. i appreciate that there are many people out there who have great jobs and the jobs went away but s.ey now getting cell phone we worked our whole entire lives and we share one cell phone. i just don't understand the concept of give, give, give, not expect people to stand up for -- host: all right, that is the last word for this morning's "washington journal." we will be back at 7:00 a.m. tomorrow morning. [captions copyright national cable satellite corp. 2014] [captioning performed by the national captioning institute]

>> on this last friday of the month we are covering several live events for you today. in half an hour we will bring your discussion of common core .ational education standards then chuck hagel on airstrikes against isis. debate.on governors eastern, a discussion on police and race. worldent obama is urging leaders to move faster and contribute critical assets to stop the ebola outbreak. he is hosting a 44-nation global health security meeting today. the president talked about the issue yesterday before the hum -- u.n. here is a look at that 10-minute

speech. [applause] mr. secretary general thank you for bringing us together today to address an urgent threat to the people of west africa, but also potential threat to the world. heads of state and government, especially our african partners, ladies and gentlemen, as we gather here today, the people of liberia and sierra leone and .uinea are in crisis as secretary-general ban and dr. chan have indicated, the ebola virus is spreading an alarming speed. thousands of men, women, and children have died.

thousands more are infected. if unchecked, this epidemic could kill hundreds of thousands of people in the coming months. hundreds of thousands. ebola is a horrific disease. it is wiping out entire families . it has turned simple acts of love and comfort and kindness, like holding a sick friend's and/or embracing a dying child, and you potentially fatal acts. if ever there were a public health emergency deserving an urgent strong, coordinated international response, this is it. but this is also more than a health crisis. it is a growing threat to regional and global security.

in liberia, guinea and sierra leone, public health systems are near collapse. economic growth is slowing dramatically. if this epidemic is not stopped, this disease could cause a humanitarian catastrophe across the region. in an era when regional crises can quickly become global threats, stopping ebola is in the interests of the entire world. the courageous men and women fighting on the front lines of this disease have told us what they need -- more beds, more supplies, and more health workers, all of this as fast as possible. right now, patients are being left to die in the streets because there's nowhere to put them and nobody to help them. one health worker in sierra leone compared fighting this outbreak to fighting a forest fire with spray bottles.

with our help, they can put out the blaze. last week, i visited the centers for disease control and prevention, which is mounting the largest international response in its history. i said that the world could count on america to lead, that we will provide the capabilities that only we have, and mobilize the world the way we have done in the past. and i announced that, in addition to our civilian response, the united states would establish a military command in liberia to support civilian efforts across the region. today, that command is up and it is running. our commander is on the ground in monrovia, and our teams are working as fast as they can to move in personnel, equipment and supplies.

we're working with senegal to stand up an air bridge to get health workers and medical supplies into west africa faster. we're setting up a field hospital, which will be staffed by personnel from the u.s. public health service, and a training facility, where we're getting ready to train thousands of health workers from around the world. we're distributing supplies and information kits to hundreds of thousands of families, so they can better protect themselves. and together with our partners, we'll quickly build new treatment units across liberia, guinea and sierra leone, where thousands will be able to receive care. meanwhile, in just the past week, more countries and organizations have stepped up their efforts. so has the united nations. mr. secretary general, the new u.n. mission for ebola emergency response that you announced last week will bring all the u.n.'s resources to bear in fighting the epidemic, and we thank you for your leadership. this is progress, and it is

encouraging. but we need to be honest with ourselves. we are not moving fast enough. we are not doing enough. right now, everybody has the best of intentions, but people are not putting in the kinds of resources that are necessary to put a stop to this epidemic. there is still significant gap between where we are and where we need to be. we know from experience that the response to an outbreak of this magnitude has to be fast and sustained, like a marathon, but run at a sprint. that's only possible if every

nation and every organization chips in. everyone has to do more. international organizations have to cut through red tape, and mobilize partners on the ground as only they can. more nations need to contribute critical assets and capabilities, whether it's air transport, medical evacuation, health care workers, equipment, or treatment. more foundations can tap into their networks of support, to raise funding and awareness. more businesses, especially those with a presence in the region, can quickly provide their own expertise and resources, from access to critical supply chains to telecommunications. and more citizens, of all nations, can educate themselves on this crisis, contribute to relief efforts and call on their leaders to act. everyone can do something. that's why we're here today. and even as we meet the urgent threat of ebola, it's clear that our nations must do more to prevent, detect and respond to future biological threats before they erupt into full-blown crises.

