african-american peer groups. whinney to consider culture in context as well. -- we need to consider culture and context as well. >> i think i want to frame a question based on two things. there is a systematic review. the other [unintelligible] both talk about the fact that there appears to be a ceiling bullying ceiling impact in terms of the current literature. . .

>> we have issues of racism and homophobia that impact the way kids be a. we have teacher in capacity and

models on how to help teachers become more effective but there is more work that is necessary. i am intrigued with the fact that while i am a great fan of teachers, in the u.s., people don't talk about the fact that sometimes teachers of bully. -- that sometimes teachers a bully. -- that sometimes teachers b ully. how can we think about what we are doing more comprehensively particularly at a time when the parkman ofthe debt education is focusing on the entire school clement and this interagency effort that connects to the institute and medicines work about the fact that there are common risk and protective

factors that cut across everything? >> to is important to recognize you can prevent bullying with a program that does not have bullying in the title. we will hear later today about the social path. it has been used in pre-k through grade five. there is a great void of evidence-based program across different dimensions. i think we can turn to some of the other models that have been effective in preventing violence or promoting academic achievement. they are targeting some of the similar types of risk factors. i had a conversation in the elevator last night about where bullying and send aggression begins and the overlap.

we are here with a focus on bullying but if kids are involved in other things, they are abusing substances, they might be at risk with gang involvement and urban contact. we have a relatively basilic focus today on bullying, there are a range of other -- while we have eight relatively basic focus on goleta day, there are a range of other behavior's. the focus on the multi-component programs is really great. we are doing that, but we are at a gap as to what to do with that second and third tier. we have this great from work and come along with our model, but i get to teachers who are doing the universal thing but i still have 15 kids and what to do with

them? we're doing things that our research-based. i would not say we should not consider continuing the school ip's but they will be more effective with more specific programs. we need to keep our eye on school-wide but what will we do with other tears. --tiers. we are getting a bunch of kids that are not responding to a universal system and they will need something more intensive. we are lacking with what to do with those kids. there are promising programs around violence prevention.

some of these have strong family components. we are working closely with another member who is working with coping power. this focus on changing norms about violence and getting kids to regulate emotions and that is the tip of the triangle. they would need more intensive support. these are well and good but if we cannot get people to show up, that is a challenge that goes hand-in-hand with developing the intervention but also doing the research around the implementation size. what becomes attractive to families? what is good for them? >> we are running short on time so let's sit in as many questions as possible. >> i am from penn state university. i want to comment on something

you said about a definition of bullying. i speak all over the country and i listened to students and parents and teachers and administrators and one thing i hear is that there is not as common definition of bullying. that is what really stands in the way. teachers feel stymied by the inability back up from their administrators. they will discipline students in the classroom and then they will go to their administrators and they say that is not bullying. a child could go home until their parents something happened at school and a parent will call the school and the school will say that is not believing. -- bullying. i have done group exercise where i have children ask what is bullying to you. also teachers and administrators and i compare the results and they are vastly different.

i heard you say there would be a unified definition of bullying. until we are all talking about the same kind of behavior, everybody will be working from a different definition and developing different programs and talking about different things. that is why i see teachers burning out because they are working on one kind of behavior and none of their peers are to support them. they feel totally lost in the system. >> i think this is a heated ongoing debate within the field. researchers disagree. one researcher has done a lot of work in this area. he reviews all my papers because i get them sent back with the same kind of comments. he calls it the achilles heel of the bullying research, the lack of a consistent definition.

there are different findings if you give a definition or you don't. that is another issue that could be explored at the small group discussions about the utility of coming up with a different discussion at the u.s. department of education. it would be nice to be able to draw comparisons. >> if a kid feels that he or she has no home at school and is often say that school and feels the school as a hostile environment, that to me is enough for action. every kid needs to feel at home and safe in school para when they back down, everything goes to pieces. i would take the child's word as

to whether the school is a hostile environment. >> can we pick a question ayouth? >> i appreciate your emphasis on the students. i think that is the way to go. in much of the research done on this issue, the bullying prevention programs we hear about on a regular basis are emphasized and people have put money and resources into this. people often forget about the ones that are student-lead. the students themselves, with a lot of programs. they're not call prevention programs but they are guarde. students would go into hundreds

