with the child not having been abused. it is important to communicate with parents that there is really medical evidence. what kinds of medical evidence do we see? the most common type of evidence is not actually in the exam on the job. the most common evidence found across this multi-year study was on the clothing -- bedsheets, clothing the child was wearing. the challenge is, are we always getting that? just to be safe. whatever the child was wearing, might there be the chance? >> there was a guy living have

home and his stepdaughter said he was sexually abusing she said it happened behind the couch. she described him ejaculating whenever this would occur. detective didn't interview with the subject and talk about different places where he is engaged in a desperate it was blown out of proportion. he absolutely did not describe the doing it behind a couch and led an aborted they go in there and there is a splatter field of his him and all over the back. that was the finding guarded there is nothing on the child. there was no injury to the child by her description of that was

forensic evidence that could be found. sometimes there is medical evidence but less than 10% of the time even in urgent cases was there some type of medical evidence on the child. for those of you working in communities, this is a challenge. this is a study that was published a couple of years ago , three years ago, this -- these are the top dogs in the medical field. you may recognize some of them. this is a quote from that study, all students should be offered medical examination. why is this important? if i'm a defense attorney and this is a case of child sexual abuse, i want to know this study. if you have not tried to do a medical exam on a child sexual abuse i will throw it in your

face about this is what the professionals recommend and if you are not following was recommended by the leading professionals in the country, what else are you not doing? i share that as a cautionary tale. it is important to make sure you are at least offered. in some cases, one other%, they are getting a medical exam but there are others where there is a case of abuse where we should offer it and say was offered so we can stand behind what the research study says. what role does the cac have and that medical service? they looked at over 1200 cases of sexual abuse and ask what happened to kids to go to the cac and a comparison community. the kids most likely to get a medical exam were young kids, those where penetration was suspected, and those with some injury, and those with

supportive care givers. the flip side of that is that -- is that kids with non-support of parents are less likely. you can make the argument that this population of kids with non-supportive care givers are less likely to disclose and they are the ones we need to try to do all we can of something may have happened. kids who go to the cac were more likely to get a medical exam, more than two times. if there was no penetration disclosed in the interview, kids who went to the cac work four times more likely to get a medical exam. even if there was in, there is still 1.5 times the chance we have to make sure kids get these medical services. i mentioned earlier that --mary, i can't read your watch. i have 10 minutes.

pediatricians sometime struggle as far as taking these cases. they solicited input from 147 members of the american academy of pediatrics and as them to fill a survey about child abuse and their response. reporting to cps -- only 75% of the cases were being reported and only 50%, these were positions reporting the best person -- physicians reporting this. why is it we have a differential response? if we suspect it, we suspect it. it should be that 100% of suspected sexual abuse and one of% of suspected neglected be reported. let the professionals like you in this room investigate appropriately whether or not something happened.

you can make the argument that one of the greatest areas we have is improving our reporting processes. they said that 80% of the pediatricians had access to an expert. the flip side was that 20% of them are flying alone and don't have an access in their community. many times they have an expert, only 2/3 of the time are they referring a child to an expert. there are some real concerns. 97% of the pediatricians surveyed said that primary-care providers should receive training in child maltreatment. victor who is presenting later this week talked about how we educate the undergraduate schools and medical school. 97% of medical providers say they need more medical education in child mistreatment and over 80% of them say they would

prefer to refer this out this is where it gets scary. 47% reported feeling confident enough to evaluate. that means that more than half the pediatricians at least in this sample do not feel confident to investigate child sexual abuse. that is good that they are aware that but unfortunate that people look to a pediatrician to really help and fewer of them are able to develop a definitive opinion about child sexual abuse. there are a number of things here that suggest that pediatricians are in need of additional training about this issue. they need to at least be aware of what to look for and how to proceed. does having a cac help with these cases? this should be about strategies to pursue justice. does the cac support that?

do they help us do -- do justice? that is a good amen, isn't it? who is still awaken here? just checking. somehow you have an amazing capacity to sleep with your eyes open. they looked at the impact of having a child at the cac center in a prosecution on child abuse. they had some committees that had a center and others that did not have a cac. i live in a community where we have a tremendous backlog of prosecuting cases. anybody in that same predicament? yes, put two hands in the air. absolutely, this is a real problem. there are different things to think about. from the time we get an allegation until we actually decide what we will do, that is

one timeframe we can look at. when the case actually gets prosecutor, there are a set of variables that come in down here, other cases, the judge's calendar, all these other things. the one thing they found that was interesting is that 80% of cases, the charging decision was made within 60 days in a cac community, significantly less in those communities that did not have a cac. that is one of the most important things there. there were no significant differences in cases verses pending vs cases that result. pending cases were less likely to have an aggravated situation. the more serious stuff gets pushed ahead. if you have a murderer and is in jail, babel, earlier than someone who has a letter -- lesser offense. this is the final study i will

talk about. you can get excited about that. this is another way of looking at the value of the cac and why it is important to invest in that period is not ok to just say that we have a cac and we will use that some of the time. if you do it right, do it early. they had to districts in a very large urban area and they looked at data over 10 years when they were developing cac's. they looked at child protective services findings. in these districts over this 10- year timeframe, we have the same number of substantiated sexual abuse cases. according to cps records, both these communities had declines in sexual abuse cases that were substantiated over an eight-year

time period. what they found the district 1 almosts, they had an 300% increase that children were being seen. in district 1, there was a dramatic increase in utilization. a star with a limited number and it grew over time. district two @ growth but not the same level of growth necessarily. district 1 embraced and utilize the cac model and district to less so but more than they had in the past. over a 10-year period, the number of felony prosecutions of child sexual abuse in district 1 where they invested in the cac had almost a to 1% increase versus district two or they did not invest as much or use the cac as much, they had a 1% decrease.

that is not very helpful because there could be population shifts. you have to look at the rate per thousand or 100,000 children. they did that and the number of children who are identified as a victim and dark -- and there is a case prosecuting where the child as a victim per hundred thousand kids, what happens there? in district 1, they stayed relatively stable. in the community with less, district two, there is a 5% decrease in the rate of prosecution. i am not a rocket scientist. to me it says that if we use the cac model on a consistent basis, we can hold more people accountable and we will have your children are being harmed. i got in the business to protect

kids and make sure those who harm them are accountable. this is good news in that regard. we have an idea and a road map of how to help. some people will say that they can explain this. they would say the district 1, every time a kid came to the cac, if a child said anything, we will file a charge. we will show that our prosecutions are umpire. they looked at that and i said that maybe that's the case they found the conviction rate between the two districts did not change overtime. they charged a lot more but they kept winning and a high percentage of time. it does not address the concern that maybe they are filing charges on every single case that comes through the door. they were doing that and they were still winning a lot which means are we not only doing a more but we are doing more

effectively. that is strong evidence why we should pursue this model. this was a paddle to the floor approach of the issue of recent research. all the articles i talked about here, you can download if you are involved with the cac or an mdt. the child abuse library online has stopped as freely available to professionals around the country and around the world. it blows me away we get it from iran. google analytics will tell you where it is coming from. people from iran are accessing information and that is a good thing. if you are part of a cac, you have access to over 15,000 professional journals where you can get anything you need as far as research about a topic. if you cannot find it, our

research librarians will help you. this is a joint effort. we said we wanted to develop this library because we need to have this support and it is a collaboration. if you are an accredited or associate member of nca, you have this access to the restricted portions. you can access all this information and access to our research library is to help you if you cannot find what you are looking for. please consider utilizing it. this is a wonderful resource and we are working in sharing information with nda on a regular basis. thank you very much for your attention to dead. recent research regarding prosecutions and investigations and i appreciate your attention. i and all the rest of us

appreciate what you do on a daily basis to protect children if you want supplies, feel free to e-mail me. i will e-mail them to you and there are no proprietary rights. the more we can do to help improve our practice in the field, that is what we want to do. [applause] >> folks, chris newland is running a conference somewhere else. he suggested he might not be here. i said he is the only speaker in the country to teach research. where people olein for reported as a trainer, we need that. >> my son is leaning forward in the car so i will take that with a grain of salt. >> we have the ambassador coming

in at 11:15. i will invite you to take a 15- minute break and we look forward to seeing you in about 50 minutes. -- in about 15 minutes. [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2010] >> saturday marks the fifth anniversary of correcting katrina. shepherd smith will be among those taking -- talking about challenges faced by journalists who covered the storm and its aftermath. you can watch this event live on c-span at 6:30 p.m. eastern. >> join our conversation on the american revolution, the making of the constitution, and the importance of historical study next sunday with an historian

and pulitzer prize winner. that is live for three hours with your calls, e-mails, and suites at noon eastern on c-span 2. >> the cspan networks provide coverage of politics, public affairs, nonfiction books, and american history. it is available to you on television, radio, online, and on social media networking site and find our continent any time through our video library. we take cspan on the road with our digital bus local content vehicle, bringing our resources to your community. this is washington your way. we are available in over 100 million homes, created by cable and provided as a public service. >> this week, french president nicolas sarkozy addressed diplomats where he outlined his foreign-policy on the war in afghanistan, sanctions in iraq and called to interview the international monetary system.

this is about 45 minutes. and >> the case for the global economy has not yet resumed solid and sustainable growth. the g-20 must prove it has the determination to pursue the necessary reforms. at the big table where the decisions are made, new actors have joined the recognize powers. with good reason, they are calling for their rights to be recognized.

have to accept that with these rights, duties and responsibilities. they have to recognize that there amazing success means they go must go beyond the rigid defense of their national interests and must make their contribution helping to solve the world problems. at this moment in history when fate hangs in the balance, we need determination and unity. order to tip the scales in the right direction. it the recognize powers and major emerging countries do not manage to come to an agreement on the goals to be a cheat and a means to achieve them, if we are not able to act jointly to combat the challenges of terrorism and proliferation of

economic imbalances and climate change, we will have failed in our duty. at this moment in history as france must assert its vision, its determination, it must just as equally try to find 40 to the major challenges the parts to combine progress and ambition and unify everybody behind this is g-20. ladies and gentlemen, ambassadors, the fight against terrorism remains a major priority. all analyses conclusively confirmed that as of 2003, all cases abilities to launch devastating attacks in western countries have since been significantly reduced. al-qaida and those that claim to represent it have reduced their

deadly violence in certain states. each country is confronted with a specific situation that no operational between one group or the other, they risk seeing the murder of a continuous chain linking the terrorist basis with those of yemen, somalia, and other countries. this is a major concern. this is a crescent of crisis of terrorism. regarding afghanistan, it is very fashionable on the part of commentators for catastrophic analysis. we are told every day that the taliban will be coming back to power and we will abandon the afghan people. it is true that the taliban

remains strong in the south and east. on the other hand, there is no major violence and the rest of afghanistan. the coalition and the afghan government have been able to adapt to their strategy and are continuing to do so. i believe we will succeed if we continue our resolute action and all the parties must fully assume their responsibilities which were clearly established at all london and kabul conferences. we have to defend our interests in the areas where the taliban is posing a threat so that they can bite by themselves and provide civilian aid to the population. that is what france is doing in its areas of responsibility. the human toll is heavy. this week it grew even heavier, unfortunately. i would like each of you to imagine what it would be if we were not there.

let's not forget what the the past for the thousands of afghans that they have continued to kill. it is vital that the afghan government approve the governance of the country. they need to fight corruption, drug trafficking, and they need to offer reconciliation to those who recounts violence and cut up all sons of al-qaida and respect afghan institutions. the afghan government must take serious action to prepare itself to take over the security of the provinces and districts considered stable enough to be transferred to death and control. our action in support of peace should not be subject to artificial timetables or the whims of the media. we know what the results of the winds of the media in the 20th-

century art and those of you know your history will be aware of this. we have realistic political objectives. these objectives is a transition, a gradual transition, and orderly transition with the allies from the allies to the afghan security force. france will be continued to be committed with afghanistan and its allies as long as is necessary as long as the afghan people so wish. no victory will be possible without the support of pakistan. they are now facing floods and economic challenges. they must defeat terrorism at home. france will stand alongside pakistan in its fight against all forms of terrorism. i told the president of

pakistan that the less ambiguity there is, the more the international community will be convinced that it makes sense to help that government. with regard to yemen, the stability of the entire peninsula one year ago when an armed movement was spreading to spill over into neighboring saudi arabia, several countries assume their responsibility, a for agile truce replace the clashes but the problem remains. it can be solved only through dialogue and vigilance in yemen. on the other side of the gulf and aid in in somalia, the stakes are clear. islamist militias now have the capacity to extend their combat far beyond their borders. the victory in mogadishu would transform somalia into a place

for -- into a base for al-qaida. france contributes to regional stability through its military presence in djibouti, chad, and the drcd. . we will step up our efforts after trading five of its soldiers, 200 somali troops are being trained in new gun that while we have already trained 5600 man so that everybody must understand that somalia, yemen, pakistan, afghanistan have major challenges for the security of each french citizen. this is not a remote concerned with as nothing to do with this. there will not be any purely

ridiculous solution. the european union must consider it -- continue its effort and we will continue to be present in this part of the world. terrorists are trying to expend their influence on the vast desert regions. this is territory as large as europe. how can they do this alone? the terrorists in july were dealt a severe blow to banks to an attack led by french support that day marked a major turning point. the only strategy cannot be to pay ransoms and to free prisoners in exchange for

hostages. this cannot be a sustainable strategy. france lends support to governments that are fit to train, equip, and it buys the mobile forces they need to destroy the groups that threaten to destabilize the entire region. france stands alongside algeria, morocco, tunisia, and libya. their fight is also our fight. their security cannot be separated from ours. the rock of gibraltar is only 12 kilometers. there is an extensive use of executions including the most appalling type of execution dating from the middle ages, stunning, -- a stunning -- stoning.