tomorrow in washington, i will host 44 nations to advance our global health security. and we will work with any country that shares that commitment. just to emphasize this issue of speed again, when i was down at this. i want to emphasize the outbreak was such were at this point, more people will die. but the slope of the curve, how fast we can arrest the spread of this disease, how quickly we can contain it, is within our fast,l, and if we move even if imperfectly, then that could mean the difference 10,000, 20,000, 30,000

deaths versus hundreds of thousands or even one million deaths. this is not one where there andld be a lot of wrangling people waiting to see who else is doing what. everybody has got to move fast in order for us to make a difference. do, we will save hundreds of thousands of lines. stopping ebola is a priority for the united states. i said that this is as important and national security priority for my team as anything else that is out there. will continue to lead, but this has to be a priority for everybody else. we cannot do this alone. we don't have the capacity to do all this by ourselves. enough health

workers by ourselves. we can build the infrastructure and architecture to get help in but we will need others to contribute. to my fellow leaders from liberia, sierra leone and guinea, to the people of west africa, to the heroic health workers putting themselves at risk, i want you to know that you are not alone. we are working urgently to get you the help you need. and we will not stop, we will not cease, we will not relent until we halt this epidemic, once and for all. i want to thank all of you for the efforts that are made, but i hope that i am properly communicating a sense of urgency here. do not stand by thinking that somehow because of what we have done that it is taken care of. it is not. and if we do not take care of this now, we are going to see fallout effects and secondary effects that will have ramifications for a long time, above and beyond the lives that have been lost.

i urge all of you, particularly those that have direct access to your heads of state, to make sure that they are making this a top priority in the next several weeks and months. thank you very much. [applause] about 20 up live in minutes, common core and education standards with george

miller. at 1:18 eastern, an update on isis with defense secretary chuck hagel. debate.on governors three:00 eastern, we would find the black caucus conference for discussions on police and race. the defense department tweeted out this picture of an f-15 flying over iraq and conducting airstrikes against isis targets in syria. warplanes for a second they are bombing oil installations and other facilities that are controlled by the islamic state group. yesterday the iranian president hassan rouhani addressed the rise of extremist groups in the region. he spoke for about 20 minutes before the u.n. general assembly. >> on behalf of the general

assembly, i have the honor to welcome to the united nations his excellency, hassan rouhani, president of the islamic republic of iran, and to invite him to address the assembly. the most name of god gracious, the most merciful, thanks to the to god, the lord orlds, and praise of peace from prophet mohammed and his companions. at the outset i would like to extend my sincerest congratulations on your well-deserved election and the president of the 69th session of the general summary -- general

assembly. i also expressed my appreciation to his excellency, mr. ban ki-moon, for all his efforts. it is my genuine hope that this use session of the general assembly brings the world in its current critical situation a step closer to security and tranquility of human beings, which is of course a fundamental role of the united nations. mr. president, i am coming from whose many the world parts are currently burning in the fire of extremism and radicalism. to the east and west of my country, extremists threaten our ,eighbors, resort to violence and shed blood. they, of course, do not speak a single language. they are not of a single skin color. .nd not of a single nationality

they have come to the middle east from around the world. they do, however, have a single ideology -- violence and extremism. they also have a single goal -- the destruction of civilization, giving rise to islam a phobia and creating a fertile ground for further intervention of foreign forces in our region. i deeply regret to say that terrorism has become globalized from new york to mosul, from damascus to baghdad, from the easternmost to the westernmost parts of the world, from al esh.a to da the extremists of the world have found each other and have put -- extremists of the world, unite. but are we united against the

extremists? extremism is not a regional issue that only the nations of our region have to grapple with. m is a global issue. certain states have helped in creating and are now failing to withstand it. currently, our peoples are paying the price. anti-westernism is the offspring of yesterday's colonialism. today's anti-westernism is a reaction to yesterday's racism. certain intelligence agencies have put blades in the hands of masked men who now spared no one. all those who have played a role in founding and supporting these terror groups must acknowledge

their errors, which have led to extremism. apologize not only to the past generations, but also to the next generation. to find the underlying causes of terrorism, one must identify its its sourcery fountains. terrorism originates in poverty, discrimination, humiliation, and injustice. and it grows in the cultural violence. to uproot extremism, we must spread justice and development and disallow the distortion of divine teachings to justify brutality and cruelty. is made greater when these terrorists spill blood in the name of the vision and behead -- in the name of religion and behead in the name

