figures it out but is there enough to -- do you then take from county or the other state that customer and prosper and blossom? you alluded to the of globalization. and where america is at 25% now but if you look at all the experts in ten, 20, 30 years, maybe we're a small piece of the pie. if we're driven by small business, how do you get more customers and it's not just a customer from albany or a customer from oklahoma? how do you get that small business entrepreneur who doesn't have much regulation to other customers in this global economy? >> i understand your question. one thing is, one of the reasons we have a slowdown is that you -- we're not selling stuff

fast enough to each other so we do need more competition, but you're right. that won't take us up to the great big gdp numbers we need to continue the relationship we have now with the rest of the world. and so what that gets you to is, remember, we do need that competition. we need everybody -- so we can get another 7% out of that but the big answer is export. you kind of can see the whole future through, i mean, apple, groupon, i mean, obviously cars and a whole bunch of other things. if we don't export, none of this works. but those little guys are doing a pretty good job. within that 25% group, i mean, you know, the facebooks and that kind of thing those numbers add up really fast. but we've got -- you're spot on. it doesn't work just selling -- we can't sell enough stuff to each other to get the numbers we need. >> any final questions? governor malloy?

>> you indicated that among the responses that you got, the word used to cover a multitude of sins was the word "regulation" and when you said you drilled down a little one of the elements that came forward was health care. health care, the provision of health care, financing health care, i presume is what you mean by that, the costs associated with health care and those businesses. that has very little to do or nothing to do with regulation as such and has everything to do with how we provide health care, what is the assumption about health care? you mentioned the united states military if we had training, if we had an investment if you will in the united states military, as someone who was involved for two decades on the armed services committee before i took this job i can tell you i have some experience then on how you

provide that health care. it's national. in fact, it's international, that is to say, it's universal health care. what's happening at least where my collective bargaining is concerned as an employer in the state of hawaii is the provision of health care and its costs is the single most difficult challenge to me. it's not state spending. it's the spending chasing the costs. until we come to grips with the question of health care and get away from the political rhetoric associated with kew gardenss about it we're not going to be able to deal with whether it's called regulation in health care or anything else. we have to come to grips with the question of the provision of health care and the exploding costs around it before we'll have some of the flexibility with regard to investment and education and all the rest of

it. >> i'll answer this. then maybe we better -- >> okay. >> by the way, when respondents say health care or whatever, something to keep in mind is that also the image of regulations might be more than the actual regulations. so it could be the 6 million just throwing their hands up saying my gosh, more regulations but then trying to pin them down that they can't really pin it down. but of course the -- you're right. i mean the -- everything i'm talking about this morning addresses, i'm going to call it back to the oklahoma and nebraska i'm going to call it the offense. we can't cut our way out of this. we got to cut a lot but if our gdp doesn't bounce way up none of this works. if you're going to go to the defense, sorry about the football thing, but the defense is health care, unbelievable. 2.5 trillion now, growing at 6.2

which means in ten years it's at 4.5, if you add those it's $10 trillion which is three times bigger thant sub prime meltdown. the tsunami from health care is unbelievable. the only solution, what we're doing in washington is just moving the money around. the only solutions actually lie in preventative measures at 8,000 a person targets getting way out ahead of a lot of people on this. so they have about 300,000 people so you see 300,000 times 8,000, 2.5 billion. it's about the same as their profit. and so the image of -- so health care has gotten to the same place. remember the joke warren buffet made about general motors or somebody was really a health care company that happened to sell cars because we were saying, it only, what he meant is it only survived to provide health care. that is pretty much the way all our businesses are now. i better end. thank you very much.

coming up live tonight the alabama republican party is hosting a presidential candidate's forum at the historic alabama theater in birmingham. speakers include former house speaker newt gingrich and former pennsylvania senator rick santorum. texas congressman ron paul and former massachusetts governor mitt romney declined to participate in the event. we'll have it tonight live at 6:30 eastern on our companion network c-span. >> at some point the federal government has to be able to say to a private business that owns critical infrastructure that we all depend on, that an enemy might attack, that we've got to be able to say to them, you've got to meet this standard of defending yourself and defending our country. >> in the year 2010 the estimate is that there were 3 billion cyber attacks on private and government computer systems.

