captions copyright national cable satellite corp. 2008 grade level retention, disaggregated by only not race, by gender, by disability status as broken out by 504 and english language learners. what you are looking at on the bottom graph while english language learners represented about 6% of the high school students in the sample, they represent about 12% of those students retained. as arne mentioned, we're digging deep into the accession the

students have to the courses they'll need toe se amazing wo states over the last few years in particular where 46 of them are adopting and implementing college and career ready standards. the students don't have access to the courses, though, they'll be hard-pressed to learn that rigorous material. what you're looking at here is high schools in the sample that offer rigorous math and science courses as arne mentioned when you get down to calculus, about half of the high schools in the country offer that rigorous course. when we compare schools that are offering that course, relative to their demographics, we see that high schools with the highest black and latino enrollment in the o those with lowest enrollment of those students are far less likely to have access to those rigorous courses, whether it be algebra ii, physics or calculus. we can also study who is

enrolled in those cour subgroups. so, for example, latino students make up 20% of the student body sample that offer calculus, but still only 10% of the students taking calculus. ap course taking, the civil rights data collection for a long time has been a repository for ap access. studying both who's enrolled in those courses. now we're seeing who is taking at least one test and who is passing at least one of those tests. you'll see that the news is that white students are extraordinarily successful in both being enrolled and in taking it and in passing ap exams. we don't see similar success rates for students of other races. here, too, finding those places that are defying the odds. studying the places right here. albert einstein in montgomery county, seeing what they're

doing to ensure that so many of their students are enrolled in high reserve science classes and learning how they can be successful in them and taking those lessons and sharing them with their colleagues. you can also in this data set look at a little bit deeper into algebra. for a long time we called algebra the gatekeeper. understand when students are taking it and whether they are successful in it is hugely important. what we're looking at here is just one way you can cut the data on algebra in the collection. middle school algebra, who is getting it early. what we see is that when students get algebra early, this yellow bar represents latinos, red, african-americans, when they get it early, they are successful in it. they pass it at rates proportionate to their enrollment. latino and

african-american students that get algebra early pass it and about 80% of white students that get algebra early pass it. finding those success enrolling most of their students in algebra early and successful in them as we're seeing here in elizabeth, new jersey. those places, again, closing the opportunity gap, showing us it doesn't have to be the way too often the trends reveal. is to look at who is enrolled in talented and gifted programs throughout their schooling career and finding those places that are doing enrolling students like we're seeing in dade county, florida, at fulford elementary. when it comes to teachers, these data allow you to study first and second year teacher placement in particular.

of course, no matter how good a teacher will eventually be, they aren't going to be as good as they will be in year one or two in their professions. so, while these data don't make any statements about teacher experience, they simply show us where our newest teachers are housed and we see across the sample they are more likely teaching students that are in schools serving mostly african-american and latino students. so, the question here, though, is to understand whether those teachers are being supported to stay in those schools as arne mentioned. when you're looking at the churn rate, it's about ensuring that those great teachers that go to these schools stay in these schools and are supported so that these patterns can change. those data translate into real

dollar differences and money does matter. as we look at how our resources are beefing dr inbeing distribu. in elementary schools across the country for schools in the sample they are spending about $2,500 less per teacher if those teachers are teaching mostly african-american and latino students. these are very useful to identify the schools are bucking the trends. where they are showing equitable distribution of all of their most precious resources including that which we know matters most when it comes to students learning and that's the power of the instructor in front of the classroom. you can also find data about s.a.t. and a.c.t. test taking. you can find data about interscholastic athletics. you can find data about students being disciplined for and

subjected to bullying and harassment based on race, color, national origin, gender, or disability status or english language learner status. this is just a quick look at the tools and the kinds of ways you can query it and do your own analyses. the tool will allow you to select from all of the indicators available. it will allow you to create charts to better visualize the data and print out and issue specific reports. it can be fou ocrdata.ed.gov. let me conclude by saying as much as these data are revealing a very important truth, they need to be studied further. this is also the first time dis reported these kinds of indicators. we have a process inre t pt the

the more accurate. but data especially the first run of data, especially when there is no kind of audit function to ensure its technical accuracy, we want to caution to make no sweeping conclusions from any one of the elements that you see in the data set and to consistently check back on our website for updates in the event that any of the data needs to be corrected moving forward.. we'll now open it up to questions. >> can i ask you a couple of question questions, and the media will be accommodated in the next room. any questions from the audience? >> i have a question. >> yes. >> relative to the fact-finding that you've done, is the department of education going to do anything to link moneys towards this kind of treatment?