of classrooms, like myself, and talk to the students. the students will listen to students. in your research, are you looking at these student-led programs? >[applause] >> i completely agree with you. these programs are coming up more and more often and i have to be formally evaluated. they are generally being incurs but we have not focused in unclear evaluations but we will. that is why we are here. >> one more question. >> thank you. good morning. i serve as the executive director for the national association of research officers. thank you for bringing the comment to the forefront of your

presentation regarding trying to get a handle around a number of issues facing our kids. this is a question to the panel along with looking at it from a research point of view. as best i can discover, we have not lost a child to a fire in this country in over 50 years. if somebody can correct me, please do. i ask why and the number -- and the answer is protection. you have fire extinguishers. you have sprinkler systems. you have evacuation drills. is there a model there? we have been so successful, it is an easier situation to deal with because it is tangible. we have sustained that for 50 years. is there a message there? the second question i have regarding law enforcement officers who are boots on the ground, i speak for them, and i

have spent years as a school administrator, we have got to get a handle on how we will approach from a research point of view what we can deliver in the school from finite resources. if you want to find out what is costing you for the building, go to fire protection. look at what works. from a financial standpoint. in terms of bullying, and gang- related, you have great programs, we have to find a way to begin. i don't know how to do that. the fact that the people who are in the schools can get their hands around it, i believe a child who is being bullied or is may be prone to join a gang or be in the drug culture, i believe that is where

it is at. >> i like the model. i think it is invented and we should look to it and try to figure out how the resource no longer becomes an issue. there should be redundancy bear when it comes to protecting kids. we should get teachers and students involved. i think that will provide the redundancy we are looking for. >> you also bring up an important part about how we can involve education support personnel or other people who are non-teaching staff. we have worked with the national education association to understand what kind of support non-teaching staff can offer. i think they can really play a construction roper of they are not getting the kind of training they are getting around policies.

they don't believe that bullying is necessary their roles i think we need to do additional support and training around that. i think we need to think of constructive ways to involve them. i think d.a.r.e. has been an ineffective program and we want to make sure that we are capitalizing on the active group of research officers or police officers that are willing to be engaged and involved and present activities and give them other ways to get them involved. unfortunately, one of the programs increased substance abuse among the youths.

some researchers at penn state were looking at life skills programs to be delivered by resource officers as another strategy for building on the delivery system. thank you for commenting about the other people in the building we often overlook when we are talking about bullying prevention. >> obviously, there is a lot of discussions that have been stimulated and lots of ideas that i think will be carried on in the break out discussions that will fall of this. i am sure there will be discussions about research direction and that future of bullying prevention. the breakout sessions will happen right now. the room will be on the sticker on the back of your name tag. if you have not received a sticker, go to the registration desk. thank you. >> i would like to remind the

press that break out sessions are closed to the press. >> we will hear education secretary arne duncan outlined the department's goal of ending -- ending bullying in school. this is 40 minutes. >> this summit, it's months of collaboration and hard work across federal agencies. we have joined forces and we are committed to using this to launch a sustained commitment to address or dramatically reduce

bullying across the country. for all the promise of the summit, but is incumbent on everyone in this room and every educator and school later to ask what we can do to sustain that commitment to reduce bleeding? to answer that question, let's start with another leading question -- why have these agencies not come together before today? the answers to that basic question are many. bullying has been shrouded in myth for too long. we simply have not taken the problem seriously enough. bullying gets shrug off. all of you have heard the excuses. people dismiss the affected programs to reduce bullying.

what can you do? bullying has been going on for ever. kids will be kids. kids are mean. she didn't mean to hurt anyone. it was a onetime thing. bullying may be wrong but there really isn't -- it really isn't an education issue. this minimization of bullying is a core belief that bullying is an elusive concept that cannot be defined. everyone of those excuses is simply flat out wrong. bullying is definable. it has a common definition and a legal definition in many states. prevention programs were to reduce bullying and it is very much an education priority that goes to the heart of school performance and school culture. bullying is ultately an issue of rool safety.