3 billion. so this is a threat that is growing exponentialally and that we simply must address. >> senators joseph lieberman and susan collins, the chair and ranking member of the homeland security committee detail how their cyber security bill differs from other senate bills to be considered this spring. the communicators, tonight at 8:00 eastern on c-span 2. c-span's 2012 local content vehicle cities tour takes our book tv and american history tv programming on the road. the first weekend of each month. march featured shreveport, louisiana, with book tv at the memorial library. >> mr. knoll was a local man born and lived here most of his life. he started accumulating books when he was a teenager. he continued into his 80s. over his lifetime he accumulated over 200,000 volumes. if we have a gem in the collection it is probably this one. it is one of the books we're

most proud of. it's in the original binding from 1699 and it was once owned by a very famous scientist. you can see he has written his name ir, newton and we're not pulling it out so much more because it is starting to flake away on the title page. >> at the pioneer heritage museum -- >> pioneer medicine is a long stretch from what it is today. you consider that, the things that we take for granted today when we go to the doctor, things like the instruments being as germ free as possible. or the doctor has washed his hands before he decides to work on us. we use the term loosely for doctors when we're talking early medicine. a lot of these doctors in our region were self-taught or worked under somebody else who was self-taught and they were preparing to retire. so they would just learn as they

went. >> our lcb cities tour continues the weekend of march 31st and april 1st from little rock, arkansas on c-span 2 and 3. the education department released a survey showing continuing disparities in the types of educational opportunities available across the country from prekindergarten to high school. the survey also shows that minority students face harsher punishments at schools. education secretary arne duncan is joined by rus lynn ali and others hosted at howard university in washington, d.c. >> on behalf of howard university, we'd like to welcome all of our friends and visitors with us today. our congressional representatives, members of the department of education, the secretary, and assistant secretary, and all other people who believe in the mission of

higher education and its relationship with k-12. i also have an opportunity to acknowledge one of my colleagues, president pat mcguire. we're so glad you can be here. everyone knows of trinity's work in teacher preparation and the valuable service they contribute to our entire community. it is my pleasure to welcome secretary duncan and assistant secretary ali. you all know them by reputation and achievements. i am excited they are here today and have come for a very important occasion, very important kind of announcement. in his confirmation address and i was doing a little background work in preparation for the secretary being here secretary duncan called education and i quote the most pressing issue facing america. adding that preparing young people for success in life is not just a moral obligation of society but also an economic

imperative. he further stated that education is the civil rights issue of our generation and it is only -- it is the only sure path out of poverty and the only way to achieve more equal and a more just society. in february, 2009, shortly after his confirmation to his new position secretary duncan came to howard to discuss the role hbc uses or historically black colleges and universities must continue to play in preparing teachers for the multi cultural world in which they will live and work. he came back for a town hall meeting to encourage students to choose teaching careers. as part of our academic renewal process here at howard university we have reviewed all 171 academic programs in an attempt to ensure excellence in quality. as a result the school of education had -- has determined to develop a teacher preparation program for urban education, something we're very proud of.

the secretary has partnered with us on several occasions. we are glad he is here today for this very special occasion. we welcome both he and assistant secretary here. now i'd like to present to you for some brief comments the dean of our school of education. dean leslie fenworth. >> welcome to howard university, secretary duncan and assistant secretary ali. we stand on this ground once visited by president of the united states lyndon johnson and president johnson, one facilitator of much of the nation's education, civil rights legislation, was first a teacher as many of us know. during his presidency, he referenced his first job out of college as a sixth and seventh grade history teacher in texas and a small school serving mexican american students. and he said of that experience and i quote him i often walked home late in the afternoon after

classes were finished but all i knew was to teach them the little i knew hoping that it might help them against the hardships that lay ahead. somehow you never forget what poverty and hatred can do when you see its scars on the hopeful face of young children. i never thought then in 1928 that i would be standing here as president in 1965. it never occurred to me in my fondest dreams that i might have the chance to help some of the sons and daughters of those students to help people like them all over this country but now i have that chance and i'll let you in on a secret said president johnson. i mean to use it and use it he did to sign into laut elementary and secondary education act now known as no child left behind. the original intention of this legislation was to use education as a lever to lift children out of poverty.

