discrepancies. but this is an opportunity to look in the mirror with our ey s s wide open. that can form conversations and actions at the school, and the state level. we're issuing a challenge to state and community leaders across america to work together to address these inequities. president obama has challenged us to lead the world in college graduates by 2021. it's now my honor to introduce -- reinvigoratinga office, this data i think represents a historic transformation for our country. for the first time we have had this amazing level of transparency, from looking at the cold hard truth, i think it will spur or nation to action. i thank your team for the hard

work. to die second them more and to help change the conversation that's happening in the country around equity and opportunity. as arnie said our work is all getting on -- just a few minutes

walk you through some of the data. you're receiving snapshots of the kinds of analysises that can be done where these data, this document will also be on our website as soon as this conference is over over 70,000 schools representing 895% of our public school children, but for their operation we wouldn't have those data here today. these were self-reported zeta. districts have been collecting and reporting data like these since 1968, but under the call of this administration, much more data was collected than ever before. more students were surveyed and

for the first time, we are providing user friend tools so that yox do your own kinds of queries, ask these tough questions about your schools and let's take a moment to look at what some of these data say and i will tell you as arnie just closed his remarks w as arnie just closed his remarks with, these are the kinds. we look at these data wanting to understand them, help districts and schools change the patterns.

asked ourselves the tough questions and support people with the will to chaujs. >> from our website you'll be able to see longitudinal schools, we ought not make national projections or estimations from the data we have now, those are coming soon, that said, as we look deeper into these data, they reveal some very important patterns that the students in the sample as they journey kthrough 12. what you're looking at here is across all disciplines. in cool suspensions, and out of school suspensions, once or more than once, african-american

students in particular are over represented in these disciplinary actions. you can also for the first time look at what happens to students when they are referred to law enforcement were they arrested. nowhere before have we had one place where we could understand these data, though we have learned of disturbing anecdotes across the country. as arnie mentioned and congressman davis put so eloquently, looking at race and jechbder is also hugely important. what we are seeing is that black girls and black boys in this country are suspended at higher rates than almost any of their peers, in fact, black girls are suspended at higher rates than even latino boys. seclusion and restraint.

here you are looking at seclusion data, what this shows is in the yellow, latino students are overrepresented in see including wh seclusion. these data, though, allow us to always point to solutions. the patterns that we are showing you may be the norm in far too many places, but the key is studying and understanding those places that are defying these trends, that are closing the opportunities gaps. one, in chicago retechx ratings

you could study at these data. great level detention, disaggregated by not only race, by gender. they represent about 12% of those students retained. as arnie mentioned, we are digging deep into the access that students have to the courses they'll need to succeed, we have seen amazing work by states over the last few years in particular where 46 of them are adopting and implementing career ready san dards. what you're looking at here is high schools in the samples that

offer rigorous science and math courses as arnie mentioned, when you get down to calculus, about half of the schools in the country offer that rigorous course. we see that we see that high schools with the highest black and latino enrollment in the sample relative to to those of the lowest enrollments of those students are far. latino students make up 20% of the student body in the sample that offer calculation, but only. ap course taking t 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's taking at least one test and who is passing at least one of those tests. you'll see that the good news is that white students are extraordinarily successful in both being enrolled in the class and in taking it and passing the ap exam. here too, finding those places that are defwiing the odds, studying places right here, albert einstein in mornlt bombry county, seeing what they're doing to ensure that so of their students are enrolled in high rigor 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 says look at a little bit deeper into al bra.

understanding when students are taking and whether they are successful in it is hugely important. this is just one way you can cut the data on algebra early, this yellow bar represents latinos, african-americans when they get it early, they are successful in it. they pass it at rates proportionate to their enrollment. those that get algebra early pass it. finding those success stories, schools that are enrolling most of our students in algebra early and seeing them passing.

cla places that are closing the opportunity gap. this data set allows you to look at who's enrolled in talented and gifted programs throughout their schooling career. and finding those places that are doing a great job at 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? particular. now 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 profession. so while these data don't take my statements about teacher experience, they simply show us where our newest teachers are housed and we see that 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 arnie mentioned, when you're looking at the churn rates, it's about ensugring that those teachers that go to those schools stay in those schools. money does matter as we look at how our resources are being distributed and across the country, in elementary schools, for the 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 data are very useful to identify places that are bucking these trends, where they are ensuring ek wiltable distribution of all of their most precious resources. 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 sat and act taking. you can find data about interscholastic athletics. this is just a quick look at the tool and the kinds of ways you can query it and do your own analysises the tool will allow

you to select from all of the indicators available. it will ayou to create charts to better visualize the data and print out issue specific reports. it can be found at ocr data.ed.gov. let me also conclude by saying that as much as these data are revealing a very important truth, they need to be studied further. this is also the first time that most of the districts have reported these kinds of indicate fors. we have a process in place to ensure that the data can be all the more accurate. but tate data, especially the first run of data, especially when there is no kind of audit to ensure it's technical accuracy, we want to caution to make no sleeping 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. thank you very much for your time. we'll now open it up to questions. anyquestions from the audience will be next door. >> relative to the fact-finding that you have done, is thedertmo do anything to link moneys towards this kind of disparate treatment? >> we're trying to do a number of things, so obviously i talked about whether it's title one dollars, whether it's title 2 money, whether it's race to the top money, there's -- we're trying to create unprecedented opportunities for folks to address this. and i think, again, there's just

been a lack of transparency. many districts are going to be surprised to see this and understand. but our resources can and we hope some courage will be used to address some of these inequi inequities. >> an initiative that seeks to bring the best minds together to study these problems. we have had a few amazing conferences across the country for educators and school district firms that are struggling with discipline, we will be releasing guidance on the subject and our hope is to supply a tool kit on how to study these patterns and do something about it. we are also working with law enforcement throughout the country to also deal with these