eeeeeeehool sy.isisisis i feelasonate about ts subject. keeping myren safen chicag school and their counities was my toughest challee. mike -our inabilitys adults to sece the safety of innocent children is a failing every day. let me state my basic operating

premise in d.c. and chicago. no student should feel unsafe and school. take that as your starting point and it becomes a staple of school safety where it is a moral issue and a practical one. the moral issue is n. every child is entitled to feel safe in the classroom or in the hallways of school and on the playground. children go to school to learn and the educational opportunity must be the great equalizer in our country no matter what your race, sex, zip code, every child is entitled to a high-quality education and the job can get quality if they don't feel safe in schoo it is an absolute travesty of our apps -- education system when children fear for their safety at school. the job of teachers and principals is to help students learn and grow and they cannot do that job in schools where

safety is not assured. the practical importance of school safety is as plain as the moral side of the equation. a school where children don't feel safe as a children were children will struggle to learn. it is a school where kids were a dr out, it out, and get depressed. not just the violenceut bullying, veal harsment, abuse, cyber-bullyingall l l lr

cause e e e he ement. that is one e e e e e e e e e ea metric year ase d witititit academic the number of students who reading andath and gradua rates. does a state sool look like? -- what does a state -hat is a safe school look like? it feels like stunts belonging arrrounded by adults as they can trust safe schools cultivate culture of respect and caring and he little tolerance fo disruptiveeee behavior. students d'turse or threatened teachers at a safe school where they don't spend much of their classroom time texting students.

teachers are primarily engaged in helping students learn and grow and students and powered by a feeling of safety are more likely to feel free to explore and fell as they learn. a safe school staff pitches in to create a culture of respect. teachers, rhee principles, receptionists, every adult in that building is part of a solution. i have been in many schools around the country that don't feel safe. this is a tragedy we have to avoid. this is not just a big city problem. bullying is epidemic in urban and suburban and rural schools. the statistics are staggering. in 2007, nearly one out of three students in middle school and high-school reported they had been bullied in school during that school year. that means that 8.2 million young people per year are suffering at the hands of

bullies. the most common form of bullying is being made fun of or being the subject of mean-spirited rumors spread more violent forms of bullying are common as well. one out of nine secondary school students or 2.8 million teenagers said they have been pushed, shoved, tripped, or spit on during the last four years. another 1.5 million students said they were threatened with harm and 1 million students reported they had their property destroyed during the school year. cyber-bullying is a new and insidious form of bullying. in 2007, more than 900,000 secondary students reported being cyber-bully to. it allows police to do their work at a distance outside of school. the protection of anonymity. new technologies provide police with new tools to hurt students in old ways. we have all been told that bullying has been going on forever but the truth is that

does not have to keep going on for ever. bullying is not something school leaders, teachers, or parents can shrug off. students are never borne as bullies. is a learned behavior. if they are learning to learn from their peers, young people can learn the way to behave differently. bullying is not the occasional bad joke. bullying is deliberate. bully wants to hurt someone. they target the same victim again and again and the bullet taken advantage of an imbalance of power by picking victims that he or she perceives as being vulnerable. bullying can occur through physical, verbal, or relational means were police tried to destroy their victims relationships through exclusion or other means. it is a problem that often has

an impact on children who are neither believes more victims. it occurs also in groups and shaped the way that everyone bullies victims. ultimately, bullying is a form of physical and mental abuse. if you don't stowhen it starts, it usually spreads. a powerful testament to the fact that bullying is not part of the natural order of things is that most people can remember decades later the feeling of being bullied or bullying another individu. they may be haunted by the memory of standing by while friends are classmates were bullet. the fact that those memories are burned into our brains suggests that bullying believes long lasting scars and children. why does bullying have such long-lasting effects? why did the victims of bullying -- why are the victims of bullying more likely to drop out of school? it gets involved in a quota

science and shame. -- silence and shame. recognize the bullying. they think nothing can be done to stop that behavior. things are much the same of cyber-bullying. adolescents feel that what happens on line stays on line. the culture of this silence is now sunshine. everyone should be encouraged to expose and confront bullying behavior. we want children to be assertive and stand up for themselves. we do not want to encourage them to respond to bullying with violence or force themselves. schools should be cultivating a culture of trust and accountability. that empower students to tell teachers and other adults when bullying is occur a grade 82

students they should have a sense of responsibility for the well-being of themselves but there appears as well. everyone needs to act responsibly for mistreatment. when an 11-year-old got tired of being bullied she wrote president obama a letter for the president quarterback and said that her letter demonstrates the desire to change the culture in the classroom and the community. i would like you to please stand up and give this 11-year-old iran of applause. [applause] -- a round of applause. [applause] schools can have an enormous impact in reducing bullying. ideally, all schools should have a code of conduct to send a message to staff, students, and the community that it has high