we have before us the same opportunity president johnson spoke of nearly a century ago and i pray we remain steadfast in our commitment to engage the two most successful strategies for atang equal educational opportunities, first to equalize state funding, formula, and second to provide children broader access to certified teachers. we have the power and i hope we intend to use it in deep and lasting ways so the next generation of black, brown, and poor children will not have their life chances circumstancrd by lack of access to quality schooling. secretary duncan, assistant secretary ali, other special guests, howard university is responding to the charge of educational equity tlau our ready to teach program which in four years has already produced secretary four teachers of the year one of which for chicago public schools. and are through dr. kim freeman's national science foundation grant studying hbcu models for math and science

teacher production. we welcome this report, assistant secretary ali, and about education equity from the department and i am pleased now to introduce representative sha shaka fata. >> well, we could not have found a more appropriate place because it was here at howard where much of the work was done by legal scholars like thurgood marshall doing the groundwork for brown versus the board of education, for secretary duncan to come today, and assistant secretary ali, to release this report, reminds us that we still have work to do to create a more perfect union. because we can calculate the damage that is done when only 29% of the high schools were children of color attend have

calculus available to them in our country today. we can calculate the cost to our nation that happens when we have such a dallas/ft. worth earth i rigorous education provided for young people who have all of the god given ability but need the opportunity to bring forth their excellence in terms of academic preparation. we know now based on this report what some have speculated and many have surmised for a long time which is that when we look at everything that's important in terms of a child learning, children who come from very challenging circumstances get the least of everything that we know that they need in terms of teachers, and who have content knowledge in terms of a rigorous curriculum, and in terms of really the gateway to college,

that is high level math, given at the time and in the sequence that they are needed, in order to bring forth an ability to calculate and communicate and to critically think. this report is -- should deeply disturb the conscience of the nation but more over should cause us to act. because the only question as the dean said when referencing lyndon johnson is when you have the power. the question is, what do you do with it? so now we are challenged to really take action and give these young people an opportunity so that one day they can attend the great university like howard. one day they can be a teacher of the year. one day they can serve as secretary of education and even more. thank you very much. >> the chair of the

congressional black caucus education task force, brain trust, danny davis from a great state, not pennsylvania, but illinois. >> thank you very much, chaka. and to the president and members of the faculty and staff here at howard, it's always a pleasure to be on this campus that has meant so much to education in america and has chartered the way for so many individuals to obtain the enlightenment that they needed to help make america what it is. i come especially to applaud president obama, secretary duncan, assistant secretary ali, and the office of civil rights at the department of education for developing a national data

tube for examining equity in educational opportunities. my colleagues in the congressional black caucus and i have actively championed the civil rights data collection as a tool to understand complains with federal civil rights laws and to assure that all students receive high quality educational experiences. the research released today clearly demonstrates that severe inequities in education remain. the dramatic numbers confirm that the opportunity gap and school to prison pipeline are very real for students of color, students who are low income, students with disabilities, and students who are learning english, especially for the first time. i am especially grateful to the

office of civil rights for examining the experience of discipline, including the interaction of especially grate office of civil rights. i have fought for such analysis for years given my personal and professional observation of the overdiscipline of african-american boys. especially boys experience much harsher discipline than other students with one in five black boys subject to out of school suspension almost three times the rate of their white peers. the data released today unequivocally demonstrates the need for the civil rights data collection and for active federal partnership with states to ensure educational success

for all students. i'm also pleased to announce that the congressional black caucus will host a congressional summit on discipline in april to examine further these data and to discuss federal policy reforms to address the disparities that have been revealed. i know that representative dona donald payne, who is our senior member of the education committee would have loved to have been here to note the progress that we have made. so again, secretary duncan, assistant secretary ali, we commend the amount for the tremendous work that you have done which leads us toward a formation of this more perfect union we continue to seek. thank you very much.