france considers we are responsible for the woman of crime and will be stoned to death. france supports all this. that is what i said during the presidential campaign and this caused controversy. i remain convinced that civilian nuclear energy remains the center and no nation can have the exclusive right to order the advantages and benefits. iran has every right to civilian nuclear energy. that is why france salutes the start up.

in pittsburgh nearly one year ago, we rebuild the existence of a secret nuclear facility that iran was building for its proliferation activities. i said at the time that we need to post sanctions if they did not change their policy. we are at that point now. it would lead to widespread proliferation in the region. it would be a major international political crisis. we will therefore resolutely implement these sections and i urge all countries to do the same period sometimes they say

sanctions don't work. some say it might lead to war. that is not correct. sanctions don't work when there is no clear objective. our objective is to make iran understand that their choice comes at an increasingly highes cost and they need to negotiate. these are serious negotiations that need to go to the heart of matter. is around ready for that? we will say in september. -- we will see in september when we meet and i want a good agreement to be reached in the coming months that iraq complies with the law and that international concerns would be remote and concerns of the iranian neighbors would be taken into account and they should be consulted on all agreements. if a credible agreement cannot

be achieved, the iranian isolation will continue. if a threat or to emerge, we would have to take steps to protect and defend those states that felt threatened. some people claim this violence is one cause to the iranian- palestinian conflict. that is clearly wrong. those who kill in baghdad, those who kill in can do our, want to destroy their enemies in a run and afghanistan. on the other hand, who does not believe that a peace settlement between the israelis and palestinians would completely transform the political equations in the middle east? the outcome is not certain. as a matter of commitment and determination a peace agreement whose parameters are familiar to everyone can be signed within one year. the revival of direct negotiations on september 2 is

creating enormous expectations and they must not be dashed. a viable and democratic state established from the basis of the 1967 borders is a right for the palestinians and the best guarantee of israel's security and its complete immigration within the region in keeping with the arab peace is the only part in the two-people interest to reduce extremism and restore faith in the future. the entire international community must support this process. france is proposing to hold a second paris, and in support of the palestinian people to develop the economy and the structures of the future state and with home the egyptian co- share, perhaps like a second union to the mediterranean. this will provide opportunity to adopt several economic projects that will demonstrate the capacity of all participating countries to build

a better future for all people of the mediterranean. everybody knows on what conditions peace can be signed in that area. peace would be a serious. france is involved in seeking an agreement. i have asked the ambassador about this goal. he has my full confidence. hope is returning to the region and it would be intolerable for lebanon to lapse into violence. france provides full resort to democratic institutions and to presidents and prime ministers. we are the friend of all lebanese people. the international community's

action is to ensure the facility of a diverse lebanon. this is the aim of the mission to ensure lebanon peace and independence they. ladies and gentleman, bass others, -- ambassadors, it was the worst possible outcome last winter. the great crisis had become a crisis of the bureau is credibility had been called into question. allow me to remind you now that the storm has passed of a smoke -- a few simple truths. the public finances of the bureau's own or considerably less damaged than those of the united states or japan in terms of deficit and in terms of debt. + was in canada a few weeks ago and everyone was complaining

about europe lagging the rest of the world. they were praising the growth of asia and the united states. the same people today are saying the opposite. the europeans were able to react effectively. when we had to save greece, 110 billion euros were mobilized. to save the entire euro zone, a $750 billion financial guarantee plan was mobilized. but it would have been better to take swifter action but in europe, the decision making process in europe involves 27 sovereign nations. as always, your over his difficulties by choosing solidarity and unity. what history will remember is that these problems represent an opportunity for the eu to make new progress since they led to

the affirmation of its economic governors. history will remember that misunderstanding allow this to take place. greg: desk drawers understand what is key. what i take away is that we must strengthen the effectiveness of these institutions. the rag -- the next stage of the economic meetings between the 60 members of the bureau's own. only a few months ago for the words economic european economic government. this is necessary and essential. now it must be established in concrete terms that france and

germany have made additional proposals that were submitted at the council of ministers' meetings. in october the year of a commission will take the next load on the basis of proposals. buchanan limit yourself to economic issues. there are also issues such as security and defense. we will not defend europe with procedures and paper. we have nuclear deterrence and in the face of new challenges, the europeans are lagging behind. they should also participate in ensuring the security of this these essential to our trade, the security of space, and the security of cyberspace. >> .

we will discuss these issues with our british allies. in november, i will be at the nato summit in little is -- -- lisbon where we will adopt a new concept. we will reform our structures adapted to the new international situation and to the new threats with called for a closer relationship between nato and the european union. with russia, we have common interests if moscow so wishes. we have to have an unprecedented partnership to guarantee the security of the entire european- atlantic space. the cold war is over. france will make specific proposals pertaining to its relations between russia, the eu, and nato.

with 500 million citizens and an economic clout of 30% to gdp, total direct investments and nearly 6% on a public development, the eu also necessary cards to assert itself as a global economic power. it must have the will to play these cards as part of a coherent strategy aimed at concrete results and reciprocal benefits. europe is the largest importer in the world. we must not have any complexes in this regard. we must open up the markets that have been closed to us.

we must fight to him imposed the rules of fair trade. we must not hesitate to combat this goal dumping, social dumping, and environmental dumping. we don't want to ask our industrialists and founders to apply laws which only apply to europe and which exonerate outside europe. we continue to import products that do not comply with you -- environmental standards. that does not go against rules of fair trade. to undertake trade negotiations, the european union must stay at the head of competitiveness of the global protective vests. france will bait all the more

say. france of its assets example. we want to reduce competitive gaps with other countries. we freed up taxes and overtime hours. we decided not to replace one of every two civil servants. we decided to eliminate the professional business tax and affected companies in investments. politicians of all sides ended up not denouncing this. the business tax was levied against investments and that is why we adopted a tax provision that supports corporate research and this technology diversion is the biggest

concern. we launched the big loan and we're going to finance our retirement. york requires this. france will continue to reduce its public deficit which will be 6% in 2011 and 3% of gdp in 2013. the issue of competitiveness makes us aware of the fact that our past systems must be used to prevent relocation of industries abroad. on the 12th of november, france will assume the g-20 presidency for one year and on january 1, france will assume the presidency of the g-eight. these are weighty

responsibilities. the g-20 represents 80% of the plant wealth and will establish at france's the past. until now, the g-20 has always met at a time of crisis until now. it was very interesting. we had to take breaks. the g-20 has published a lot of work which i will not dwell on. we now have to address a new situation where we have relative calm and i understand it is tempting to limit the ambitions of the g-20 to simply implementing the decisions taken her complemented in 2011 by a

few useful measures. now we have a g-20 which will face a management change. that is not my ambition. that is not my vision. the credibility of the g-20 is that if we do not focus on -- theng the detest 20's influence, we will have another crisis. we do not examine the current emergency is. the crisis is being overcome. we can manage the risk situation more calmly.

i don't want this to come back to the usual routine. it is easier to be bold when the world is on the edge of the press of this. -- ed of the process. today we have a choice. we could complete the projects we started, to handle unforeseen developments as they arise, and limit our ambition or and this is prances preference, to add new projects to those that are at a standstill and had been for far too long and upon which goebbels stability depends. france uses partners of choice in action and ambition. only the g-20 has the weight and the legitimacy and the decision making power to give these projects of the future the impetus they need. for my part, although we will be

consulting, i can see three projects. the first one is the reform of the international money existence which will have to be tackled as early as next year. who can deny that the instability in currency exchange rates is a substantial threat to world growth. how can businesses plan their production and exports when the bureau suddenly shoots from $1 euro parity to $1.60. who can continue to advocate that we can produce in the euro zone and sell to the dollars on with such an erratic system. our postwar prosperity shows

that we have been living in an international monetary non- system. it is no longer the breton woods system. i would not like to return to an exchange rate system. it is desirable to create instruments to create excessive by a facilitate -- excess of of volatility -- excess of the by attila -- volatility. i am well aware that this is a sensitive issue and france is planning to broach this with its partners without taboos. i propose holding an international seminar between the world's best monetary specialists who, which could be held in china, why not?

this could be to think about breton woods. it took one year to establish this system and it seems manageable that we could organize a seminar to bring together the best monetary experts in china to think about the future monetary system that will succeed the breton woods system. we must strengthen our crisis management mechanism. since 1990, the emerging countries have experienced 42 episodes of sudden international capital withdrawal jeopardize ingvar stability and growth. 42 episodes. they have lost their reserves since 1990. we have to review the international mechanism to have

more efficient multivalve lateral solutions. we are looking at the imf's solutions. the world must be ready to mobilize any amount of bonds. i would like us to discuss the international doctrine on capital movement. we lived with the illusion that the opening of capital markets were always progress. reality has shown us that is not case. it is legitimate for countries' highly dependent on foreign cable to take measures to regulate it at times of crisis. the best guarantee against a rise in protectionist risks is the development of multilateral routes. the rules protect freedoms and the absence of rule destroys freedom. we must consider the suitability

of the international monetary system dominated by a single currency. this is meaningless. the accumulation of foreign exchange reserves and certain countries correspond to the deepening deficit in the united states and everybody is aware of this. the g-20 countries decided on exceptional abdication of $250 billion in special drawing rights. this effort is the subject of a growing interest. we are nowhere near establishing the global currency. that is notility of th issued by a single country will strengthen the system as a whole. we must find a way to coordinate these policies. with the g-20 in pittsburgh, we establish the framework that

will allow each of us to institute the proper economic policies but we have to go newther and achieve framework for consultation of the foreign exchange development. this form is currently the g-20 group of finance ministers. how come we talk about exchange rates without china? this is meaningless. we must discuss the best response to this unavoidable question. this is absolutely unavoidable. there is nothing sacrilegious about talking about these subjects, discussing them, a, with a legitimate form. why wait? it could have incalculable consequences the states will not have the right resources to deal

with it. the second project which is an emphasis on the part of france which will a listed sarcastic comments is that of the volatility of parliament to real prices. and this is a catastrophe. think about what happens with weak prices. last spring, producers were crying for help. prices were falling. less than six months ago, i went to talk to the producers of cereals who explained that they were always on the verge of bankruptcy. today, six months later, the bad harvests and russia, a catastrophe -- a catastrophe

here or there, and the prices have exploded, the prices of wheat. who can think of such a system can function properly? without tragedies? have we forgotten the condor rise in haiti or in africa when the prices of for a certain food skyrocketed. in 2008 -- between 2008 and 2010, nobody has done anything about it. who has forgotten the tragic consequences of a sudden rises in the price of oil and gas followed by equally sudden drops. is there anyone who would dare say this subject is too difficult and expect us to do nothing about it? we are not going to do nothing.

these are real subjects. france proposes that the g-20 partners tackle this issue with ambition and pragmatism. we will be presiding over the g- 20. we will tackle this issue with ambition and pragmatism. i would like to raise the question of the functioning of the financial derivatives. why should we regulate the financial derivatives market alone in the financial sphere? france has convinced the world that we have to convince -- to regulate the financial market. we should also be capable of doing that in the financial derivatives market for raw materials and extending

regulation to raw materials is possible and is desirable and indispensable. we are not -- we must not find escalation. nobody knows how this market functions. nobody knows who the players are and nobody understands how it functions. with regard to agricultural materials, several directions could be explored without preconditions. market transparency -- it would be useful to have more transparency, stores possibilities, also, the creations of the international financial institutions. the energy costs, france has been given a mandate to propose measures. for the 2011 summit, because price quality is an issue, we

propose transpires the measures and a substantial dialogue to producers and consumers. if you complain about the price of oil when it is at $120, you would not be heard area the third project proposed for the for the g-20 presidency. the g-20 decided it would be the main global forum for global and financial is but it must give the means to work more effectively. shouldn't we create a g-20 secretary at to monitor the implementation of the meetings and deal with issues on relevant situations in different organizations. it is true that the presidency of the g-20 rotates but the true monitors who follow this, we

don't want to create a new administration. critical to the g-20 is the new subject such as development. should we adopt rules that would promote best contact for better practices or public aid? capping the countries that our core, perhaps we should look at the standards of what the international labour organizations do. we should not pay public aid to countries that do not comply with the basic standards of the international labor organization. the international labor organization has second grade standards which everyone should apply to. i also would like the g20 to discuss that financing and possible tax hikes on financial

transactions, without this tax, the developed countries would not be able to increase public aid or to implement the commitments made in copenhagen if we don't have opportunistic financing. these financings are essential to meet some new millennium requirements pritchard and the g-20 to be discussing the financing of a climate agreement? the copenhagen agreement should be implemented whether we are talking about fast starts, innovative financing, or poor -- or for protection. i am planning to discuss with the president zuma, the next steps to be taken. france will suggest a broader debate on world governments. the g-20 gave impetus for this.