>> we're trying to do a number of things, so obviously i talked about whether it's title one dollars or iba dollars, whether it's title two money, race to the top money, school improvement grant money, there's -- we're trying to create unprecedented opportunities for folks to address it. i think, again, there's been a lack of transparency, historically, many districts would be surprised to see it and unde understand. i think we have a collective responsibility to move in some very different ways. there are resources can and we hope will be used to address some of these major inequities. >> in addition the department has joined with the department of justice in a school seeks to bring the best minds together to study these problems. we've had a few amazing conferences across the country for educators and school

district officials that are struggling with discipline. we will be releasing guidance on the subject, and our hope is to provide a tool kit for educators and the public to study these patterns and do something about it. we are also working with law enforcement throughout country to also deal with it on a local le colleagues at the department of justice. >> sure. my question is you highlighted some examples of school districts bucking the trend, solving some of these internal disparities. i'm sure there's a subset of schools that egregious disparities. will you do enforcement actions where there is truly an outlier of a bad performing school? >> data alone are never going to be sufficient to find a civil rights violation. they give us places to study.

that said, the office over the last couple of years has launched 14 proactive, systemic investigations in to disparate discipline practices in districts across the country. we receive hundreds of complaints on disparate discipline practices and we steadily work to resolve all of them. enforcement is but one tool as arne indicated, and, again, these numbers, though, they tell a disturbing trend and require all of us -- they are a call to action for all of us to study what's happening, they don't portend or automatically suggest that there is evidence of discrimination sufficient to rise to the level of the civil rights violation under the federal civil rights laws in education. >> hi. i had adiipline information.

is there a distinction made between the types of for which people are disciplined. i don't know if that's available on the website. >> this collection does not loo specificity. it looks at the sanctions as we've seen the numbers of suspensimole instances in schoo out of school expulsions or referrals to law enforcement or arrest. but it does not break out by type. there are some studies that have analyzed this in some states and many schools and districts or are posting the kind of information on their website. >> thanks. >> final question. >> hi, secretary duncan you mentioned the school-to-prison pipeline start as the suspension and expulsion of students of color, and i'd like to know

exactly how you are addressing this issue through policy also on the ground through programming and who you are working with to accomplish these goals. >> let me just talk about this one sort of personal level. when i led chicago public schools, we started looking at arrest data and we found that we at chicago public schools were producing the vast majority of juvenile arrests in the city. it was happening in the school day. it wasn't at 2:00 in the morning or 12:00 midnight. we had to look at some brutal truths and look at what was going on. we found it was fascinating that about 7% of our schools, a tiny percentage of our producing 53% of the arrests, the majority of the arrests, and we found schools that were four or five blocks away, same socioeconomic issues and same community that almost had no arrests and so something radically different was going on in those school buildings, we did a lot to pair the schools up to do better development and training for the schools and officials to drive down the arrest rates. so, i thinkha ound the country,

obviously working with the department of justice for the best practice thing. and for all the huge challenges, there are answers out there, and we have to scale what's working. and challenging the status quo when it's broken and shine the spotlight on best practices and using resources, again, i don't think these people were bad people. they just didn't know a better way to handle children that were struggling a little bit. and, again, looking a, you know, a really bad child, this is a child who is hurting and needs additional help and might need a mentor or counselor or social worker, something like that. that's the kind of support we want to provide. it's the last one here. >> good afternoon. i wonder if in light of the sobering data that you just shared whether there will be some guidance forth coming from the department regarding measures and policies that schools and districts may be able to enact to address the discipline data that we just noted without necessarily resorting to pushing more students out of school or other