expectations for all of them have little tolerance for cruelty or disrespect. a code of conduct cannot be just punitive. schools must teach and reward positive behavior as well. part of setting clear expectations is being consistent. principals, teachers, parents send messages to students about how they should be able the time. -- how they should be hate all the time. -- b haven all the time. --behave all the time i want to district of scho classrooms. disruptive and disorderly schools are a serious problem where so little learning can take place in classrooms. surveyartment's latest data indicate that one in three

teachers nationwide think that students miss behavior interferes with teaching and roughly the same proportion of teachers think tardiness and class cutting is impeding learning in their classrooms. students themselves think disruptive classrooms are an even bigger problem than the teachers. 10,010th graders and more than 650 high schools, 3/4 of 10th graders said the other students often disrupted their class as bread in urban schools, this problem is even more severe. 12% of secondary school teachers reported they were threatened with physical injury the previous year by a student. 5% of urban teachers said they were attacked by students during the past year. this absolutely it -- this is absolutely inexcusable. when you walk in the door, you

can tell an on-site school. -- an unsafe school. the problem is not just students on the playground but the message of order and disruption. it is the broken window back goes without being fixed. no one is in control and no one really cares about the students. that is the feeling they get. clear expectations need to be set to minimize classroom disruption and discipline students to prevent other students from learning. school leadership matters tremendously in school safety. what we do in school matters and that is true when violence occurs away from school. everyone here knows that the time of most anxiety and violent activity is not two o'clock at night, it is 3:00 p.m. when

school gets out. that is why strong support and keeping young people off the streets and having them do something productive in school, after school, or in a community- based organization is critical to adolescents safety and healthy and emotional physical development. it does that have to be expensive. community organizations have an important role to work with schools to provide students with more opportunities. you don't have to have teachers stay all hours at the school. we open the schools to providers to run after-school programs in chicago. we brought in the boys and girls club and after-school programs, the ymca, counseling initiatives, adolescent education providers and other non-profit and community-based organizations. we made the school's centers of the community where adolescents could continue to participate after the school day. i believe that if you build it

they will cumberland -- they will come. i asked you to take away a couple of things from this conference. our to park and has renewed commitment to enforcing below including civil rights laws that apply to racial, sexual, or disability harassment. we are committed to collecting much better data and document the contours of bullying more fully and formulate better solutions. finally, we will be providing more resources to places with the most challenging problems. outside this room, i am not sure that many educators and parents realize that bullying can constitute racial, sexual, and disability harassment that is prohibited by civil rights laws. ocr will explain the relationship between bullying and discriminatory harassment

and will be outlining civil rights responsibilities to protect students from discriminatory harassment. we understand that stopping this played a bowling will take time. it takes sustained commitment and resources and we are in this battle for the long haul. we have stepped up the support of the hhs program stop bullying now. bullying starts young and we need to reach students when they are young enough with a message that bullion is not ok. we are backing up that commitment with increased resources. our budget and our blueprint for reforming the elementary and secondary education act calls for a 12% increase in funding for programs that ensure

students feel safe, healthy, and supported in school. the successful, safe, and help the students program will mr. school safety including bullying at the school building permit it will provide federal funds for interventions with the greatest needs. we will be getting information about schools that day -- school safety from data but also the real climate students will be given a formal role in shaping our efforts to make schools safer. we are piloting this program. why have we been so reluctant to ask students have they felt about their own schools? the department cannot begin to solve this problem of low grade we have gathered so many partners here today because it takes sustained commitment of

resources from all of us to meet this challenge. the department of education stands ready to step up and provide leadership and be a good partner. we desperately need your help. this challenge requires the efforts of the federal government. i am pleased to have so many porter agencies here today. -- i am so pleased to have so many partner agencies here today. this will take leadership from state and local authorities. we need to empower students by giving them a voice and help them develop reform. academic achievement is up in sullivan county and discipline issues are down to keep making progress, we need to support and

involvement of the corporate, civic, and nonprofit leadership as well. this will take action by individual students, teachers, school staff, parents, and concerned citizens. all of us have a part to play here. as part of your leadership, we need your ideas. we need to collect the most knowledgeable experts on bullying in america. we need to get the best thinking to bring this behavior to an end. we will never begin to have all the answers in the department of education but with the collective knowledge and wisdom of all of you assembled here today, we can identify and highlight the most effective solutions. i asked you to be daring, think imaginatively, challenge us, challenge ourselves and listen carefully over the next day and that half to break the cycle of bullying. we have to be bald. the state is "simply cannot persist.