. .

are not the eve of the president says of the g-20 and the g-8. i want to play a collective role. france tends to act collectively. everybody has to move forward.

we are living in a complex world. france has presided over the e.u. in the past but this is more complicated because there are more contradictory interests at stake. the peasants and the country people in china and france all require -- all have basically the same interests. a country like china can meet its monetary obligations and responsibilities. so consequently we have a great opportunity to make the forthcoming year a useful year for international stability. ambassadors, i rely on you to relay the message that france will continue to provide new ideas.

france will be loyal to its past. fundamentally perhaps the world needs new ideas, new projects, new ambitions. we must get out of the routine which was useful in the 20th century structuresed around two world wars. france is ideally positioned. it is not a superpower, it is not a small power either. france is at the part of europe, and france can disseminate these new ideas, and it will be a great year and a very interesting year. thank you for your attention. [applause] >> saturday marks the fifth

anniversary of hurricane katrina, and fox personality shepard smith will be part of this. you can see this starting at 6:30 p.m. eastern. the investigation into the deepwater horizon oil rig explosion continues today. it has been going on all week. officials testified before the interior department and the coast guard. you can hear it. right now the hearing is in recess for lunch. we expect questioning to continue in about 10 minutes. you can see live coverage of that on c-span-2. >> on book tv, saturday marvin olasky looks at hurricane katrina and talks about faith-based organizations better to handle disaster than the federal government.

and on afterwards he looks at hedge funds. >> join our conversation on the american revolution, the making of the constitution and the importance of historical study. this is live with gordon wood. at noon eastern on c-span 2. >> a look now at military personnel policy, including military pay, recruiting and retention from this morning's "washington journal." at bigger issues concerning the military issues. we have been looking at military spending or policy. today we're looking at the military personnel. let me introduce you to the gas. bill carr is a decade the veis s

recruiting human management for the 1.4 million active duty military personnel. >> what is the biggest challenge to have right now? guest: the biggest is to be ready for a solid course, solid retention to keep the nation's focus on the need for effective recruiting, and i think the troops focus on just how much their leadership is concerned about them, their welfare, and that of their families. if all of that work to work, it would be sustained. that is really dropped one. -- job 2. -- job one. host: we are adding a fourth line for military personnel. it is your chance to talk to the

boss affectively. we will put the phone numbers on the bottom of your screen. i want to start with breaking down the 1.4 million that i gave as a figure among the various services. the army is at 548,000. the marine corps 200,000 plus. in the navy 332,000. just to clarify, the 850,000 reserve officers do not fall under your purview? guest: they do not. dennis mccarthy oversees the reserve components. host: among the branches of the military, to the issues. ? guest: they do. -- do the issues vary? guest: 4 army does not have fixed-winged jets.

let's say strength was being a just and more strongly support or downward in one service, and that affected service will have to have special programs to carry it out effectively. to that extent they differ. ihost: overall, it is essentially a standard grade that you follow. it would seem that companies need tools to be able to recruit certain people entirand higher incentives. guest: there is an enormous number of incentives for the people who might enter. host: that is what i meant, do the recruiters have the tools? guest: yes, they do. of all the reports that come in at a given year, 20% would receive an enlistment bonus.

that would average about $6,000. some are much larger. they can be as high as $40,000 by law. some are more interested in the training and technical training. others are more interested in student loan paybacks, particularly if they're coming from college. the recruiters have a tool to address just hase different pol. guest: no, they do not. the standard is you must be a u.s. citizen or have entered from all lawful permanent residents. the short term for that is a green card. those are the minimums.

we do have a program for which people on visas could enter the military. rate. talk to us about the trends in that area. guest: the trends have been terrific. three years ago in take was 82%. in 2009 and 2010 and is about 95%. to put that in perspective, it represents an american youth in that age group have that control. for the military is 95%. we'd like a high-school diploma not because as anything to do with the quality of education relative to adult education or ged, but instead as a group which can be certain to a scientific fact that 80% will complete their first pitch,

where s g.d. would be lower at designed to measure? >> opera it is made up of math and verbal- -- it is made of upf math and verbal. it predicts performance. we did a study a number of years ago at the national academy of science and the question is why are you bringing in so many at such high quality when it is so expensive to recruit? that effort proved to a scientific certainty that if you score higher than average, you will perform better than average in the hands-on test.

how many radios come in? direct find faults and fix them correctly? -- do i find the faults and fix them correctly? host: good medical condition. guest: this is one of the criteria. it is a challenge that has grown in past years. host: because of obesity. guest: obesity is growing. and almost always refers to the standards of the centers for disease control. obesity, if i look at the standards, i am looking at a big halfback. i am not looking at left defensive tackle. sometimes the work can can carry connotations that are beyond what it really is. if you look at height, weight tables. it is certainly true that put a

growing number of american youth have gained weight and you carry extra weight on a more delicate frame and you are more prone to injuries. those are some things we have to work with. host: give us the statistics. what percent of the population doesn't automatically disqualify? -- does it automatically disqualify? guest: all the applicants that would come to us, and for those that disqualify it would be about one-third would disqualify medically for obesity. that is close moral character. what are the components their? guest: the components are that

ideally would not have any offender record. but young people make mistakes and sell about one in five enter the military with a waiver that includes the medical, a sizable portion of those are for conduct labor. sometimes a felony comes up, major misconduct. that is about one or two for pe by congressional district. the controls are very tight. if the community says they would like to bring someone in, we do it. if we have a meeting with courtnall and it that d.o.t. had the best employer practices going, because if i take a job at home depot and have had a a shoplifting charge, there is unemployment hazard and i do not

get the job and that follows me forever. you are with the military, there is a chance if you have other strong qualities you cancer. -- can serve. host: this has to do with the homosexual policy. how is this the final four people that are recording right now? -- how is this defined for people that are recruited right now. guest: homosexual conduct would be disqualified. homosexual conduct would not be eligible to enlist. host: i want to get to phone calls. this is such a big topic. before we go to calls, the same with recruitment -- today at big opinion piece.

the piece suggesting that few americans today have a personal connection to the military because of the segment of society with which recruitment today happens. in more southern than big cities. soldiers come from a narrow segment of society geographically and culturally than ever before. half of all army recruits come from families. this addressing the military should be diverse as we are. guest: i think it is.

as far as the geographical and earnings of the parents, bills come up often times. the military is firmly middle- class. the group that is underrepresented it is not the wealthiest. they are the share one board expect. -- one would accept. the group that is under represented are those from the bottom income groups where the parents are from the bottom income groups. that may correlate with health or a number of reasons. that is 0.1. the military across the strata of parents' earnings, we reflect everything in america accept the poorest where they are over represented a little bit, and that carries into the middle class. on geography it has always been the case in my lifetime that the northeast would be less

enthusiastic about joining the military. and i think that dates back to the revolution and the fear of a large standing militias and so forth. there are different parts of the areas put that are the toughest period in the northeast river get three-quarters of a fair distribution, if everyone were behaving the same as nationally. in the twosouth it is about twi. the geographic diversity is working just fine. host: secretary carr on the job for about eight years. let's get to phone calls. beginning with waterloo, iowa. beginning with ted on the democrats' line. caller: i see now why susan is

saying you have been on the job for eight years, because you certainly sound like a republican to me. i would like to see the numbers instead of what you are saying about the rich being represented. when i was in vietnam i was drafted, and i will tell you they had to get around all of the protests after that debacle the cold way called a war, and r to do that they want to an all- volunteer military so they could start the legal wars you have going on to protect big business. we need to reinstitute the draft to get the people involved, because until the people are involved in these phony worsars- host: here is a tweed we

received. guest: let me think the caller for his service. i was around in the same time. with regard to the draft, it comes up from time to time let's say we're walking through the atlanta airport in 1969. four out of five soldiers we pass would be in their first year of service. today half of the people you see are going to be surgeons. why is that? because during the draft one in eight remain, but since all- volunteer force it is one in two. your experience profiles built, and then you have people with enough seasoning and experience to handle the complex weapons

systems we have. vietnam, lots of labor's and carrying around guns, but today we have multiple launch rocket systems, a drop of pawed and an operator dropping this. we have defined -- designed the weapon system for much older force. not only will the amendments go down, but the performance of the weapon systems will go down. frankly, we are giving pretty darn good representation of america now. it is a military debt represents america probably better than it ever did, certainly better than it did during vietnam. it is a highly effective force of the nation has given us and supported us.

host: 20 year military career. performed in military management. he is a graduate of the u.s. military academy holding a master of science and system management from the university of southern california and post graduate work at the kennedy school at harvard. i read that very early on you felt this was the direction you want to spend your professional life. what is this that appeals to you? guest: it was personal. what i found really made the troops very happy or sad was when personnel went bad. when it did not go as it should have, there was real depression and unhappiness. you could have an immediate effect, and that felt that and felt like i would do it every day of my professional life.

for that reason, that attracted me. i served a career in its end and still serving in it. you make a difference in people's lives and directly. that i'd like. -- that i like. host: the next call is tom. caller: this is an extension of an earlier call. with the current public perception of the disregard for the safety of those in the military, which was magnified by the foc bogus iraq war, how i am wondering how this is affecting your recruitment goals. the truth is, and if you talk to people in the street, they have very little confidence in the

regard of the elite of our society for the safety and security of the lower ranks. guest: i think many draw a distinction between a war and warrior. this goes to your point of talking about recruiting, and america, if you ask them in a poll, and you said what institution do you have the most confident and, at the answer for the past 10 years has been that the u.s. military. other choices were small businesses, big business, organized religion. i think america has stressed in the military and what it does, and certainly supports its four

years. for that reason recruiting is continuing to be very strong. host: armed services are a 12% in their goals. the next call on the air. caller: i am a lieutenant in the navy. thank you for speaking with us today. as far as i know, the naval officers and the marine corps officers that deployed with us are the only personnel who pay for their meals while we are deployed. i know all the sailors that deployed with us, all of their meals are paid for. ours has not stopped, we do collect that. but the food we pay for on the ship and up costing us more than

we received in the meal stipends. i was wondering if you could speak to any plans to change that or any plans to make that more in line with other services. guest: i promise to check on that. the military receives basic pay and housing allowance and finally they received a relatively modest food allowance. in the case of the deployed and naval officers the caller mentioned, they would receive their food allowance, but then aboard ship expected to pay for the meal. i regret i am not familiar enough with that. i promise that i will be and i will look into it. i think you for the question. -- thank you for the question. host: numbers suggest that pegg

has gone up 42% sen. housing has increased 83%. subsistence is 40%. what should we interpret from these numbers? guest: the thing to interpret it that the president and congress put a premium on military pay, and i do not howl they were suppression, but they have certainly got it right, because that is an important underpinning of the retention we had. it is tough work to be in the military these days. it is fulfilling work as well. unless you are attentive to the needs person in uniform and their family, and sometimes that translates to pay, then you will have retention problems. our retention is the strongest it has been probably in history. that speaks to our commitment to the member and family and their commitment to us, but it also talks about the way the nation

has been attentive to their compensation. so in fact that probably gives us the stability and retention and high retention we are enjoying today thanks to the american people underwriting that important investment. host: the competition budget for the military is on this graphic. $55.8 billion for basic pegg and 6.5 billion allocated for special incentive pay. that is in the 2011 budget. there is a debate going on about the percentage of pay increase for the next cycle. the white house opposes 1.4 increase. the house of representatives said we want more. 1.9%. the senate is yet to act. guest: that is correct. i lock the intent is unless there was an intervention to the contrary, the military raise would equal the rise in private sector wages, which was 1.4% for

the period of measurement that matter. the president's budget fully under wrote that at 1.4. the house, not unlike congress in the past, which led to a favorable circumstances i mentioned earlier would opt for a higher amount. the department really believes the pay is solid now. it is at the 70th percentile of comparable american workers and the same work experience and education as the military. if you're in the 70th percentile in the nation is where it is in tough times in the military where to receive the pay raise that isn't due proportion to all of their fellow citizens while operating in that deposition, and that is probably the right thing to do, and that is what the president advanced. host: steve of the democrats'

line. caller: thank you for c-span. long time you are. -- long-time viewer. i work in the mental health field. i meet a lot of men and women who are struggling. i think we should consider bringing back the draft. i keep reading pieces that americans are not bringing their fair share because the higher- and folks do not join the military. guest: again, on close inspection, and i will be sure it is out on defense plant if it is not already -- defense link it is not already by late today, there is a craft of what the distribution is by a household income.