ineffective techniques. >> as arne mentioned, this is really happening on an ongoing basis, right? both in our technical assistance when we're talking about things like pbis and rti. when it comes to if you're asking guidance under the civ y. we are working on that to ensure that schools know clearly what their responsibilities are under the civil rights laws, right? now -- but we want to be clear that when we're talking about disparate discipline rights that give rise to the level of a civil rights, based on my anecdotal experience, as we are studying these data, we've made the data available to you in real time as they come to us. our first step is to dissect them as much as possible. that civil rights violation is going to come -- is going to

arise where you are talking about students being treated differently, for example, when you have the same offense, the same history, the same circumstance, and different punishment accorded when race, for example, is what is the differentiating factor when disciplinary actions are instituted, right? that is hugely important. we are moving on it aggressively working to ensure fundamental fairness. these data, though, portend that we have a much deeper problem that is not just or in all i instances about race or exclusionary treatment based on a they reveal problems with school and classroom management and culture. so, thinks like pbi,havioral ins and rti and strategies to help

ensure a healthy and safe learning environment for all s in-school suspension will ensure that students can still learn while disciplinary -- while being disciplined for anyinacti important things to showcase. so, civil rights enforcement is a piece of it, as arne said ensuring that folks have the resources to strategies in hand to deal with these very, very local and community and school-level problems is what we're doing now and will continue to do moving forward. > again, thank ross and their helping us all start what i think is an amazingly important national conversation. thanks for

this weekend there are two ways to watch the tucson

festival of books on book tv. on c-span 2, jeffrey rosen on the history of the supreme court and at 3:00 panels on forensic science and politics at 4:30 and mexico's drug wars and on sunday panels continue starting at 1:00, the environment, the great depression, the american west at 4:00 and at 5:30 studying the brain and bernie madoff at 7:00 and throughout the weekend look for coverage streaming live on booktv.org at saturday beginning at noon eastern and on sunday starting at 2:30, the tucson festival of books, live this weekend on c-span 2 and booktv.org. we'll be live with attorney general eric holder in about 40 minutes. before that, his recent speech on national security. he told students at the northwestern university law school that the decision to kill

a u.s. citizen living abroad who poses a terrorist threat is legal and sometimes necessary in combatting terrorism. >> good afternoon. it is my great privigeu to northwestern law school on this very special occasion. we are pleased this afternoon to host the horric h. older jr. attorney general of the united states who will deliver an important policy address regarding national security. the obama administration's counterterrorism efforts, and some of the specific ways that today's justice department is working to protect the american people from terrorism and other urgent threats. before i welcome our speaker, i want to acknowledge and welcome several distinguished guests who are among us this afternoon. first joining us from the department of justice, are gary grinler chief and staff and counselor to the attorney general and former acting deputy attorney general.

a proud northwestern law alum from the class of '76, and also an alumnus of northwestern's school of speech and now school of communication. we welcome gary back home. we also welcome stuart dellry, senior counsel to the attorney general and acting assistant attorney general for the civil division for the department of justice. gary shapiro, for the northern district of illinois, and christopher beech, deputy chief of the national security section of the u.s. attorney's office for the northern district of illinois. i'm also pleased to welcome northwestern university president, mr. shapiro, provost daniel windsor and his wife jennifer, and other northwestern university senior officers and deans and also many of the law schools and the university's distinguished alumni including members of the university's

board of trustees and members of our law board. we're very pleased that you could join us. the students are at the center of everything we do here at northwestern university's law school and in that regard i want to give special thanks to general holder for meeting earlier this afternoon with a group of law students to discuss his career and his work on behalf of the department of justice. a distinguished lawyer and devoted public servant, attorney general eric holder has held a wide range of positions in his career as a federal prosecutor, united states attorney, a superior court judge, the justice department's deputy attorney general under janet reno and an attorney in private practice. a graduate of columbia university and law school, general holder joined the department of justice following graduation and was assigned to the newly formed public integrity section where he investigated and prosecuted corruption involving officials in local, state, and federal governments. in 1988, president reagan