of islam. on the basis of the teachings of divineined pr -- to moses,from abraham from jesus to mohammed, peace be aon him taking the life of single innocent human is akin to killing the whole of humanity. i'm astonished that these murderous groups call themselves islamic. what is more astonishing is that the western media, in line with that, repeat this false claim, which provoke patriot -- which hatred of all muslims. muslim people who every day recall there got us the civil and compassion and apple are lessons -- and have learned kindness and empathy from their prophet's teachings see this

defamation as heart of an islamicophobic project. the strategic blunders of the west and the middle east, central asia, and the caucuses have turned these parts of the world into a haven for terrorists and extremists. military aggression against afghanistan and iraq and in oper interference in the developments in syria are examples of this erroneous strategic approach in the middle east. a nonpeaceful approach, aggression and occupation target the lives and livelihoods of ordinary people, they result in adverse psychological and behavioral consequences that are today manifested in the form of violence and murder in the ,iddle east and north africa even attracting some citizens from other parts of the world.

violence is currently being spread to other parts of the world like a contagious disease. we have always believed that democracy cannot be transplanted from abroad. the odyssey is the product of growth and development, -- democracy is the product of growth and development, not what aggression. democracy is not an export product that can be deaf not a commercial product that can be exported from west to east -- democracy is not a commercial product that can be exported from west to east. when commanding general step into a region, do not expect a diplomats to greet them warmly. when war begins, diplomacy tends to end. unsanctioned setting, deep

hatred for those opposing them -- when sanctions begin, deep hatred for those imposing them billioegins. the interests of western countries in our region are tied to the desires of people for democratic governance in the region. expects -- the experience of the creation of -- al qaeda, the taliban, and modern extremist groups show that no one can use theemist groups to counter state and remain impervious to the consequences of rising extremism. the repetition of these mistakes, despite many costly experiences, is perplexing. that iran had invited everyone to. i before the criminal act of september 11

and also called for a world against violence and extremism before the outbreak of the great violent atrocities -- the current violent atrocities. perhaps before last year few people could forecast the fire that would rage today, but now uninhabited violence and extremism present an imminent threat to the world. it is a self-evident that without an accurate understanding of how the current about, we would not be able to find the right solutions. today again, i shall warn against the spread of extremism and the danger posed by the inadequate understanding and incorrect approach to this phenomenon. formiddle east longs development and is weary of war. it is the natural right of the peoples of the fertile land of the middle east to live in peace and prosperity.

in the past, colonialism denied them this right, and today, the shadow of war and violence threatens their security. there are moderate politicians in even the -- and elites our region who enjoy the confidence of their peoples. they are neither anti-western nor pro-western. of the role of colonialism in the backwardness of their nations, they are not neglectful of the role of their nations in reaching the development they seek. not absolve the west from its misdeeds, but are also aware of their own failings. these leaders can take a leadership bytive attracting the confidence of the people in their societies and establishing the strongest national and international violence. against

the voices of these leaders are the true voices of moderation in the islamic world. afghaniliar sound of an tired of war, and iraq he victim of extremism, a syrian fearful lebaneseism, and a worried about violence and ism, i believe is countries claiming, leadership of the coalition, do so to continue their hegemony in the region, they will be making a strategic mistake. isiously, since that pain better known by the countries in the region, better they can form a coalition and accept -- expected to shoulder the responsibility of leadership to counter violence and terrorism. and if other nations wish to

take action against terrorism, they must come to their support. musterthat if we do not all of our strength against , and failand violence to entrust the job to the people in the region who can deliver, tomorrow this will not be safe for anyone. mr. president, ladies and gentlemen, last year i tried to fulfill the role in my country of peace at the regional and international levels by putting forth a proposal of a world against him i w -- against violence and extremism from which was met with general support indeed tumultuous and the arctic region of the middle east. iran is one of the most tranquil and secure and stable nations. all donations of the region have to keep in mind that we are in the same boat.

we need broad cooperation with regard to social and political as well as the security and defense issues with a few towards reaching common, endurable understandings. had we had greater cooperation and coordination in the middle east, thousands of innocent palestinians in gaza would not have fallen victim to the zio nist regime's aggressions. we in the islamic republic of iran consider interaction and confidence building amongst states of the region has fundamentally essential for conflict resolution. we support any measure you wrote -- measure to promote cooperation among islamic nations to combat extremism, threats, and aggression, and in connection with this, we are prepared to play our permanent, constructive, positive role. mr. president, the oppressive