from actual investments we know what the code they came from. you can draw an inference from that whether you are recruiting from middle class or another class. you would find that it is a very close approximation of all across, except that it is lower among the lowest burners and higher in the middle class. -- lowest earner and higher in the middle class. other than that, it was more level than what you would think. more level then i will stop before i looked at the data. that is the way america is behaving in the volunteer force. that is pretty representative of america. host: another component is recruiting campuses. there is a piece that is talking

about this. host: as you well know that rotc program on the harvard campus became a piece of much discussion. what are the statistics about elite schools and the presence of our otc? >-- of rotc? guest: i will tell you what i have heard, and that is rotc is now at about 250 colleges.

there are 420 detachments. let's take carver. it is in boston. a short metro ride away. -- a short metro ride away from m.i.t. given the demands on military manpower, if i were to ask army if they would be interested in opening a unit and all of the associated manpower to sustain its when you have won a short ride away, the army would say no. that is what i have said. -- that is what i have heard. harvard support has been quite good. president summers i remember very well taking the time to come to the rotc commissioning ceremony. it happens at harvard yard and a prominent place. he was consistently there. that meant a lot. the rest of the faculty might not have been there, but he was.

the department's relationship with harvard is strong. they are terrific young people. they go to school on the metro and it is a 20 minute ride. that is the reason you would not set up the second school. those who argue ignore the fact that there is another unit right nearby. in tight times he would not necessarily open up a branch in a place where you already have to read it coverage. host: yesterday were discussed unmanned aerial vehicles.

i am not going to ask you to comment on that. today our focus is on military personnel. let's take our next call from michigan. donald on the independent line. caller: thank you for taking my call. a very short biography. i am going to say something' th about military service that is in disagreement with your guess.

i thank him for his military service. i volunteered for the correa draft. i had a student deferment. back in those days you would serve. once you receive a student deferment, it was literally that until you basically did not perform academically and or you graduated, you served. michigan state still has that requirement that you graduate from michigan state and you are going to serve it. i am in favor of a draft. i do not know how females would be involved in that situation, but i will tell you why i am in favor of the draft. i am in favor of a citizen force. our politicians are starting

wars every 15 years. it is breaking this country. host: thank you. another caller made a similar argument. guest: i think the program we have now does call upon citizens and their young people to serve. subscription orders them to serve for prairie brief times -- for very brief period. given the sophisticated systems that the military has procured to cut manpower so that we can afford the weapon system and not put lives address, given that calculation, we cannot have the 80% turnover that is associated with the draft and still expect the military to perform anywhere

near where it does today or the weapons systems to perform in any proximity of their performance today. the draft is attemptin tempting, but it is a huge turnover and low performance, not because of the people, but because they only have a brief time to learn their job and apply it before they are gone. host: this is illustrated on the front page of "the washington times" today. we're talking with bill carr. a big title. remini he is responsible for all of the policies regarding the 1.4 active military in this country. -- it means he is responsible for all of the policies regarding the 1.4 active

military and this country. caller: i very much supports the draft. my son is highly qualified deep sea diver and under water wilder. they have various categories of weller's, and he is at the highest. i do not even know what it is, but he is not limited in any way in any underwater work. i am a navy veteran. at that time there was still the korean war and world war ii men in it. it was built up rapidly by recruiting people in the construction trade and given this fight the qualification.

i wanted my son to go into the navy, but they cannot give him any credit for his qualifications. i told the navy recruiter who will not get him. physicians and dennitists went in a j-g's and were promoted to lieutenant roeder tracks immediately. hopefully their level of experience and expertise are not sent similarly. guest: that is a great question. i think the point is exactly on point. military rank has to do with your contribution to the military, and the caller mentions that his son is a very advanced skilled wilder.

i would and do believe there will be a program that might be applicable to give a more stripes for more skill. i promise to when i go back today i will check welder in the navy to ascertain what the connection is because you are entirely right that there are different degrees of skill in that trade and different degrees of skill should be compensated. we do that by their pay grade. i understand the point and it is valid. i will check into it. host: related to that is retention. a lot of debate in this town about the increased use of cost factors. we hear some areas of army personnel who are fighting side- by-side with former colleagues and former colleagues are making a premium on their salaries.

what does that do for recruitment efforts or retention efforts? guest: if a contractor can perform a function that is performed by the military, then there can be an attraction. we found that encases and special operations in particular. -- we found that in cases with special operations in particular. just as commercial airlines are hiring heavily with air force officers, respond to that with what ever it takes to maintain the manning we're looking for. in either case, an incentive would be applied to keep those things in balance. host: sherman, texas, mike on the democrats' line. caller: first of all, our recruits given any type of psychological profile to see their medical suitability for the military? the second question is, when

they failed -- would a failed drug tests prevailed getting into the military? thank you. guest: as far as psychological profiling, no, there's no such test entering the military. to be clear, there would be a baseline assessment if they were to deploy so that we could detect post-traumatic stress or brain injury. those are not in case of psychological testing and certainly no such thing required to join the military. failing the drug test you will disqualify. you could return after a protracted period, but you are disqualified on that day.

you could request a waiver on it. if you have an enormous number of people speaking in favor of view, that could be considered, but the chances are slim. for a convicted felon, they could come in. about 24 corr per congressional district come in each year. the felonies i am talking about are ones that did not result in an incarceration. more like i saidset a bee hive n fire and it caught a shed on fire. the community will have to stand with you. you would have to pass specific review with no less than a general slide officer or general. if you can pass all of those and get the community behind you, we will look at you. that is a pretty reasonable deal

in terms of what we should do. it is refreshing, at least to the people to a number of major corporations that the military they cheered out a way to grant absolution but also to be sure that those they were granting it to work good ones. it is measured by performance ahead of the persons who came in without a waiver. that is how the operation works well. it is hard to get in with any of the factors you mentioned, but not impossible. there are different shades of gray on the felony. if it is a favorable felony, if you can imagine such a combination of force, and some will look closely at it. -- if you can imagine such a combination theof words, we will

look closely at its. host: last question. caller: my father served in vietnam and world war ii. [inaudible] there is a soldier that has contributed. in the and a soldier is a man dedicated to the american way of life. remember, there is a soldier. host: thank you for that, sir. we did not talk about the number of women in the military and how that has changed over the past decade. why don't you close with that. guest: it has held between 12 and 15%. if we went back to the start of

all-volunteer force and has grown from 3% to 15%. there are sizable part of the force. they are certainly going to be exposed to dangerous situations in convoy or escort. they are trained for it and ready. they acquit themselves well. women have earned a silver stars. they have very strong performance that they bring to bear every day in the military. it is about 50% of the force. they are remarkable group of americans, as are the men. the

>> join us this sunday when "washington journal" will take a look at hurricane katrina. our show gets underway live at 7:00 a.m. eastern here on c-span. and we have more live coverage about hurricane katrina later today when shepard smith discusseses media coverage of that natural disaster from the museum here in washington. our live coverage begins at 6:30 eastern here on c-span. a live picture from houston this afternoon, where the coast guard is co-hosting a hearing looking into the deepwater horizon oil spill. it is on our companion network, c-span-2.

>> we have a repository of oil-spill-related materials. you can read our documents and link to other related web pages. it is all available for you at c-span.org/oilspill. a discussion now on the topic for public attitudes of education. this is just under two and a half hours.

>> i think we all recognize that we are at a critical crossroads right now in our country when it comes to the future of our schools. we all know the statistics. 1.2 million kid drop out each year. that is one child every 26 seconds. in terms of the drop out rate, we know that 50% of the kids dropping ut are african-american and latino. when you look at the achievement gap, mckenzie has said the achievement gap is equivalent to a permanent economic crisis. i often think of that quote by langston hughes who said a dream deferred for one is a

dream deferred for all. we have to move the needle to ensure every kid is ready for college and working life. that is our challenge today, to have a new conversation about the future of education and to see how public opinion from both the public and students can help shape american education in the 21st century. he has challenged folks inside and outside the beltway to think differently about education, health care and jobs. jim? >> thank you.

>> thank you, justin. i will make a couple of opening remarks here. he told me to keep the remarks appropriate. he said remember, you're not an expert in this field, and we don't want any of your usual recklessness. that is how he is helping me. he introduced me as chairman and c.e.o., and i notice you didn't clap. the image of c.e.o.'s is so low it is unbelievable.

i can do this. officially as of today, i am eliminating the title of c.e.o. gallup has no c.e.o. it is just chairman. there it is. if anybody ever asks you who is the c.e.o. of gallup, your ands should be they don't have one. i guess that's all right. i was going to hang sort of a different idea on you today, a little bit more from a business perspective. you are going to hear a lot about education. i moved here about 10 years ago from the midwest, and i was really a pretty sane guy. i've lived in washington 10 years, and you see gallup poles, and on and on, and you

end up crazy. there's a question out there. how do we fix america? we have a whole bunch of nightly metrics. you see a bunch of stuff on education. small businesses, how much confidence we have in the future and on and on. it is really not a hopeful time in the united states of america. the thing that bothers me most -- are you following this? this is a smart group, so i am sure you are. our g.d.p. is $13 trillion, china is $5 trillion. 66% on the gallup poll thinks china has a bigger g.d.p. than we do. if they did, that would be a

bust. it all exists at the pleasure of a huge economic empire. not many people know this, but china has five. italy is about 1.5, but we are huge compared to everybody else. that is why we are called the leader of the free world. and that's why, when we are at negotiations, whether it is a trade represent or whoever it is, the whole world has to defer to us. they say what about an embargo here, iran and everything else? no matter who is at the table, they look at the person from america because we all have to defer that. my theory is because of the $14 trillion, which is one third of the g.d.p. of the world.

it now comes crashing down. the math is that we will grow at 2.5%. we won't. we will probably grow at less than 2% unless there is a miracle. in 0 years or g.d.p. is $20 million. do you know what china's is? $60 trillion. robert puts it at $123 trillion. i hope he just smoked crack when he did that. but he is a really admired super economist. that is 10 times the size that we are now. but the point is that it changes our entire relationship to the world. for america in here, we have had moral authority here for 50 years. but that changes unless there is a miracle. 30 years ago i was watching tv

and some economist came on tv, a conservative, and they were saying over the next 30 years, which would be now, that our economy would have fallen to third. it would be japan, germany and the united states of america. japan at five, germany at four and a half and we would be at four. that is where we are supposed to be now. if that would have happened, can you imagine how different the united states would be? if we do what we are supposed to be to $14 trillion, over three years that is a about $100 trillion. we had $100 trill to spend on stuff, which pretty much came from innovation and entrepreneurship. so you are saying we have a huge health care problem, problems in education, problems with things in the west,

venezuela, and on and on, the environment. if you said what is the very biggest one, the most near and present danger this country has, it is jobs. >> they have a huge tea party thing coming up on saturday. at the very, very core of it, it is in misunderstanding about budgets and jobs. so you say what happens next? >> the point i was going to make is it is too late for people my age. . .

