrettable statistics on violence against women. we have not stopped shaming girls about their bodies. we have so much sexism enemy which implies yet tapped a certain shape to be loved or popular. the problem in terms of defining feminism is it's true that what unifies a lot of women globally is what is done to women. and i don't want to identify feminism as about victimhood. that's a very important critique. you don't want victim feminism. empowered feminism says that women should be equal in their rights and opportunities, period. where we don't see that we want to push forward to make that possible. but no, there is so much work to do, globally statistics are fighting in terms of women lack

of access again to everything from education to health and information about their options. >> you can watch this and other programs online at booktv.org. >> host: "women's history for beginners" isn't the book for the month of february. good at booktv.org and you'll see right up at the top a tab that says bookclub and you can participate at booktv.org. we will be posting video and reviews and articles. we will also be posting a regular basis discussion questions but i hope you can participate, bonnie morris is "women's history for beginners" is our february 2014 book club selection on booktv. spent the teachers that are trying to close the gap are

dealing with such a hard problem. at the beginning of the book i write a disclaimer. i said this is making the assumption that no one is going to fix anything outside the school, no one will do anything about the poverty, about racism, anything. can you close the gap, put all the burden on the teachers and principals? they are not getting that message. that's not what is from the schools. the school is like your tickets, you have an inner-city african-american kid, and the white suburban kid in second grade, they can get the same level at june when they graduate. when they come back in september the white suburban kid has gained one month of learning from expenses had come an inner-city african-american get has lost three months of learning. they are now four months apart in september. the teachers again have different burdens. the teachers, it's not the getting up at education. it's about the issue that the teachers are facing a very

different than those white suburban teachers are facing. that kid as head of what the teachers going to teach them. this kid is three months behind has to go back into the second grade stuck all over again while trying to get her third grade stuff. you can see how it's a very different challenge. what we're talking about is outside the school. i did not find in the research and for all those years of meetings that the problem was actually what you were insinuating there, that they're getting the wrong message in the school. it's what happens when you leave that school and the next one when they come. >> let's talk about two things. the bad teacher, the roadblock future. what is that? >> what we're talking about there is like, you know, when you look at how powerful, been of one thing is the teacher. at the end of the day. a great teacher, the one in the top 20th percentile. you get for great teachers in a row, that feature alone can close the gap. those teachers alone.

so if it was possible for everyone to be top of the top 20%, that's all you have to do. that's how powerful they are. very, very, very bottom group, the bottom two, 3%, they are causing so much pulled from so much damage, so much loss that three or four decent teachers, good teachers in the can't overcome one child getting one of those teachers. so that's putting so much -- >> how does that work? how do so much do so much damage? >> let's say the 60th percentile teacher, a good teacher, they are gaining a little bit and gaming. so for interrupt your getting i can get four in a row come your gaining. but the damage done, it's like you're losing a great comp losing an entire grade with that one teacher. that's what i'm referring to. i do want to clarify one thing because when you look at all the data and you look at all the

things the book says these are the things you find that will close the gap, everyone goes to this thing. fire the teacher confided teacher. that's not what the research is one of look at it impartially. if you said you can only do one thing, that's not the thing i would do. if you could only do two things, that is not what the research says. three things, still not the thing you should do. you brought it up because you are chris. it's the one that's most, that's the one. spent but it is one of your five. so i wasn't off-base. >> balance it out. spent i think your argumentative. [laughter] >> you can watch this and other programs online at booktv.org.

>> james tobin examines franklin d. roosevelt's life with polio, which he contracted in 1921 at the age of 39. the 45 minute program from the louisville free public library in legal kentucky is next on booktv. >> thanks a lot, great. thank you. very grateful to be in this beautiful library. thank you all for coming out on a nasty evening. i do hope that we'll mostly have a conversation, think about questions you might want to ask because i'll try to keep my prepared remarks short, read three short passages from the book and then let's talk about fdr. a funny thing has happened to the public image of franklin roosevelt since i was a kid. and i suspect since you were a kid. when i was six or seven years old, the very distinct memory of

my grandmother telling me a story. she was a schoolteacher, taught music in the detroit public schools for many years, all through the '30s, \40{l1}s{l0}\'40{l1}s{l0} and 50s. dedicated new deal democrat. and she said, jim, i want to tell you about a great man, a heroic man who had polio. as an adult. i knew about polio because i had the sugar cube, right? the vaccine. i knew that was about, and it was scary to think about a grown man who had polio. she told me how he had to struggle across the stage to get to the podium, walking with canes all by himself. and this was an act of great courage. and that was franklin d. roosevelt when he became our president. that's stuck in my mind. the other day a friend of mine came and told a similar story. he said a guide by the same age, said when he was six or seven years old, came to his mother one day and said mom, i know whod