sanctions against iran go on. in continuation of a strategic mistake made against a moderate and independent nation under the current conditions in our region. during the last year we have engaged in the most transparent dialogue to build confidence regarding iran's peaceful nuclear program. serious and honest negotiations on the agenda not in response to sanctions or threats but rather because of the will of our people. we are of the view that the nuclear issue could only be resolved through negotiations, and those who may think of any would beution committing a grave mistake in doing so. any delay in arriving at a final agreement not only raises the costs not only at our expense, but also at the expense of the economy and trade of other

parties, as well as the development and security prospects of our region. no one should doubt that compromise and agreement on this issue is in the best interest of everyone, especially that of the nations of the region. the nuclear negotiations between one havethe five plus continued during the past year and past few months with seriousness and optimism on both sides, according to international observers the internet -- the islamic republic of iran has carried out a minute in the -- carried out its commitment in good faith. although some of the observations and actions of our counterparts have created certain doubts regarding their determination and realism, we hope that the current negotiations will lead to a final accord in the short amount of time that we have left.

we are committed to continuing our peaceful nuclear program, including enrichment, and to enjoy powerful nuclear rights on full nuclear-- rights on iranian soil within the framework of international law. we are determined to continue negotiations with our -- based on respect and confidence. the removal of concerns for both sides, as well as equal footing and recognized international , i doand principles believe mutual adherence to the strict implementation of commitments and obligations and avoidance of excessive demands in the negotiations by our counterparts is the prerequisite for the success of the negotiations. iran's report regarding peaceful nuclear program can serve as the beginning of multilateral cooperation aimed at promoting security, peace, and development in our region and beyond.

the people of iran who have been subjected to pressures, especially in the past three years as a result of continued --ctions, cannot based trust place trust in any security cooperation with their government and those who have set -- sanctions and these sanctions will create additional impediment in the way to the future long-term cooperation. the people of iran are devoted to certain principles and values of which-- at the apex are independents, development, and national pride. it is this -- if this obvious national fact is not understood by our nation -- our partners, a historic and exceptional opportunity will be lost. during the ongoing nuclear negotiations in this year, the iranian government took some initiative and created favorable conditions, which resulted in a new phase in the geneva joint plan of action.

we are determined to continue our confidence-building approach and our transparency in this process. if our interlocutors are also motivated and flexible, we can overcome the problem and reached a long-standing agreement within the time remaining, then an entirely different environment will emerge for cooperation at the regional and international levels, allowing for greater focus on some very important regional issues, such as combating violence and extremism in the region. arriving at a final comprehensive nuclear agreement with iran will be a historic opportunity for the west to show that it does not oppose the advancement and development of others and does not discriminate when it comes to adhering to international rules and regulations. ais agreement can carry global message of peace, security, indicating that the

only way to attain conflict resolution is through negotiations and respect, and not through conflict and sanctions. mr. president, ladies and gentlemen, last year, the great nation of iran broadly participated in presidential thisions and endorsed course of foresight, hope, and prudent moderation. thereafter, they supported their elected government in its efforts in building the country while some of the countries around iraq have fallen prey to war and turmoil, iran remains secure, stable, and calm. my government's principal policy is to work towards constructive interactions with our neighbors on the basis of mutual respect and with emphasis on common interests. the notion that iran seeks to

control other muslim countries fannedregion is a myth in the recent years in the context of an ir -- an iranophobic conflict. they push for the redeployment of national resources away from development. work towards putting an end hobia,s delusional iranop setting the stage for building strategic partnerships with our neighbors.

theirhe earth and that fears will turn into peace and security. it is my sincerest hope that our generation endeavors to leave a more secure and develop earth as its legacy for the next generation. i wish you all a great deal of success and many blessings. thank you. [applause]

>> on behalf of the general assembly, i wish to thank the president of the islamic republic of iran for this statement just made. may i request representatives to remain seated while we agreed the president -- we greet the president.

>> good morning. i am the executive vice president for policy here at the center for american progress. it is an honor for me to welcome today a very distinguished panel of guests to discuss one of the hottest topics in education .olicy today, the common core as many of you know, the common core helps map out the knowledge and skills in english and math that students should know in order to be ready for entry level college courses and in good paying jobs. the standards demand that learners become problem solvers and good communicators. teachers engage in inquiry-based learning and collaborative learning. these standards were developed to replace the wrote memorization approach that has become all too common in our

schools -- the rote memorization approach that has become all too common in our schools. we believe the common core is a significant step to providing all our children with a world-class education and a fair shot in life. this initiative could not have come at a more important time as stakes have never been higher. versuss after brown board of education, our country is still marred by an unbearably large race and class-based achievement gap. too many students got out of high school and many that do graduate lack the knowledge and skills necessary to be ready for college and careers. as a result, one in four college students need remediation. jobs go unfilled. areof high school graduates not eligible to enlist in our military. our nation slips in international standings. teachers, schools, and district leaders across the country have been hard at work for four years