-- we have to be bold. the estate of bullying simply cannot persist. thank you so much and i am happy to take any questions you may have. [applause] ." guest [unintelligible] >> thank you very much. i think that is very inspiring. i like your approach and using civil-rights violations as a way to attack a lot of gender preference, sexual preference, and ethnicities, those type of issues that are often the root of this. how would that work? >> we have worked hard to

revitalize this. we have a fantastic new leaders there. we will confront issues around the country openly and honestly. the civil rights office is back in business and will spotlight where things are not working for children. where the status quo is not working we will challenge it honestly and openly. this is just a piece of. the o the solution. >> mr. secretary, big news this week, the race to the top, lots of excitement and the department. how are you type in this particular issue to actual dollars going to the states and

how can they understand they have to take this seriously? >> what we are trying to do in our blueprint for the race to the top and our budget is to try to do a couple of things well. this area is one where we are asking for the 12% budget increase. i think we have to do a better job to reach the students. and we have to do surveys and look at the climate in the schools. from the mouths of babes, a lot of truth will come. we have to give people the tools and opportunity to ask what works. do the students feel safe? we want to put real resources behind the places that will ask the tough questions bread b. if we start to do some of these

things better, all the academic achievement will follow. getting the word out and try to put resources behind us, we are doing much better job and students will be a big part of a solution as we move forward. >> good morning. i am with big brothers/big sisters of america i am delighted to hear about the increase in your budget. do you see in your blueprint that some of the resources will go toward research, specifically what types of programs are able to influence bullying in the classroom and beyond? >> everything we are doing in this area or principal engagement, we are trying to become engaged organization.

we think we have done a good job of looking at what is working. we know we will not do everything perfectly. in four years, hope we are better and smarter as an organization. through ongoing research and what practices are making a difference by reducing the dropout rate and reducing gang violence, we will put more resources behind those going forward. we are making lots of the bats in lots of areas. --bets in lots of areas. our goal is to go from being complied to being the engine of innovation. >> mr. secretary, i'm with the

national middle school association. i was wondering if police are violated the law while we don't bring in law enforcement to handle this? it seems we are turning some educators into social workers and police officers. >> that is a complex question. where bullion rises to a criminal offense, that they be a program. -- where bullion rises to a criminal offense, that may be appropriate. -- where bullying rises to a criminal offense, that may be appropriate. my goal is not to lock up students. my goal is to help those students who may not have the support at home or in the community. some bullies or bullied and this is a learned behavior. we have to get to children early.

we have to get them the strategy is to be paid in different ways. we have to give them the strategy to behavior in different ways. [applause] >> thank you for all you were doing on our collective behalf. i am with the national prevention for bullying prevention. people were talking about resources and lack of resources as it relates to nonprofit organizations. i am wondering if you have seen success models as to how corporations can get involved with nonprofits to help with the cost? >> resources are extraordinarily difficult today. all of you are living that. people will have been working in

education for decades to think this is the toughest time we have ever had. there are not easy answers. we have to be much more efficient and more collaborative and productive in what we have. one idea that i tried to push hard is i don't think our schools should be open 14 hours a day, seven days a week. people thinking increasing the amount of money will help. thehicago, we've run schools from 8:00 until 3:00 and the boys and girls clubs take over at 3:00. we have 95,000 schools and our country, rich, poor, black, white, every school has classrooms and computer labs and gymnasiums and libraries. these are great physical

resources. they don't belong to me or the superintendent. they belong to the community. when nonprofits are struggling financially, but all the money into tutoring and mentoring and support. to have the corporate sector, and then leverage those relationships makes schools the center of the community. we started to do this in chicago on a high-school side. people thought we were crazy. teen-agers want something positive. we were only limited by our resources. teenagers were trying to get into after-school programs. when you think of schools as community centers, we can get corporations to contribute. we have a fundamental battles of who was in charge of cleaning

up. there is a complexity that is real. we have to figure those things out. and more corporations that use their resources to support and rework report and ships, we will be paid in different ways. -- behavior in different ways. -- be paid in different ways. behave in different ways. >> i am from the university of illinois. we have 67 bullying prevention programs none of which are working in the united states. i want you to comment on your plan of supporting real research to evaluate 67 programs in 42 states with legislation. can you comment on that? >> i don't want to legislate that.