appointed mr. holder to the superior court of the district of columbia where he presided over hundreds of criminal and civil trials during his five years on the bench. he remained a judge until 1993 when president clinton appointed him to the post of u.s. attorney for the district of columbia. in 1997, president clinton promoted mr. holder to deputy attorney general of the united states, a position he held until the end of the clinton administration. in july, 2001, mr. holder joined the washington, d.c., law firm of covington and burling, representing clients in complex civil and criminal cases as well as internal corporate investigations. in 2008 president barack obama nominated mr. holder to be the 82nd attorney general, a nomination confirmed by the u.s. senate on february 2nd, 2009. general holder is the first african-american to serve in this critical post. he is also a key member of president obama's national security team and in this rollover sees the efforts of

federal prosecutors, investigators, analysts and fbi agents who work on counterterrorism and counterespionage issues. during attorney general holder's tenure the justice department's work has been marked by significant national security achievements which include successfully confronting some of the most significant terrorist threats our nation has 9/11, st departments decade-long track record of successfully tracking terrorists in our federal courts, dismanneding including a plan to attack the new york subway system with bombs and a plot to set off a car bomb in times square. he has forged and strengthened the international partnerships that have proven so integral to our success in combatting terrorism. he has secured convictions and life prison sentences against the so-called christmas day bomber, the times square bomber and many other dangerous terrorists and he participated in a successfulsued in the killa

bin laden last year. on behalf of the northwestern law community, i want to thank attorney general holder for his commitment to our country. our safety as americans at home and abroad and for his service to the legal profession over a distinguished career. please join me in welcoming the honorable eric h. holder, jr., attorney general of the united states. >> this is my kind of crowd. i haven't said a word, i already got a standing ovation. thank you, dean rodriguez, for your kind words and also for th provide. not only for this nation's

legal community. it is a privilege to be with you today and to be among the distinguished acstaff, alumni a make northwestern such an extraordinary place. more than 150 years this law school has served as a training grounds for forum for critical, thoughtful debate and as a meeting place to consider issues of national concern and global concesequenc. this afternoon i'm honored to be a part of this tradition and also grateful for the opportunity to join with you in discussing a defining issue of our time, a most critical responsibility that we share. how we will stay true to america's founding and enduring and liberty. since this country's earliest days, the american people have risen to this challenge and all that it demands, but as we have

seen and as president john f. kennedy may have described best and i quote, in the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. now, half a century has passed since those words were spoken, but our nation today confronts grave national security threats that demand our constant attention and our steadfast commitment. it is clear once again that we have reached an hour of danger. we a nation at war, and in this war we face a nimble and determined enemy that cannot be underestimated. presen members of his national security team i begin ch briefing on the latest and most urgent threats made against us and like scores of attorneys and agents at the justice department, go to sleep each

night thinking about how best to keep our people safe. i know that more than a decade after the september 11th attacks and despite our recent national security successes including the operation that brought to justice osama bin laden last year, there are people currently plotting to americans who reside in disstatant countries well as within our own borders, disrupting and preventing these and op the american people safe has been and will remain this administration's top priority. but, just as surely as we are a nation at war, we are also a nation of laws and of values. even when under attack, our actions must always be grounded on the bedrock of the constitution and must always be consistent with statutes, court precedent, the rule of law, and our founding ideals.

not only is this the right thing to do, history has shown that it is also the most effective approach that we can take in combatting those who seek to now, this is just not my view. my judgment is shared by senior national security officials across the government. as the president reminded us in 2009 at the national archives where our founding documents are housed, and i quote again, we uphold our most cherished values not only because doing so is right but because it strengthens our country and keeps us safe. time and again our values -- our values -- have been our best national security access, unquote. our history proves this. we do not have to choose between security and liberty. and we will not. today i want to tell you about the collaboration across the government that defines