developing strategies and plans to effectively translate these standards into tailored and targeted instruction for their own students. but as this work was underway, a political debate erupted. misinformation continues to confuse and mislead parents about the standards. two years ago, the conversation about the common core began to shift from discussions about implementation and instructional practice to exaggerated accusations claiming the standards were a federally mandated curriculum that was not researched or evidence-based. these arguments are certainly false, but extremists continue to push these myths for political gain. s a result,

that with proper implementation and resources, students will receive a higher quality education. second, we polled parents with children under the age of 18 on their beliefs about the common core. we found that most people hold false impressions of the standards. for example, 49% believe it was an initiative of the federal government. conversely, when you describe what the common core actually is , the vast majority support their characteristics enthusiastically. finally, we examined trends related to public interest and media attention to delve into the relationship between public opinion about the common core and the increasingly political

nature of public discourse around it. we found that public attention to the common core response to rather than motivates the standards.ion of the these findings are consistent with the polls revealing that support for the common core remains steady and high when you drop the label "common quarter core."-- "common this past june, the center for american progress offered an implementation roadmap that contain recommendations for states and districts to address some of the most significant issues. we welcome a constructive dialogue about implementation challenges and are actively seeking solutions to help teachers, schools, districts, and states continue down this path. -- obstacles in the path of what civil rights leaders have called a critical piece in the continuing fight for equity and excellence in education. our panel brings unique

perspectives from different levels of government, the business community, military families, and educators. joining us today will be congressman george miller, a longtime champion for children in education in congress and current ranking member of the house committee on education and the workforce. major general spider marks, a retired army flag officer and business leader. lillian lowery, the state superintendent of schools for the state of maryland. and greg mullen holes, unassisted -- and greg mullen mullenholz. greg monitoring today's panel will be libby nelson. i would like to introduce margie omero, the managing director for critical strategies, to quickly present on our findings. thank you. good morning. i'm not going to spend too much

time on the survey. just go over a few of our key findings about misperceptions and also the level of awareness and engagement on the common core. there is also a memo. i'm not sure if it is out there, but it is available online as we walked through the findings -- as we walk through the findings in more detail. we did a survey of 800 parents. we define parents broadly. families all look different. it includes noncustodial parents, legal guardians, grandparents, faster parents -- foster parents, step parents, anyone who has either a custodial or familial relationship with the child under 18. most people, and this may be surprising to some, quite a few parents, most parents say they have heard at least something about the common core. on the left, we asked how much have you heard about the common core, not explaining what it is,

simply asking people how much have you heard. nearly 3/4 said i've heard at least -- not too much, something, or a lot. of those folks, we said, how well do you think you understand it question mark you may have heard it, how well do you understand it? the people who heard something feel that they understand it pretty well, very well or pretty well. almost half of parents overall say that they have heard something about the common core and feel they have some understanding of it. the feeling of understanding is pretty widespread. as much ofbably not a surprise.

-- >> parents say i think this is true, this is a federal government initiative. i think it limits teacher independence and flexibility. it is a shared curriculum. all of these things are considered by many to be true or they are not sure. they are pretty sure that it is not false. the false numbers are quite low, despite the fact that they are false, as we know. there are a lot of misperceptions. again, this is not -- the folks who know about the common core and understand it the most are

most likely to have these misperceptions. yet when we decouple a lot of the common core's goals and characteristics from the name "common core," they are incredibly popular. we ask the whole series of measures. we said here are some proposals, some things people say we could do to improve education and are, do you favor or oppose them, no mention of the common core. this is overwhelming support. you don't see a lot of 91% proposals out there. these are incredibly popular. , if you can see it, is the percent strongly favor. there is thecent percent strongly favored. focusing on teacher flexibility, making standards more rigorous to prepare kids for school, making sure teachers can adjust to what works in their classroom

, all of these are really popular. arerming testing so there more essay tests and fewer multiple-choice. less rote memorization and skill building -- more skill building. how does this fit into the broader views of education? just a little context before we have the panel. local schools fare better than schools nationwide. we asked parents how would you rate your school, how would you rate the book schools in the country overall vs. the schools in your community? people give the nation's public below. c or the nation's public schools are a c or below. i don't think that is a gentleman's c, from back in the day. that's a real c. that demonstrates a real concern about the direction of our public schools. at lease the good news is that people rate their own home schools quite well.