i think 67 programs is a lot. i think that is probably 64 to many. we need to see the ones that are making a difference and take the rest away. the research team is consistent. we have to deal with what is dramatically leading to better student achievement. let's a scale up the good practices. for parental engagement, there are probably 167,000 programs. let's give some programs a chance to shine. we can share ideas here. good ideas always, a local level. we can do a much letter -- a

much better job. >> i am a professor of criminal justice in massachusetts. we have a great momentum in massachusetts with the new law and we are excited. i would like to get college students into the high schools, public and private, to do some of this work because i think we have a unique momentum on the same car as drunken driving. that is the kind of momentum i want to say grid i don't want to see expensive programs or $4,000 to go to different kinds of trainees. i would like to see colleges going into high schools and k- 12. i don't know how i can help do that. i would love for you to speak to

that. >> i love the idea of bringing college students into our high schools and elementary schools and the mentors and role models. that is the next-generation of potential teachers. it opens up a new world of opportunities. i would encourage you to pursue this. this really happens at local level. we need to start with 10 students and an increase a program like that. not every school welcomes this kind of culture it is about not getting frustrated. once you start having success, success bill's success. you have to be consistent. >> for your blueprint, you have

surveys about youth and bullying, is there any way we can create nonprofit organizations to help in power the kids and let them know that we are the ones that will have to make the change in schools? >> that is a great question. [applause] the honest answer is that we as adults have not done a great deal in this area for a long time. youth dialogue will help lead us where we need to go. whether it is student government where we create peacekeeping teams in high schools, whether it is nonprofits, the best ideas will come up a local levels that often from teenagers themselves. i actively encourage you to step up and challenge the adults to

do a much better job of listening. i think there is tremendous on least power. -- unreleased power --unleashed power. i think the adults need to do a better job. last question? i'm sorry, two more. drugm with the national abuse and initiative. the idea of scaling up is easier said than done. i was wondering what your relationship is with the department of education and teacher preparation there's a problem with teacher burnout. teachers stop teaching after three-five years and what kind of initiatives are there for teacher training? >> that is a great question. that is a huge concern.

the number of teachers to come into teaching for the right reasons but they don't feel supported. they feel they are hitting a brick wall. that is a major challenge not to lose them. none of this has easy answers. one of the biggest complaints i hear about from young teachers around the country, not universally, but far to make is that they don't have enough practical experience. they have lots of theory and philosophy and history of education but not working with 30 students in a classroom. challenging schools to get students into a variety of classrooms is hugely important.

scums -- some schools are doing a great job and others are not. at illinois state university, they started to have their students come into the spanish community. they were learning about cultural emerging. they live in the community and were fully engaged. that is one area where we are challenging the schools of education to be more hands-on. young teachers at the classroom and we have to do a better job of mentoring the reduction of pairing them with a master teacher. we are asking more teachers now more than ever before to help with this. if we can keep that standard of,

that is a big deal. >> thank you for your commitment to today. it was excellent. i want to ask about parents. we talked a lot of parents who are concerned about their child being bullied. what provisions might there be? supporting youth in schools but parents are concerned like a parent whose son committed suicide. how do we provide information about these issues to families whether their child is being bullied or they are the bully? >> i take it in a broader context. part of that challenge is that we don't do a great job of engaging parents generally. parents are the missing piece of the equation whether it is around student achievement or climate or safety.

we have not done a great job there. we are looking to double the funding for parental engagement, up to $270,000. there are probably hundreds of parental engagement programs many of which look good on paper but are relatively ineffective. we will push very hard to figure out what kinds of engagement strategies are really helpful in making a difference. we want to do a better job asking parents how they feel about school. we survey parents and we survey students. we asked york -- we as the parents if their child is safe at a particular school.

we also want to be transparent with the data. i am convinced that the trend is going to the right way. some schools are struggling academically but others are not. we want to get better. easier said than done. we will put a huge amount of resources behind this. we talk about parental engagement and we talk about the primary or middle school. when we surveyed our teenagers in chicago, one of the biggest things our high school students asked for was they wanted more activities with their parents. this was unsolicited. they're not looking for freedom and distance. they are looking for adults and to connect to their parents. we want to do things to give students and parents a chance to

get together. our teenagers are crying out for more activities with parents. we have to find ways to facilitate them aren't thank you for having me. have a great conference. [applause] [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2010] >> that was department of education secretary arne duncan. day two of the conference gets way in about an hour and a half. they'll talk about their efforts to prevent bullion. live coverage begins at 8:30 eastern on c-span 2. coming up this hour, a conversation on the proposed defense department budget cuts. the aerospace industries association will join us. aftert,