to the president, to the dean, to the howard family, i'm thrilled to be here. and very happy that we can make this announcement here today. to the two congressmen, i thank you so much for your leadership, and also thank you congressman payne. he was one of my bosses on the house education committee. and i hope he was with us as well. and we have a lot of his legacy to live up to. why do we say that education is the civil rights issue of our generation? because i firmly believe that no other issue holds greater promise and opportunity for our nation and yet as the data we are releasing today shows for far too many students, in far too many schools -- civil rights zeta collected from more than

72,000 schools serving 85% of our nation's students. among other things, it showed that schools serving minorities have less rigorous high school classes and they're more likely to be taught by teachers with less than two years of experience. in reported talks about three different issues. teachers, in fact through the second round of data, it was collected in the 2009 school career. teachers were paid 2,200 less per year than their colleagues in other school districts. in new york, the discrepancy in

high schools is more than $8,000 while in philadelphia, that number is even greater, so it sounds like we got some work to do there. more than 14,000 per teacher. the best way to challenge this reality is for districts and unions to work together and reward great teachers and great principals for taking on great assignments. we have to attract and retain great talent, great teachers and great principles make a great difference. the news is but no means all bad. there were some cases that minority teachers were paid more. for example teachers in chicago elementary schools earn approximately 1,800 more per year. teachers in high minority schools earn about 5,000 less

than schools with high minorities. the second one is rigor. we also have troubling evidence that minorities have less access to rigorous high school classes. for example, only 29% of high minority high schools offer calculus, 29%. compared to 59% of schools with the lowest black and hispanic enrollment. hispanics make -- that under representation has to end. overall, while black and hispanics make up 44% of this survey, they make up only 26% of students in gifted and talented programs. many states are already taking steps to try and address these opportunity deficits. several of the race to the top states received grants in part

because of real commitment to increasing subject offerings in their schools. they're partnering with -- those schools can give their students more rigorous and challenging classes that set them on a path to college and give them a leg up once they get to college. but all school, all districts and states need to do more to create access to rigorous classes to their minority students. third is discipline. and perhaps the most alamping findings involve the topic of discipline. minority students across america face much harsher discipline than nonminorities. african-american students particularly males are far more likely to be suspended or expelled from school than their peers. black students make up just 18%

in this survey, but 35% of the students suspended were black and 39% of the students expelled were black. nationally students with disabilities are more than twice as likely to be suspended as students without disabilities. and some of the worse discrepancies are in my hometown of chicago. we began peer jury where is students were responsible for disciplining each other and finding alternative ways to resolve disputss. we found that a tiny percentage of our schools actually account for the majority of our student arrests and we worked hard to improve that status quo as well. but it's actually clear that chicago and so many other cities still have a lot of work to do in this area. and we're poised to do everything we can to help. schools can use our federal funds from multiple services

including title 1, title 2 and special education to find new and better ways to manage discipline issues. the answer to every behavioral this is to the school to prison pipeline begins and it's up to all of us to break these insidious patterns. teacher absences. we found that in this data pool, almost a third, actually more than a third of our teachers are absent at least two weeks per years, ten days of school each year, the data doesn't tell us why but i have asked schools to find out what's going on there. it also shows that 15% of america's high schools have zero guidance counselors. at a time when more and more young people must want education beyond high schools this absence of guidance counselors is absolutely unacceptable. this data is cut by gender as

well as by race, we have breakdowns at the school, the district and our website as soon -- we all know the real power in data like this is not only the truth behind numbers like this, but when met with the courage to change the status quo. it's our collective duty to change that and to work with a real sense of urgency. i also caution everyone to avoid simplistic conclusions when looking at this data, we are not alleges overt discrimination in some or all of this data. ? until this data is tracked and evaluated many educators may not be be aware ofes