>> again, this is just one reckless thought. i've wondered if our goals are wrong when we talk to the kids. i've wondered if they are more interested in jobs than they are in graduation.

she brought her boy over one day. she is real african, by the way. her boy is african-american. he was born here when he was very young. single-parent. he said hi. he cover right to the chase, as he said where you work? he asked what i did. he is 9. he is almost 10. i said, we do surveys. he said that it sounded very interesting. he asked me how i liked the job. he said, do you think that would be a good job for me? he was 9 years old. i said yes. he did not say anything about

the graduation or anything. he was thinking about a job. i said, "why don't you come over and apply?" he showed up. his mother, mary, waited outside. she wanted him to do it all by himself. he came up and checked in at the front desk. i brought him in and sat across the desk. he was nervous. other people have sat there, adults, wanting a job. i said, tell me what you know about gallup. he blew me away. he had gone on the internet. he knew everything about me. and he said, "the company was founded by -- " and i said, george gallup.

[laughter] he is a little better at math than everybody else. at the end, i said, "you are hired." he interviewed real well. by the way, i have had adults sit across and say they do not know anything about gallup. by the way, those people love never gotten a job. how does a guy who is 9 years old know to come over? he talks to me all the time. he is trying to do his best in math. he is thinking. i wondered, if i was entering him, talking to him about graduating. i'm also part of thurgood

marshall. one of the big disappointments that kids have -- they say you need to graduate. after they graduate, they do not have a job. the point is, maybe it is a deep one. i wondered if the kids have it right and we, as leaders, have it wrong. when i talk to kids, or students come here, when you start talking to them about a job, they really get worked up. a 9-year-old guy is all set. he says he wants to work at gallup and do these surveys. i think he will graduate and all that. the reason i am most interested in that as an american, in that state of mind -- our only chance at beating china.

how do you get there? i do not know. maybe that's what today is for. by the way, the building you're in right now was finished in 1867, two years after the civil war. they said, they have some pictures. the building was about halfway up. lincoln was killed about a block and a half away from here. he probably saw it being built. i turn that into that he oversaw the development of the building. [laughter] anyway, this became the convention center to washington. imagine this. president grant and the boys -- i say boys because there were not ladies. many of the most important

meetings, most important leadership breakthroughs, were done right in this room. maybe it is appropriate. maybe the timing is right. we have important people here. i know we have some great researchers that will present. maybe today can be one of those important days. is good to be here. thank you for having an interest in all this work. thank you. [applause] >> thank you, jim, for those inspiring comments. now we will get right into the heart of our agenda. dr. bill bushaw will lead the discussion and present the latest findings that were released today from the 42nd annual pdk gallup poll. dr. bushaw, although he is a michigan fan and i am in ohio state fan, has been on the front

line of reforming schools in michigan, and now he is trying to reform teaching as president executive director of pdk. dr. bushaw. [applause] >> good afternoon, everyone. i had something up here. there it is. ok. that's it. ok. a great turnout today. you have a complete copy of this year's pdk gallup poll report in the magazine. one thing you should know about our 42-year partnership with gallup, if we ask the question in the poll, we will report it in the report. everything that is asked is reported. we do not hold anything back. you will be able to look at the question exactly as it was

asked. there are times when you can make your own interpretation of the results as you look at the question. the report is available. it is online at pdkpoll.org. before going further, i would like to introduce one of my bosses. she is president of pdk international. we have had a 42-year partnership with gallup. this year we've made significant look forward to and we more changes as we go forward. i will offer some highlights. there's a lot of information. this year's poll is longer than it has been in several years. there's a lot of information in the report. i'm just going to highlight a few things, and then we'll have

a panel joining us. they will react quickly and then they will answer questions. with that, let's go into this. a little bit of the anatomy of a poll -- how do we do this every single year? resewe start in january. we convene an advisory panel that means right here in february. this is a group of people that met with us to take a look at those issues and questions. once we have that meeting, then we go back. we look to see if we have ever asked a question like that in the past. we have 1000 questions that we have asked over the last 42 years. that is one of the strengths of the pdk gallup poll. we can take longitudinal looks at public opinion. we can see how it has shifted over time. if we have not asked a particular question, we make them up.

gallup does the wording and the testing. essentially, gallup conducts the poll in june. there's always fine print. here's the fine print. the standard sample size, the standard error rates that you would find on any national poll. the areas i want to highlight include these. let's just dive in. will star with the federal role in education. one of the most important initiatives of this administration is its effort to turn around 5000 schools. what we were interested in, what were the americans reactions to those four models?

or, the transformational model, which is providing outside assistance. that's the question we ask the american public of. the americans believe that schools should remain open and that outside the conference of assistance should be provided to those schools. they do not favor shifting them to charter schools. they do not favor firing the principal or the teachers. we are always curious to see who the american public believes is responsible for education in the united states. there has been some controversy. we talk about having local control. we talk about having a greater federal role. people would say, constitutionally, it is really a state approach, or a state responsibility. when we asked the question of the american public, they said,

education, whether it is paying for education or setting standards, in every case, they felt that state officials were the most responsible for all of those. in particular, you will notice the second one down. setting standards -- americans do not believe that should be done by the local boards of education. americans do not believe federal resources should pay for education. finally, in holding schools accountable, that is certainly a state or local responsibility, not a federal responsibility. the following question is, "what should the federal government be involved in?" we asked that question. should it be about developing standards? creating tests?

or, improving the quality of our teachers? the largest percentage of americans said it should be about improving the quality of our teachers. we will come back to that. that is the theme this year. moving right along. the president has been very clear about the importance of having a greater percentage of our young people graduate from college. he wants us to be number one in the near future. this is certainly consistent with jim's remarks. we went to find out if the american public agreed with that. we asked how important college was. we asked this question in the past. you can see that there's a significant increase in how americans view the importance for children to attend college. this was a four-part question. do you think it is very

important, somewhat important, not very important, or not at all important? it is broken into four areas. i've never seen a response that high for just one topic. to have 75% of the american public say it is very important, i think that is very significant. we shifted gears and we asked parents about college education. again, we resurrected a question that we as the 1995 and 1982. 92% of americans, the parents, think their child will go to college. they are clear about why they want them to go to college. better job opportunities and income. in spite of what college costs, american parents are comfortable that they can afford to pay for it.

maybe through student loans, or maybe they have been saving. the very first question for 42 years that we have passed in the gallup poll, we asked americans, what is the biggest problem the schools in your community are facing? it is an open-ended question. it is basically the first in the pops into your mind. we have been asking this question for 42 years. we look at 40 years of information. what do americans perceive as the biggest problem over the 42 years? in the 1970's, it was a little bit of everything. discipline, problems with funding, and they did not really focus on one thing. line, 1980's, the black discipline, emerged as the most important problem. in the 1990's, that was displaced by drugs and the use

of drugs in schools. that plummeted very quickly. since 2000, it has been funding. it has been the amount of money available to schools. that's the first thing that pops into the minds of americans. that has gone up extremely high in the last couple of years as the top issue americans are concerned about. when you ask parents, it is even higher. that is the first thing that pops into their minds. the biggest problem is lack of money and funding issues. we can certainly relate that to the current recession. as you can see, that started almost 10 years ago. there are three questions here that i'm going to share with you. this gets a lot of attention. we have been asking these for a long time. we asked americans to grade the schools. there are three parts to this question.

the first part is only directed to parents. we ask parents to grade the school that their oldest child attends. you can see a combination of a's and b's. this goes back to 1985. it's been relatively consistent. there's a slightly upward trend in how parents view the schools in their communities. we asked the second question of all americans. please assign a grade to the school in your community. you can see that the grades are lower by quite a bit. about half of americans believe "a" or b.ls are an the third question we asked, what grade would you assign to the nation's schools? this is significantly lower, as

you can see. not only is it lower, it is trending down. this one is going down over time. oftentimes, this is the first question that's asked. why is that? i will leave that to the panel. jack, we can see if your in onsted in waitineighing that. we did follow up with this question. how could a school earn an "a"? and the number one answer was, improve the quality of the teaching force. recruiting good teachers, pr development, making good decisions about keeping the best teachers, and may be considering ways to invite the other teachers to leave the

profession. charter schools often tends to be the lightning rod question. there's a lot the media attention on this. we have been asking this for 10 years now. almost every year. we skipped one year. i have no idea why we did that change. the last line is the response in the year 2000. the red is the response in 2005. the blue is 2010. americans are becoming more comfortable and you charter schools far more positively than they did when we first asked that question. it's gone up every year with the exception of one year. a couple more questions we added for the first time this year. we asked americans, would you be comfortable having a charter school in your community? ? 2/3 -- about 2/3 of americans said yes, it would be

comfortable. six of 10 americans would support an increase in charter schools. that's also a part of what the president has talked about in terms of school reform and change. we asked americans, would today -- this is just the parents. we asked them if they would send their child to the same school regardless of cost being not an issue. six of 10 said they would. that means four of 10 said they would move their child. i think that is an indicator that not all americans are comfortable with where their children are attending schools right now. there are a lot of questions about teachers and teaching. the last couple of years, we tried to probe this issue of merit pay with teachers. this year we asked the question that we had asked before. do you believe we should have pay using the

standard scale, paying them four years of service, and seniority, and level of education. or, should it be based more on performance? 71% came down on shifting away from a standard scale toward a performance sbase. using the responses from last year and this year, we've recognized that americans support merit pay pretty overwhelmingly. not necessarily merit pay based upon how students perform on a standardized test. americans generally believe it should be based on broader indicators. for example, observations, including advanced degrees and those kind of things. if you look at the table in the report, you'll see the second one is the highest percentage.

we have asked this before. should teachers who work in lower performing schools be paid more? americans are very comfortable with that. i was surprised by this. this is a brand new question. why evaluate teachers? what's the purpose of the evaluation? is it to dismiss the teachers? is it to set their salary? is it to improve their performance? honestly, i was surprised. 60% said it was to help improve their ability to teach. a few more questions in terms of the american public. the american public liked their teachers. three of four say they have trust and confidence in their teachers. we've asked this question. would you want your son or daughter to be a teacher? this is the highest percentage we've ever had.

this is probably linked to the economy. i do not know. two out of three americans said yes. that's the highest we have had. we also asked americans this question. would you change, if you could, careers, and become a teacher? four out of 10 americans said they what take a look at that. i think that this kind of high. that is a pretty high percentage. "time" magazine in april with this cover story, "should we brigbe kids?" we as americans -- we asked americans. they're not in favor of that. three of four said no.

just force them to go to school. my parents gave me money for a's, but they did not have to give me much money. we asked parents. they said no. those are the highlights that we wanted to cover today. i will ask our four panelists to come up to the stage. we will move onto the next segment of the program. we have a terrific panel. you have their complete biographies and your materials. jack jennings, president and ceo of the center on education policy. right behind me is the dean at temple university. the co-founder of the weather education, and joanne weiss.

>> we have technical problems. there we go. all right. the plan is to ask each of you to talk briefly about your interpretation of the results, and then we will open this up for questions. joanne, we will start with you. >> thank you. thank you for being here. i think they did a great job with this poll. there are a ton of different things to talk about. we will see what each of us thinks. in sharing my opening thoughts with you, -- i thought this was a fascinating survey from the point of view of the level of

expectations parents have for their kids and their schools. they clearly want them to succeed in schools and college. they understand that the key to having good schools is great teachers. if the nation can agree on a common goal, and we agree on the needs. americans get it. in order for their children to have a filling carriers, they have to attend college. i was stunned at that number, 92% of parents think their kids are going to attend college. the reality, of course, is very different from that. more than 20% of those kids will not graduate from high school at all. another 20% of those will not go on to college. when they get to college, half of them would not be prepared for college work. 30% of those kids, if nothing

changes, are going to go to college prepared for college that. contrast that with the hope that we have that 92% of the kids will go on and be successful in college. when we look under the covers of this, we found some interesting paradoxes. 3/4 of all parents give their own schools an a or b, which is the highest number ever. only 18%, which i thought was a stunningly low number, and gives the nation's schools overall an a or b. both of these things cannot be true, assuming the statistic reliability of the polls is what is reported to be. how do we reconcile the hope of parents with the doubts they have about the system as a whole? how do we reconcile the fact

that parents seem to be quite happy with their own schools, but 40% of them would send them to a different school, if they could? how do we reconcile that with the fact that parents do not think we should deal harshly or close down failing schools? do you think they would want to put their kids into schools that were dropped out factories? not if it wanted them to go to college. what is the crux of this problem? what is the public policy question at the bottom of this? the question i came away with is the real missing ingredient, knowing the truth. it is having the data that we need. short of that, we're all going on relationships and gut feelings, and then i'll and hope -- and denial and hope.