you have a majority who say my own local school is doing quite well. down a little bit in terms of messengers and spokespeople and trusted figures and leaders. what you see it's probably not surprising even to folks in localgton, that messengers are far more trustworthy than political or outside messengers. we color-coded them and put a line to drill down and highlight the differences. her public school teachers, allcipals, pta -- those are trustworthy. teachers unions, your members of congress, parties rate similarly low, the president and the tea party at the bottom. if you tried to break this out by party. maybe they trust them a credit party -- the democratic party and the republican party, even partisans trust their own local

teachers and officials more than they trust their own party. there is a real clear preference for this to be communicated in terms of ground up and person-to-person contact. those are my slides. that's my dipping my toe into the survey results. you can read more about our survey on which we are releasing now. the restike to welcome of the panel up to the table so we can have our discussion. >> good morning. being herell for today and all of you as well.

or both of the above. we will start with the schools. with -- say with in terms of implementation, i'm excited about what's happening. there is a lot of news coverage of it, which we haven't seen in the past. i think that has caused a strong relationship between pta cost parents -- pta's, parents, the schools. i sit at the local level. i would hope that the school community has a tremendous amount of trust in all the folks that are working there. but when you look at it, this

was really a great opportunity for the teaching profession as a whole to become very clear about what it is that we are teaching to our students, why we are teaching it to our students, and i think that causes some anxiety from the general public, but i don't necessarily have to deal with the same type of pushback that lillian does. implementation has gotten better. we are going to be upfront front and say that it is not perfect, but it has gotten a lot better as we've gone along. >> what makes me most pleased is that you are hearing from the local level am a from the school level that it is going well. on.ic isn't hello? can you hear me now? now it's on. that works.

what makes the most pleased is to hear at the local level that it is going well, because that is what keeps me up at night. bring thete level, we standards in, we work collaboratively with our folks in the field. at the end of the day, they have to implement. what resonated with me most about the presentation is i've learned that messenger matters. i am the state superintendent of schools. i can be viewed as a bureaucrat. i'm supposed to say that this is the best thing for our students. i'm supposed to say that we are headed in the right direction. when parents can't hear from the people to whom they students , saying that this is going to happen in a way that is going to be meaningful for your child and for our state and for our nation, they tend to believe it. we have been very fortunate in maryland in that we've had a lot of support from our business community, our state tga, our

state union leadership -- our unionpta, our state leadership. i've heard directly from parents and community members about what their concerns were. that helps me very much in working with the local jurisdictions to ensure that we are targeting our support and staying out of the way. making sure that we build capacity where capacity is needed. >> when i visit my congressional district, i find that people are very supportive. superintendent in my district or classroom teachers or students that have gone through their first year of assessment. they seem to like it. they are a little wary of it. i think from the teacher's point of view, the time for implementation and full utilization of what they believe the promise of common core is is not there yet for them as teachers. many of them are working on that , have been working on that over this year. the students thought they liked

it. technology interface wasn't as good, even in wealthy districts, as it could or should have been for them. it is a simple matter. overall, i would say they seem and it is not the controversy that you see in the national press, which is sort of a political hijacking for other purposes. on the ground, they wish they had more time to spend with other teachers on site so that they could work together as we envisioned might happen after a couple of years. they are excited about that proposal. hopefully, they would have time to bring the collaborative parts of it together and learn from one another and plan with one another. i would say we left the flight deck and we are moving up and moving forward with some concerns that it is a little too rapid. >> i will take that enable handoff and as -- that naval

handoff. as an army guy, i was an army brat and i subjected my kids to a peripatetic life of moving around. i come at this from all things local, which is what your survey identified. and two views. i think if we can establish and embrace, and i'm so excited that core, yout, a common avoid the challenges that my girls went through, which is three different high schools, gpa's changed every time they showed up. dad was gone admittedly. mom had to get in a conversation about how this was going to affect the girls. either way, the outcome was fine. they are paying taxes. they are married. they are having babies. they are married and they are having babies. of family have a lot members that are educators, both in pennsylvania and out in colorado. the universal challenge is, and

they are at the touch point. these are educators, not administrators. they don't like, and core. -- like common core. the reason they don't like it is the state administrators, superintendents, said implement it and have a nice day, from their perspective. from the very highest echelons within that state, precious little effort -- intellectual effort went into that for the local school districts. nothing was done at the state level, from their perspective. yet there was a rush on let's get ourselves lined up so we can get this big payday if we meet the standards accordingly. a narcissisticof view of those administrators and those in government looking at common core as an opportunity to pay the state back. i think there is a mismatch. clearly, i get into arguments. these are arguments like theology. you don't get into these,