patterns on a local level in conjunction with our colleagues at the department of justice. >> my question is, you highlighted some examples of school districts bucking the trempbd, solving some of these disparities. i'm sure there's some schools that will have egregious disparities. there is frul >> 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 pro active systemic investigations into 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 arnie 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 suggesta there is evidence of discrimination sufficient to rise to the level of the civil rights violation under the federal civil rights laws and education. >> thanks. >> hi, i had a question about the discipline information. is there a distippiysfunctiodi ? >> in collection does not look at defense type, it looks at the sanction, as we have seen the numbers of suspensions more than

once or single indanstances in school or out of school expulsions, or refers to law enforcement or arrests. but it does not break out by types. there are some dpriistricts hav analyzed this information and many districts are posting this kind of information on their websites. >> hi, secretary duncan, you mentioned that the school to prison pipeline starts at the suspension and expulsion of stuchblts of colors and i would like to know how you're addressing this issue through policy and programming, and who are you working with to accomplish these goals. >> when i left chicago public schools, we started looking at arrest data, and it sfound that we -- it was happening during the school day, it wasn't at 2:00 in the morning or 12:00

midnight so. we had to look at some ugly truths, some brutal truths and find out what was going on. about 70% of our schools were producing 53% of the arrests, the majority of the arrests and we found schools that were four, five blocks away, same socioeconomic community, radically different arrests. we paired those schools up to do better professional development and try and drive down those arrests rates. obviously working with the department of justice on a best practice thing, for all these huge challenges, the chances are out there. so channelling the status quo when it's broken, trying to spot light on best practices, using resources. again, i don't think these people were bad people, they just needed a way to help people

who were struggling a bit. this is a child who's hurting, who might need additional help. who may need a counselor or a social worker or something like that. >> good afternoon. i wonder if in light of the sobering data that you just shared, whether there will be some guidance forthcoming from the department regarding measures and policies at schools and district s may be able to enact the disciplinaries that we just resorted to. pushing more students out of school or other ineffective techniq techniques. >> as arnie mentioned, this is really happening on an ongoing basis and both in our technical assistance when talking about things like rbs and rti. it if you're asking died guidance under is civil rights laws,

we're working on that to make sure that schools know clearly what their responsibilities are under the civil rights laws. but we want to be clear that when we're talking about disparate discipline rights that give rise to a civil rights violation, based on at least my anecdotal experience, we have made these data available to you in real time. so our first step is to dissect them as much as to believe. the civil rights violation 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 ddi

differentiating factors. these data portend that we have a much deeper problem that is not just in all instances about race or exclusion their treatment based on a protected class. they reveal problems with school and classroom management and culture. so things like pbi, positive behavioral intervention that will allow a safe environment for all students, showing where in school suspensions will ensure that students can still learn while being disciplined for any particular infraction are also important things to showcase. so civil rights enforcement, a piece of it.

as arnie said that folks have the resources, the strategies in hand to deal with these very, very problems is what we're doing now and will correspondent to do going forward. >> thank you an amazingly important national conversation. thanks for having us today. coming up live tonight, the alabama republican party is hosting a presidential candidate's forum in birmingham. speakers include newt gingrich and rick santorum. ron paul and former massachusetts governor mitt romney declined to participate in the event. we'll have it live at 6:30 on

our companion network, cspan. >> 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 have 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 three billion cyber attacks on private and government computer systems, 3 billion. so this is a threat that's growing exponentially and that we simply must address. >> senators joseph lieberman and susan collins, the chair of the ranking homeland security committee -- the communicators tonight, at 8:00 eastern on cspan2. secretary of state hillary

clinton recently testified before the house foreign relations committee on the state department's budget request for 2013. the president is requesting $51.6 billion. it includes $8.2 billion for civilian led operations in war zones and overseas operations. her remarks came hours after the state department -- this is 2 1/2 hours. >> because the secretary must leave at 4:00, after opening remarks, i will ask the secretary to summarize her testimony. gech the -- deliver his opening remarks. if we are going to be interrupted by votes, but here you are and there's no problem. so i'm going to give my remarks and then yours? because you were going on -- >> you're going to give my

remarks. >> no, i'm going to give mine. members may have five days to submit statements and questions for the record. madam secretary, welcome back to the committee to discuss the administration's foreign relations budget request. all of us have great respect for you, madam secretary as well as for the dedicated men and women who promote the interests and values of our nation throughout the world. our nation faces unsustainable deficits so we must justify every dollar that we spend because 35 cents of every dollar is borrowed. coming in at $5.1 billion below last year's request. but i disagree with the priorities and programs funded with those limited resources. in iraq and afghanistan, both these governments must be pushed to take the necessary steps to

be our long-term reliable partners, we are not seeing such a commitment from karzai or maliki. too much american blood and treasure have been invested in both countries for us to have governments in place that threaten american interests. iran's belligerent and unhelpful role in afghanistan and iraq is worrisome, particularly with reports indicating their co-option of those governments at senior levels. so madam secretary, what additional pressure can we bring to bear to offset the iranian influence in afghanistan and iraq. serious questions persist about whether elements of the pakistani government support prominent insurgent groups fighting against our troops in afghanistan. in other mideastern coun middle

countries -- and to the forces that work there, including radical islamist groups. your budget request doubles down on that approach by requesting a $770 million middle east and north africa incentive fund, a finned with almost no restriction on how it can be used. even though press reports indicate that egypt may have decided to lift the travel ban on our ngo workers, we should not reward egypt with aid when it is demonstrating hostility to western democratic agencies and it is engaging in an ongoing dance between authoritarians and the husband him brotherhood. the administration did the right thing by cutting off funding to unesco. your request to now change the law and second