there's also one other thing that was a tiny thing in the poll, which was a little bit of a question for parents about what would it take to improve schools. it was interesting. will students' learning increase its students spend more time in school with their teachers? or, if teachers found new ways to teach, or need their? the one that won was neither. i do not think we really know. i just found the whole confluence to be fascinating

about this moment in time. we understand the problem. we do not have the knowledge to navigate our way to the rights of answers. that was my big set of surprises from reading this. >> thank you. jack. >> joanne reached for the top with her remarks. >> is there a two-drink minimum? [laughter] i followed this poll for many years. gallup and pdk have done a great job. there are many different ways of looking at this poll. you can look at this from a political perspective or from an education perspective, or from many different points of view. first, this is a public opinion poll. it's an important piece of

evidence to be used in policy. it is public opinion. sometimes people are better informed and sometimes they're less informed. as you can see, people do change their minds. it is an important poll, but it is just part of the process. i was struck by one of the findings, that 4-5 of the american people oppose the accountability law. i do not think it would find many people in washington who do not presume that some version of the elementary education act is some form of accountability is going to be enacted. variants.a i think the poll is a warning to the policy makers in congress that there's a perception that what was done is not all positive. there should be a caution to congress.

they are refashioning the legislation, maybe people are not in the mood to go too far on everything. there's eight goldilocks view of the american public. it seems the american people do not like the federal government because this too far away. they do not like local school districts to have a stamp standards because they're too close. the state are far away that day are authoritative, but not so far away that they are in washington. i would take this as a warning to policymakers. in fashioning a new law at the national level, they may want to do everything in the world, but they should concentrate on the barry most important things and get those done right. the american public is not in the same dialogue as policy

makers and school reform. the american public is not talking about standards and assessments. rather, they want teaching to be better. they want an improvement in teaching. i think this comes across very clearly. i think policy makers should pay a lot of attention to that. maybe the elements of accountability are in place now. now maybe the time to shift the spotlight to improving teaching in all schools. i found encouragement in but poll that 4/5 of americans believe effort counts morgan in aid ability. that's good news for america. for a long time, the pdk found in the past that innate ability trumped effort. there were studies by the

university of michigan looking at asian societies compared to american societies. agents thought effort counted. americans thought innate ability counted. if we can all get over that, i think that is a very positive piece of news. that's what i would end on. the poll has a lot to tell us, and that is one of the most positive. >> thank you. ken. >> the points on public opinion -- that is what it is. i tried to read the poll as a parent, as a school board member, which i was until recently come and as a dean. from all those perspectives, it

begs a series of questions. there's an agreement about the teaching and the quality of teaching. it seems to me that it begs a really big important question about what gives rise to quality teaching. how much of that is embodied in the classroom? the policy environment has shed a lot of light. i was not surprised that parents argue that money matters. if it did not matter, we would not spend so much of it. it begs really important questions about how this is related to school effectiveness in a country where there are, i

think, a burgeoning debate about how much is enough. very important, but a less pronounced debate recently about a difference between community and state. there's eight policy discussion to be had there. i was not quite sure what to make about the support for charters. i am wondering what that is a proxy for. is it about choice? is it about flexibility? is it code for the absence of bargaining agreements and bureaucracies? or simply the fact that the public hears a lot about it, and they're just more familiar with the idea?

i was not terribly surprised about the state being understood as central in this complicated fiscal federal system. they are far enough away to be angry with, but close enough to do something about it. it begs a really serious question about capacity at the state level to bring about an support the kind of change that is in supply. especially given the current economic environment. and the capacity of state education agencies to make much of a difference on these issues. i was hopeful about the centrality, but it makes a lot

of sense to me. who does not want access to a middle-class way of life in this country? the assumption is that you have to do that to have that. there's a huge gap between the ambition and the likelihood that very many kids will successfully travel. it also begs a really important policy debate in higher education. mostly, a debate we are not having, it seems to me, about costs, and dramatic resources differences, and very troubling data about retention, a time of

graduation, and persistence. i think these things need attention if the country is going to realize the envisioned that the public has for its children. >> andy. >> thank you for having me. i think the poll has been useful over the years. there's been a lot of debate. this year's poll is the best one i can remember. gallup and pdk should be commended for that. i'm going to offer it three quick things before we get to the q&a. joanne started with hope. i will try not to end with despair. the first thing is about the news article this morning was about the poll and the thesis was that the public hates obama's education policy.

this shows the limitation. this is just a public opinion poll. if you look at a variety of other polls, you will find out the public does not like obama on a whole range of issues. i think it is less about his particular policies, but more about the general environment. there has been a precipitous drop in this poll. problemart of obama's nationwide. the individual policy is the kind of thing -- it has a broader range of support. you could say there's bipartisan broad support for a lot of these policies. people tend to -- when they're called by pollsters, you think

about your sock drawer. you may have 10 pairs, but you wear the same four pairs over and over. that is exactly how people are with public opinion. it is the thing that's at the top of your head. we need to be cautious as we think of some of these results. that cameother poll out today. you find a broad degree of support. that is the first one. you really have to peel below the onion. the charter question, i think my colleagues are over thinking this. i think the number is high because you have a lot of people saying they have supported it. do not know what charters are, but they like them. when you ask people about charters and different characteristics -- there are

misimpressions. they continue to get information from their teachers and from therir schools. one in four teachers still think charter schools charge tuition. most americans still cannot give you a really good definition. i do not think it is so much a proxy. i hate to rain on the parade. i think this has more to do with the issue environment, as with the teacher findings. people have been hearing about teachers for a couple of years now. people are responding to that. when you say, what do you want to change? you are hearing a lot about that. this is well documented. you can get an answer that shows people do not like notre left behind, or keyword it differently -- the actual word

will drop to double digits. if i was a policy maker looking at this -- and i have been won at the state level -- very confused at where the public was. it would leave me wanting to ask many more questions. where i think it has value -- i think polls are very good at exposing broad trends. not just in the sense of asking questions and seeing trends. it helps if you can read it. the big thing that pops out to me is a college finding. there's an enormous disconnect in two ways that this community really has to pay attention to. first, parents want college. you have this incredible debate going on now among a bunch of very low credential people about whether or not credentials matter.

if you step back, if people got to washington and other places by having credentials -- you should listen to the blues a credentials do not really matter. that's a big issue and a big debate we're going to have. you can see where parents come down on this. the community has got to respond to that. at the same time, if you look at the schools, they are unprepared to be an engine propelling a lot of kids, particularly low-income kids. there's an enormous disconnect 3 when 40% of your industry -- this connect. i would not rest heavily on the 60%. what would keep me up at night, 40% said they would go somewhere else and they would, that is an

enormous problem. if you want to talk about funding and support for that -- if you do not salt the 40% problem, -- solve the 40% problem, and you do not see the urgency, and you do not see the urgency around a the country -- around the country responding to that. if there was a headline to this poll that, as it, and it is very worrisome. thank you. >> thank you. [applause] do we have microphones? ok, great. if you have a question, please tell us your name and who you represent. please use the microphone. if you want to direct it to someone in particular, that is fine. >> hi, gill garcia, u.s.

department of education. this is a question to all four panelists. if the pollsters would have asked this question, what do you think the american public would have responded? to what extent should the mission of american schools be, whether it be to ensure that students graduate or prepare for college, and depending on the responses, to what extent should the mission of american schools to prepare kids for college? after i ask that question, to what extent should the mission be to prepare students for jobs or careers? to what extent should the mission be for them to create jobs in america? to what extent should the

mission being for the students to help america take the global economic lead again? if they ask those questions, what do you think they would respond, given what they responded to this poll? >> that is a four-part question. >> yes, yes, no, yes. [laughter] >> do you want to go first? >> i think one of the things this poll found was, when it tried to figure out if parents were thinking about preparing kids for college or preparing kids for jobs -- they thought it was the same thing. i think that makes a question more complicated. if high schools did a great job of graduating their kids ready for college, and then they could handle the kids over of the college and finish of the job, parents would feel like all the rest of the concerns on your

list would be met. >> i agree. i think that is the right answer. >> people are feeling a lot of insecurity right now. i think you can see that in the question. understandably, you can see why. there is some security. >> if you look at the report, and we did not talk about this, every year we take one question and we split it. we asked almost a very identical question using maybe one or two words different. we ask, do you think schools should prepare children for college? and then we substituted "post secondary education?" they came down very strongly, regardless of the word. the word college is not concerning americans. americans want their young

people to attend college. certainly, parents do in particular. next question. yes? chris troy. i'm really struck by jim's opening comments that education is about jobs. i think it has always been about that. the economy changed. it was billed on kids dropping out. -- built on kids dropping out. i'm struck by that and the absence of the conversation about poverty. when we talk about improving schools and the polls say 54% of people would like to see comprehensive help to schools,

we're talking about urban schools. we cannot replace them all with charters. it is not a viable thing in the short term. i guess i would like to see some conversation about improving struggling schools in urban communities aside from replacing them with charters, and how we get there from here? thank you. >> kent? >> your point about the absence of much national discussion of social welfare or poverty is well taken. the closest thing to a debate about that that we probably had recently was in the context of health care reform. that was a pretty contentious debate.

two administrations ago or so, when we did away with the welfare system as we know it, it has been hard to confront the data about the lives that too many families lead in the country. in a way, it does put extra weight on the schools. that is the only sector left in which to go to work on these issues. there's a whole lot of hope in what that sector might possibly do, even if the odds are not necessarily in favor given the daunting number of kids in poverty in this country. some of the city's have numbers that would make them more akin to third world development

countries. i think that is an important conversation to have. given the economic reality, it does not seem to have as open and direct conversation about social welfare in the country. countries will need to deal with this issue, if we get the mileage and productivity out of the schools that we hope for. >> the poll did not address the achievement gap directly. prior polls have asked, what is most responsible for the achievement gap in the schools? the answer is home life or households. the next question, who should address the achievement gap? the answer is, the schools. people understand that the

social fabric creates some of the achievement gaps. it is poverty, broken homes, and so on. there are these reasons. people say the only institution left in the united states that is common to all is the public school and the burden is on the public schools. teachers feel that the whole burden on them. kids come to school very sick. kids come to school with parents who are drug addicts, and they have to deal with that on a daily basis. people seem to say that there's no institution left. >> [inaudible] >> i am referring to prior polls. >> 54% of people said they want comprehensive help to struggling schools rather than shutting them down. i would suggest that those schools are mostly in urban communities, and that it is

saying that the schools need more help. that is the way that i interpreted that. >> i'm sorry. i misunderstood the question. in a way, the criticism of obama administration -- i did not want to go there because i felt other people were going to do that, anyway. the popular support is for giving support to current schools instead of shutting them down or making them into a charters. that is what that question is addressing. to put that in a broader sense, your concern that people do want current schools to be improved. >> this is a question that -- >> it is going to fall to joanne to defend the administration's policy. i did not like the question because i felt it forced people into a question.

basically, charter schools, fire the teachers, or shut it down. there's a range of other options in the policy that you can do. local school districts can turnaround failing schools. i think that question did not necessarily get there. i agree with everything jack said. poverty in this country is a problem. we do not address it enough in terms of our social policies. i would also say, the exact opposite. in education policy, we spend too much time talking about policy. we spend too much time. we do not really spend so much time talking about all the things that we can control. kids do come to school behind. we do see that gap.

the data clearly shows that the gap gets worse as kids go through our system. i look at this when i was at the board. what happened when those kids showed up in fifth grade? we had them for 12 years. it was are responsible -- responsibility to address that and we failed. i would suggest, the conversation is very unproductive, but we would do well to look at that 40% number. how can we get our own house in order to be that much more aggressive about tackling these issues? >> back here? ok. >> hi. my name is mitchell london. on the turnaround question, people were looking for outside support for schools. basically, every question where's there's an opportunity, they responded to say -- we want teachers to learn new ways to

teach. it seems like a call for a renewed commitment to professional development in schools. i was wondering if the four of you had the same feeling, even though there was not a direct question. >> i think teacher quality is at the top of the agenda and has been for the past couple of years now. the good news, and parents see that and they're getting it. i think it's much more comprehensive than just professional development. they want us to rethink how we track people into their careers. maybe they need to think about going back into themselves. they want us to compensate it certain. lee, they want us to support it. they want us to provide different ways of supporting teachers. they want to hold us accountable for results.