especially with your family members. because i end up calling them a bunch of idiots, and these are people i love. i think there is great progress. if you take the politics out of , as your doesn't want survey indicated, who wouldn't want a standard that raises everyone in the pool and challenges everyone to be better? in theu throw politics top of it and the thing slides off the rails and you are back down in the 30's. that's my view, very enthusiastic about trying to make this move forward. >> just one quick thing from the survey. a disproportionate number of people who say they understand and have heard of common core get that information from in person contact, in a meeting, or from school communication. while in washington there is a lot of focus on coverage of the common core, for a lot of parents, they are getting that information -- a lot of that is misinformation.

from individual, one-on-one contact. that's an important thing to remember. >> i was talking to a friend who is a political reporter. she said, i barely remember what common core is anymore. it has just become a thing that people yell about. we've seen a certain politicization or it's become very controversial in the past year and a half to two years. i'm curious as to why all of you think this broke out why -- when it did after a relatively quiet couple of years after the standards were adopted. is it just that we are hitting the point of total implementation, or are there other factors at play as well? >> simple political strategy. the same people who are attacking common core were busy attacking obamacare for four years. that's on the wane now. the public acceptance is going up slowly, but going up. we've gone past the horrible implementation, which makes you think about common core -- are

you doing this implementation right? and they are seeking to raise money for the very same people who are sending them less to less -- less and less to defeat obamacare when they find out their neighbors or family members or children got coverage because of this. this is a political decision. that's what i find interesting. at the national level, if it was as hot as we think it is, more of my colleagues would be coming to me and asking me about this and this. their staff would be going to our staff. that's not happening. they are talking to their schools. schools are supportive. i will not say enthusiastically supporting it, because their careers and outcomes are on the line. they are going to be measured. there is going to be a report at some point of how these children are doing under these more difficult standards. there are two games going on here, and one has little to do with what's going on on the ground i think in most school districts, although we've seen governors and others respond to that pressure an array of

different ways. >> when we talk about local control, that does matter. in that vein, we have to make sure that we help >> what they are talking about is the curricula, what they are being taught, while the state sets the framework for the stanford -- standards. the framework for the standards, the guidelines, skills that one must be able to do to master the standards, all that work was done in collaboration with teachers from the classroom, leaders from schools, none of it was done in a vacuum. the conversation i have done as i traveled the state is you're telling us you have to teach us this piece of literature or we have to have this kind of science curriculum and we have to help them understand that you still have the right to choose those things at the local level.

decides your community is the best vehicle by which to impart the standards is left to you. youaving them understand still have some control over what is taught in your schools to your students, as long as they follow the framework, has been a very interesting conversation. you've are starting to understand that. white this is broken out as a controversy right now? >> the concern about federal involvement, the common theme emerging is the need to make sure phot us on the ground are to make sure that folks on the ground are speaking to each other. the concern about their involvement israel. it is not simply a partisan answer. federal involvement is not enough, too much, and republicans have already said too much. the cuts were divided between

too much and the right amount. this is a concern that transcends somewhat across party lines and something we need to knowledge. that is part of how the political conversation about it has shifted. -- parentsview this ,hat are not in favor challenges with common core, that can stitchery -- that consists just -- that constituency. where you be a period will have that kind of conflict, and then there will be a major of decrease. stasis, reach a certain where the myths have been blown away, pushed way, and then you can have a conversation how as opposed to the what.

those in power have the power to decide how it will be established. we can establish the standard. he can say what resources are necessary for you to make appropriate decisions in terms of how to get it done. what i hear frequently from educators is they like the standards. they are nervous about how the adoption of the standards has dovetailed with the changes in teacher evaluations. the idea that these standards have been in place for only couple years. the gates foundation has endorsed a pause on that. i wondering where each of you stand on if evaluating teachers core on -- among common tests, and when it would be appropriate for this to be phased in. atso i do not think we are the point now where we are ready to say we are going to run out

of the gate with this. i do think in order for the changes in the evaluation to be effective, we have to look at changes in turkey look. turchynov is what teachers -- changes in curing tell him -- curriculum. we are talking about the evaluation of curriculum. i think that is the nice explosion in leadership you are seeing. teacher leadership is less of a title that we are batting around, but more of an active doing something. and this is with some of the organizations out there, you have seen the opportunity for teachers to take the driver seat in directing their profession. with that said, there is an element of time mentioned, time, training, trusts. we are getting better with the trust. time in training cost money. once something becomes politicized and the debate is