they're expecting and willing to reward excellence. it is hugely different than what we are doing now. i thought that was an enormously positive finding in this poll. i thought it was great. >> i agree. i think the long overdue attention to developing aids for teachers. the track record is not for good. the federal government can help a lot. there has to be a different way of thinking it's the federal government is really going to put teachers in the spotlight and try to help them. it cannot just be creating another program. it cannot just be putting money in place. it has to be something different than it has been in the past. it is long overdue to concentrate on teachers now and how you recruit new teachers. >> i agree. the one thing i would observe --

it is important to be concerned about in this national discourse. you can talk about all that is wrong with teachers and teaching and inadvertently scare good people away from being interested in taking up the hon. work. i know how hard it is to convince a very able students, particularly in math and science, and persuade them that teaching is a rewarding endeavor to pursue in the background, there is all this news about how difficult iit is. i did we have to be careful about how this is done politically. we need to find the problems that are real and do it in a way

that do not discourage future generations from taking it up. >> we have one last question. >> i would like to reflect on chairman clifton's comments. the schools do have a mission. we are in a globalized world and a globalized economy added globalized everything. we are no longer able to use deep mass production line system in schools in turning out children to for foremast -- to form mass production lines. what should yowe being asked? we should be offering teaching skills that will be successful in the future, whether it is a teacher in the classroom, in a medical emergency room, you have to know how do fine and solve problems effectively.

and build skilled around it. i think that would be very successful system can >> the problem is that the united states does not have a system of education. it has a collection of schools. it is very reason that the state has much role in education, much less the federal government, in any meaningful way. common standards is a noteworthy effort in the united states. would we want kids to know? we have never done that in the united states appeared i think the standards -- in the united states. getting 40 states to accept the standards, we have to move in other areas, too. you have to change everything in accordance with that. yet the change testing,

professional development, training of teachers, to meet these higher expectations. because we're so scared of how we are slipping in the world, we are at a point where we are willing to think differently. i never thought i would see, and education standards in this country. but we're almost there. now we have to -- i would see common education standards in this country. but we're almost there. but now we have to move. we need to develop a system of education. you cannot have something as formidable as these economic foes in the world and leave everything to local control where you will have some good, some that, and some mishmash. you have directly trade system. we are on the way it to do that.

i would take more hope out of this than anything. we are moving in the right .irection > >> it is easier to get china. there is a great line in an article where michael bennett says what are the chinese doing right now? that is a very wise sentiment. but it is a generational sentiment. i suggest that we looking little closer to home. we are sitting right now in a city where 9% of the kids who start ninth grade will have a bachelor's degree within nine years of that experience. d.c. is not a anomalous in that regard. you can go to l.a. and see the same numbers, chicago, philly. you can see those same kinds of

figures. it is a generational issue. it is not the chinese. it is what we're doing to ourselves year after year, allowing these things to persist, and means of social equity, poverty, social compact. that is a much more media conversation and then what the chinese, the indians, or some of the western europeans are doing. >> we only have 10 sox in our door. [laughter] we need to take up a collection to give up to 20 at least. >> [unintelligible] >> all i will do is read one last question. martin, it seems to me that something that is immediately relative from a policy

standpoint goes to this question of what it means to be effective, and effective teacher. it is a huge debate we need to have. it is going to get to a more wholesome definition of performance that you suggest. >> you worked daily -- >> i will give you the last comment here. >> i guess the closing, i would have is that there are a lot of things that the american people have. public opinion is a snapshot of one moment in time, but i think there's a lot of wisdom here that we can take away and take to heart what people understand about what we're trying to do in public policy and about what the reality is in homes across america and what that means for

public policy. >> please join me in thanking our panelists. [applause] >> we heard with the american public if it thinks. how do kids feel about the american schools and the classroom? we will have a former -- current editor of "child psychology handbook." he is the chief architect of the gallup student poll, which is a national initiative, measuring the youth voice of america. dr. lopez. [applause] but the >> -- >> thank you for being here today. i am glad to see world

scientists and not see 0's -- and not ceo's. i want to give a bit of history of the work we do. 40 years ago, this year, we started working with the u.s. department of education and omaha public schools to select omaha's best teachers. we have been doing that work with, how public schools ever since. about 10 years ago, we started thinking about a wave -- a way to get a student voice, to make sense out of what students are telling us about their lives and their education. now we have the gallup student poll. we launched it last year. we gathered 450,000 responses from a convenient sample of students across america. we go back in the field in october. every school in the country can

participate. every public school in the country can participate in the gallup stempel for free. every district can sign up the entire district. every student can participate in the galveston and pulp and receive school level results for free. i want to -- i want you to talk that way and we will get back to that. one is a tunnel that i take every morning when i walked my kindergarten school. we walk around the block and down the street and then we walk under a five-lane street. it is massive, hundreds of thousands of cars that pass their everyday. there's no way that we will cross that street. so we go through this tunnel. it is painted, nice drainage, no one is in it, which is an upside, and no one slept in it, no one is living in it. we walked up and then another

block and a half to school. it is a pleasant walk. we are fascinated by the tunnel and the architecture. the other day, the third day of school, there's a little standing water and the drains are not working just right. when i walked him at home that afternoon, the trains had been cleared, not just cleared, but replaced. so we had new trains, new filters, new everything for this tunnel. every time we go into the stomach, it is clean, neat, and safe. hundreds -- into this tunnel, it is clean, neat, and said. hundreds of kids walk through that tunnel every day in omaha. people come to omaha and said, you just move your other house here and other neighborhood here. it is identical to where you were living. i say that it is. in that neighborhood, there is a tunnel and it goes right into the elementary school. in that neighborhood, it is not lit. it is always wet.

sometimes, there is 6 inches of water. it is the only way to cross this five-lane street. there are people living in it on occasion. it is not well taken care. my tunnel in omaha is a block and a half away from school. the tunnel in the edgartown -- in the other count, pops up at the door of the southern school. -- the tunnel in this other town pops up at the door of the other school. all the kids are walking through this tunnel feeling less safe, less hopeful, less ambitious, a little scared. that affects them every day. when we got the guts to temple, we get these outcomes and we -- when we go to the gallup student

poll, we get these outcomes and we find out how those thoughts about recognition, praise, and hope affect and correlate across the two groups. every october, we open up the poll. we collected convenience sample and share those results back to the district and the school. but we also choose to conduct a representative sample. we do so so that we can get a good measure of how students are doing in terms of their hope, engagement, and well-being. we did that this year in june. we called tons of houses. here's the challenge of conducting a student poll. you have to get mom or dad on the phone and then get them to let us talk to the kid.

when we look at what we asked, we ask questions about hope, which was the topic of this past discussion, engagement and well- being. those are the three areas that we focus on, hold, engagement, and well-being. we do that because those constructs met the following criteria. number one, it can be a reliable measure. no. 2, they have meaningful relationships with or impacts on educational outcomes. there's a whole body of research out there in pure review literature looking at engagement. we leveraging that research -- we leverage that research in our current polling. we measure things that can be

changed. we do not measure things they cannot be altered in some way. they are not associated with family household income. when it comes to an engagement, they dond well-being, h not relate to household income. they do not relate to free or reduced lunch status. we ran four different analyses and these contracts are not associated with income. there are not associated with wealth or poverty. they are not measured directly with the testing program. hope is basically the ideas and energy we have for the future. the extent to which you believe that the future will be better than the present and you have

the power to make it so, you have power over your future in an engagement is the enthusiasm you have for school and involvement with school. it is how we think about and experience our lives. i will tell you what students have to say this year. 53% of american students were hopeful. i will show you the items we used to measure that. it is in your hand out. it summarizes the findings. we have six items of that load on the hope factor. when we rolled out to those responses, we find that 53% of american students are hopeful. 31% of american students are stock. 16% of american students are discouraged. 53% of the students said they have ideas for the future. i know how to get from point a

to point b and i have energy to get there. for those who are discouraged, they say, wait, i can think about the future? i can really come up with a lot of ideas about the future? no, i do not know how to do that. i am not energetic about the future. i do not have excitement about the future. those who are stuck for summer in the middle. with a little nudge, they can become more hopeful with maybe a few bad experiences they could become discouraged. when we call this bill then say, can i speak with your fifth grader and you put the fifth grader on the line, i knew your household income. i got it and correlated it with the hopes course with the kids in the sample. there was no relationship. we did that four times and found no relationship. here are the items that

summarize the box scores. each item is on a one-5 scale with those who strongly agree. nine out of 10 students give that item a. five. -- a item5. that item a 5. every time we ask this question, we get 9 +. we have to worry about the one student out of 10 who said, i do not have that caring adults.

if a child encounters an obstacle, four out of 10 believe they can make their way out of that obstacle. six out of 10 say otherwise. five out of 10 children in america are hopeful they will find a good job when they graduate. five out of 10 children in america are hopeful there will find a job when they graduate. in the engagement, 53% of american students say they are engaged. they are enthusiastic and involved in school. they are enthusiastic about and involved in school. 23% of american students say they are not engaged. for those students in which the teacher called roll, they can say present, but that is about all they can say. they are there, present, but they're not engaged.

14% of the students are actively disengaged. that means they are actively undermining the teaching and learning process in the classroom and in the school. the 63% number may seem like a pretty big number and it is. we're pretty excited about it. the american worker, how many out of 10 are engaged? 30% of american workers are engaged. in that subset of american workers are american teachers. some of the data we have seen might suggest that teachers are a bit of -- are a bit above the average american worker. only three to four out of 10

teachers are actively engaged. when we look at the actual items that loan on the engagement variable, seven out of 10 children in america report that they have a best friend at school. we had lunch with three wonderful principles at lincoln public schools a couple weeks ago. they said, we do not really get this item. i said, how long have you been friends? 30 years. we do everything together. we started as teachers in the same school and now we're all principles and we do everything together. we are having their first day opening all together, all three schools. i said, that is why we asked. children, too, need to think, hey, i am going to replace where i have a best friend. 6000 children say that they are safe in school. half of the children in america say that teachers make schoolwork seem important half

the children in america say that teachers make schoolwork seem important. four out of 10 children in america strongly agree that they can do what they do every day at school. four out of 10 students in america get praise and recognition for doing their school work. they got it in the last seven days. those are topline strongly agrees. we measure well-being. we measure how people think about their lives and how people feel about their lives. we measure the objective -- subjective well-being into waves, is a relative well-being and experienced well-being. we put the number alongside objective indicators of well-

being. for school, and bit would be achievements, evaluation, and other measures. we ask to questions about how you think about your life now and how you think about your life in five years. then we asked for questions about your experience well- being. experienced -- your experienced well being carried when we look at the well being in debt, how students think about their lives, 70% of them say they are thriving. 70% of them say they are thriving. that is a pretty positive view of the future, a high degree of health, a good amount of social support, a good amount of rest, a good amount of access to basic educational and health resources. only 1% of american students say they're suffering.

if you get to our website, you can see what americans said in the last three days. i will have to close one of my colleagues. it is about 50% thriving? it is in that area. you can of the top line. students are thriving at a much higher level. here's the good news. when we look at the data across age groups and we look at kids from the age of 10 all the way to the oldest adults in our sample. we found that students feel that life is pretty good. who else thinks that? really old folks. the rest of us are kind of in the trough. [laughter] welcome to the trough. [laughter] students are doing really good and old folks are doing really good. in the middle, we have slightly lower levels of well-being.

you have grabbed onto the idea that hope is not related to income and neither is engagement. for you guys, well-being is related to income. for you in this room, how you think of life is related to the money you have been -- you having your pocket and in your portfolio. but for kids, well-being is not related to income. somewhere along the way in -- one guy said that it is when you have to sell off the facts of -- the fafsa. [laughter] when we look at experienced well bay, laid out of 10 children in america reported that they were

treated with respect. -- eight out of 10 children in america reported that they were treated with respect. it added 10 children in america reported that they learned how to do something interesting yesterday -- eight out of 10 children in america reported that they learned how to do something interesting yesterday. kids have higher experienced well-being than adults do in our samples. a couple of folks mentioned about the future and getting ready for the future. we were worried about two things. number one, what does a student like when they are hopeful and indeed stand thriving? they have a lot of hope, highly in days, and they have a high degree of well-being. no. 2, what do they look like in terms of educational outcome?

we found that only 34%, one- third of students in america, are hopeful and engaged and thriving. we are calling those students ready for the future. those are your blent students. they're ready to go, ready for school, excited about the future. of there the a.j.'s world. the other two-thirds are on this continuum. we only have one percentage of students who are suffering. those suffering since typically are not in days and are not hopeful. we have a small percentage of students who do not have all of the three. but we have a high percentage of students who have all of the three. over their freshman year in high school, they receive 23 more

credits than their colleagues who are not ready for the future. they earn a gpa one letter grades higher than their colleagues. they have fewer health concerns overall. and they got more rest. they reported that they got more arrests than their fellow students. -- more rest than their fellow students. we asked five questions about the parents of school-age children. then we asked five questions of .he school-age children do folks were pretty confident that they would -- from high school. i unfortunately, a smaller number actually graduate. 92% of adults gave a five for

that. 29% of the parents gave a 5 for their child who thought there would have a job in the future. less than a third of the parents are confident. when we look at the opportunity to do what you do best every day at school, students said, yes, i get that opportunity for out of 10. students said somewhat three out of 10. -- parents said some would three out of 10. about 60% of students say i feel safe at school or my child feels safe at school. i have received praise and recognition for unschooled -- for good school work in the last seven days.

good school work is part of the question. 44% of the students gave a strong 5 to that. 73% of the parents are giving loads of praise and recognition to students every day. we asked parents about teachers. 50% of parents gave a 5, saying that teachers give praise and recognition to my student. what can we do with these results? we will talk more about that in a minute. students can tell stories. basically, we built our solutions campaign around those who do best. parents and other care givers

can start conversations about hope, engagement, and well being and we have done the conversation that we distribute to participating school districts. teachers and counselors and care givers can give exercises to encourage hope, engagement, and well-being. i asked if they editor took away policies. all of them had added policies. after school counselors and pierre mentors can modify programs and bring more programs and to the school -- and appear mentors -- and peer mentors can modify programs and bring more programs into the school.

these are some things -- if you want one thing to take away, what can you do to increase hope? get students excited about the future. big things happen in terms of hope outcomes and engagement outcomes. if we can get students incurred about the future, maybe we can raise hope. maybe we can get the right teachers in the right jobs which is the job to keep them engaged. that is a challenge. i think we can learn a lot from the work of behavioral economists who have concentrated on architecture's for schools.

information about the gallup student paul is in the report. you can happen to the hearts and minds of students and examine the conditions conducive to students. you get data back into weeks. we close the poll in late october. we then send it out within two weeks to every school in the country that the debates. we collect solutions and the time-tested and empirically supported solutions as well. we tried to give you the data and some how-to's. this is basically one screen shot of the gallup stempel student support -- scallops

didn't hold -- gallup student poll student scorecard. students, in their own minds parent the focus that they see -- students, in their own of theare whathe focus schools with the praise and recognition they receive.

thank you all for being here. they were jockeying for this first chair because i would begin with comments. >> i am excited about being here for several reasons. i think the poll gives us an opportunity to elevate the discussion for college readiness. first and foremost, for me, most of my work for the past few years has really been geared around a central question, which is how to -- how do effective teachers engineer learning, specifically for college

readiness? most of what i am thinking about is in terms of what teachers do relative to the college readiness outcome. i am going to give you all a homework assignment. it comes from our text. there are three articles that i want you to read. i want you to read the whole thing. but there are specifically three articles that i want you to read. the first one is on page 61. the second is the interview with david connolly. the third article is why do you not just focus on [unintelligible] i want to tear my comments around these three articles. connecting education research practitioners -- i am interested in reading this because a lot of my work revolves around translating research to practitioners, those being

teachers, of course, and school administrators. i find that there is a fundamental difference in the way researchers think and the way practitioners think. researchers do not care what you think unless someone else has already thought it and written about it in a journal. teachers do not care what you think unless it's somehow president with their culture and experience. i can have all the data in the world. if it does not somehow coordinate with their experience in the classroom, they are likely to dismiss it. what i like to do is work with teachers to develop greater capacities for using data. i think the gallup stempel gives us an opportunity -- gallup student poll gives us an opportunity to provide teachers resources of that resonate better with their classroom

experience. for example, we talk about the gallops to nepal. we look at some of the indicators event -- the gallup student poll. we look at some of the indicators that come up. this article on packs of this notion of college readiness. we are now throwing around this term called career readiness. we take time to think about exactly what these terms mean. in terms of what we're doing in child education right now, you would think that college readiness means and mastery of content, right? that is the central focus of our efforts and it is the main metric for the school's success. but in his research, he found

that college faculty are not requiring or looking for students to come into the university or college with a mastery of content. they are prepared to reach some of the basic content -- to reteach some of the basic content. they want their students to be able to demonstrate some habits of thinking, to think critically. if you think about it, how many people of you here have been a classroom teacher? that is great. when you think about your students, you're good students -- your good students, who are they and how did you know that they were your good students? most of them make decisions about that night based on what

they present to us in terms of their content knowledge, but what they present to us in terms of their behaviors. he describes behaviours as a process of self monitoring and cognition. no taking is something that many of us think about as maximuacadc behavior. your notes mail look different from my notes. that is not really important. what is important is that your son can accurately retain information. when -- that your students can accurately retain information.

we are emphasizing not necessarily the specific strategy for note taking, but the principle of having a system that you have thought about, that you have worked on, that you have perfected, that allows you to record the information that you need. when i think about academic behavior is, -- behavior's, it is academic monitoring. the engagement items are in some way proxy's for these academic ies forr's -- prox this academic behaviors. that is in the hope index. i can find many ways around a

problem. i am thinking about my strengths. i am thinking about my areas for improvement. i am thinking about the resources available for me. i am thinking about how i am using the opportunities and resources i have to finish a task and solve the problem. the poll gives us an opportunity to think on a higher or deeper level about what it is we are really asking in terms of the next level of education. the last article, why do , when i not collaborate >> first started teaching, my first year teaching -- i spent a long time in the classroom with a closed door. i went to my question, close my door, did all of my teaching.

my classroom was liking them. -- my classroom was my kingdom. you could not come into my kingdom unless you were invited by the king. [laughter] those days are long gone. teachers are no longer in the position to teach by themselves. i like to say smart schools have to position themselves so that teachers are supported through different collaborative initiatives, through different mentoring initiatives, through different models. the first panel talked about this idea of recruiting new teachers into the field. i am one who does not necessarily think we're not recruiting enough bright and talented people. the problem is that we're not retaining good talent that comes into the field.

a good reason why people leave is that teachers are not feeling like they are being supported, like they are being given the resources to be successful in the classroom. what the poll can do for us is give us specific items around rich school teens can rally. i think research is a paradigm for problem-solving. what these poll items can do is give schools and teams of teacher things to drill on specific items, specific issues in their school that can then be coordinated with ongoing or new initiatives to help them improve the overall performance outcomes of the school. thank you.

>> chairman clifton started the session this afternoon with an observation that these are not hopeful times for america. and the challenges that what we have in our classrooms today is the players that will determine the destiny for our economy. i will contend that every superintendent across this country begins that date -- that way, reflecting on the local newspaper headlines. i assure you that, when i woke up this morning, of the headline read this way, "principal rushes to a shooting after-school." it drove the fact that it is imperative that what we do in school to prepare students for reality is is more important than ever before.

i would contend that the actionable targets for hope, engagement, and well-being are utilized in at least one school district right alongside the data analysis of any crt or nrt examination. we do recognize that we do control and we do have an impact on health, engagement, and well- being of young people. when you combine that with the skills and expertise in teaching, the future will be bright. i coupled the results of the student poll with a the survey that you had from gallup and pdk. after decades and decades of layer upon layer of mandates and the dictates called education reform that the general public suddenly recognized to the

degree that it had no effect and work, in some cases, harmful. legitimate reform comes with legitimate, substantive, skillful teaching combined with what i believe the young people are telling us in this survey today. i would suggest using shane's story of the pathway of a youngster that varies from tunnel to tunnel, from the neighborhood to neighborhood, from school community to school community. but the school is positioned to be a significant player in the hope and well-being of a community, in a position to help sustain the economy, and to help confront the loss of a community. i think that the principles and ideals are worth preserving in common education, the common good for all people and are carried out in the commitments that were communicated here.

in the omaha public schools, that is all i know for the last 40 years, this information has been shared with our community and we are as proud as we can be to be partnered with communities and schools this fall. we share this information with their faith-based committee, with their philanthropy community. there is an initiative called building bright futures, the scherwin foundation, individuals who can be buying professional football teams who are investing in human capital for public schools. they took the information that is contained in the gallup student poll. the good part is that we begin with a shared understanding of what is white with youngsters and is good news, that 73% are thriving, that it -- that 63% barring gays, that 53% are

hopeful. -- that 63% are engaged, that 53% are hopeful. but it is naughty bits -- but it is not sufficient. they are referred to as actionable targets. they are provided in each and every one of our classrooms, along with math scores and reading scores. >> there is lots to talk about and not much time. i am a huge fan of this poll, huge enough that i think it was two and a half years ago or three years ago that the gm invited some of us to see the first round -- that jim invited some of us to see the first round of results. i could not sleep that night.

-- organization's had sought the organization had started a program that gallup is part of. i went home and could not sleep at night. this was so exciting to me because of this. we realize that the country has a problem. think of a bull's-eye. we 0 into the middle muscles for academic success to measure

whether students are on -- whether students are on track for academic success. the outer rings of the problems we want to prevent. it is alcohol, smoking, unprotected sex, etc. we have a battery of problems that we measure every year to find out whether young people are engaging in these behaviors or are in risky circumstances that are going to impact their lives. what we do not have is an adequate way and an easy way and a public way to measure the middle, to measure the buffer state between academic success and problems. we do not even know what to call it. sometimes we call it 21st century skills, life skills, mental assets, soft skills, competencies', lots of things. but we now have a survey that

can start a community conversation about that mills' bass and about its relevance -- about that middle space and about its relevance for really making sure that these young people also have the tools and reasons that they need to avoid risky behavior and to get themselves out of risky circumstances. it is a very powerful piece. we spend a lot of our time trying to get this community conversations going. we have found that this is a huge way to get a conversation started in a way that we can have a complete conversation about what it takes for young person to be successful. there is something about academic success. there is something about managing risky behavior. there's also something about essentially having the hope that

you can be a competent navigator of your own life. that is with these questions are about. ultimately, a feeling of being engaged in whenever you are in. this is important because the work makes sense. we are here to talk to you about getting kids ready for college. we know what hope is, what engagement is, what thriving or well-being are. the question underneath them has enough of a range -- students believe they will graduate, but where we have room to grow is the 30% for not believing.

-- who are not be leaving. those are tangible things in this little space where we can of the dialogue and that communities can have a concrete part of that problem. this is not something that we will solve with just improving teacher quality. we will solve those things if everyone in the community and the school and families are working on those. we have things to work on. do you really think that hope and engagement and well-being are really good indicators? too often when we have a conversation where we say that one of our john does is achievement gap and we are not closing it appeared to often, we talk about it -- closing it. to often, we talk about race and

class. we now have a set of indicators that allow us to say, yes, we have these things that are hard to move, but we also have some things that young people can learn for better problem- solving. if they can answer some of these questions differently -- because we work with them as adults -- we will actually lose the dial on the things that we care about. it is a critically important way to have a way to go into a community and have a conversation in which some of the things they're doing well on, but there is a range, bring information about things we will talk about, about why people are not doing well. these are tangible solutions we can work on. we are extremely excited about the opportunity to give communities more horsepower and find more information about them.

>> now we are hearing from the chair of despair. >> my entire professional experience of working with 1.3 million since right now, who are primarily pori in the united states and are destined to drop out -- primarily poor in the united states and destined to drop out, it does not have collective experience in our work over 33 years. what i am excited about the date are two things. first, these two poles are being

put together, not separate. -- two polls are being put together, not separate. we can improve public education linked to a survey of those young people that it is supposed to serve. it is asking fundamental questions about their ability to believe this institutional system. 91% will be found in some public institution. it is the one institution in america today where all young people are from some block of time, hate to do --8 to 2 or 5, the fundamental role of public tips away at their

experience. you see them moving towards believe that teachers really matter and that we want to intervene and support and strengthen their ability. young people report having a very high number of someone carrying in their life. there are built in public institutions that are set to actually care for these kids. we are seeing growing gaps between preparation, to do that in an effective way to get results. it is not enough to say to throw a teacher into a classroom with books and make it happen. there is more information to get community resources in the school and that will create resiliency in young people. it is kind of like drinking.

your thirst dissatisfied come up but you do not know what you are damaging over time. -- your thirst is satisfied, but you do not know what you're damaging over time. of the date of purchases for the recommendations, the ninth and slide engagement -- the nudge and the slight engagement is problematic. a well-trained mentor that has consistency and longevity in that relationship that produces positive outcomes for that young person. engagements around community resources in the school in a fundamental way present outcomes. there is data that we would be

happy to share on our website afterwards. the leaking of these two polls is the critical insight. >> we will now take questions from the audience. the hope results, not be related to income, was great because we found that in a dozen other cities. question hadng result never been asked before. the results were very encouraging. >> your comments about what college professors are looking for, i find that very interesting. our kids to grae