about whether we should be investing on this thing whether it is debated, there is a tremendous ability for folks -- i am brand-new to administration -- folks in the classroom and administration to actually remove themselves from the political bay. i do not have parents running to me what they heard on fox news last night. i really wish the paradigm in the media would focus on the amazing things happening in classrooms under this new curriculum, based on teacher leadership, development of statements of proficiency, new approach to teaching and learning that is happening. we do not have quite as big a microphone, but i am glad to hear that parents are trusting us more. >> is there an effort to push the evaluation of step,rs, is a sequential after the implementation of curriculum? >> what has happened with the lost then is that we

substance of the new evaluation in we would always have multiple indicators. we moved away from the understanding that we would have multiple indicators to focusing on just the one state assessment. in maryland, the state assessment is only 20% of the entire assessment. so the professional practice, which is 50%, what teachers do, how they sit and talk with their valuators about the official practice, that they see when they come into classrooms, what kinds of metrics that they create on their own that they will use to gauge students' knowledge and understanding. have been what we implementing, and in many ways, student objectives, those are owned come to felt by the teachers, using multiple data sources to target which students need what kinds of intervention.

we are goingint, forward with the evaluations. we did put a pause on the use of state assessments, because we are all beginning to implement new assessments aligned with the standards, and we have got to build a baseline anyway. we have got to set the standards, the proficiency benchmarks, before we can use them. we are still using quantitative measures. our teachers are please with that because we are not talking about the student learning objectives as a quantitative measure area we are talking about them as a gauge to understand how students are performing over time, instruction, how effective are we being in instruction. decadeame through a where we were standing on a single assessment, where the student failed, administration failed, that was never designed to tell us any of those things.

that was the tragic national mistake in terms of what happened. the importance was, we found that the disparities in educational opportunities among poor minority students. that is important, but we should not repeat the first mistake, that this is a rollout that is going to be rolled out in many different ways across states, and even across the nation. and i think you have to give teachers the opportunity to be fully developed in their presentation of this new material. otherwise, you are shortchanging the kids. if they are fully developed in this and they can start to see how they would then temper their presentations or their involvement to the students i'm involvement, then you might have something to evaluate. to take the score now and take the process now to draw diehard live in valuation is an in justice everybody in the system, including parents, employers, everybody in the business community who wants to know are

these kids going to be college and career ready when they are finished with high school/ that is a test, to try to stand up in the first six months, to repeat one of the mistakes. >> one thing that is lost in the debate about common core is many folks understand that if they than thewap, less that way we are changing student assessment a long way. we were talking about the mathematics where it used to be you would drive down the geometry hour and from probability to statistics, and this gets here and we will start fractions in kindergarten. less about that. we are honoring child development by saying there is a progression to learning. you learn things over time, in a manufactured sent of steps, and we are also looking at you do not just hand a teacher a new binder and say go for it, good luck. there's a tremendous amount of training that teachers need to undo some of the work they have

done previously or the way they have been instructed previously on how to teach, and it is about looking at individual students, what their needs are, and it was mentioned earlier the ability to target specific intervention or specific support for students has become much more easier to do. that is with an understanding that this is not about this year you are going to do addition, whereas you were doing it faster from and you are going to do it this and this. it is the development of learning, but also saying i as a teacher can adjust my practice accordingly make sure i'm getting more jihad from my students. >> i want to come back to, core math, because there's public confusion about that. i am wondering if your research showed anything about the roles and we saw the importance of teachers in terms of communicating how they feel about the common core. to the results five in the thing that brings to bear on this? >> we did not came out that next step.

-- the survey clearly shows that will are concerned, parents are concerned about common core is going to be to love of an instrument. i think that seems to concern, given worries about teacher flexibility in particular. so that was -- people wanted to make sure teachers had that independence, and we looked at that as the next step and how those two were tied together. >>to follow up on the congressman''s point, once the teachers realized everybody to to step back, we need time impact this work, and when we were talking to teachers about what that means, if you needed more time, what would you do with that time? 50% s 51% said they would work with content experts said they could continue to become more

comfortable with the actual standards themselves as they build the curriculum. 50% said they would do research, to find the aligned military oils, resources they need for themselves, students, and parents. 76% said they need time to collaboratively work with our peers to build a unit and lesson plans. when teachers talk about time, it is not that they do not own the work and they are not engaged in getting the work done . they want to do it well. they need time to make sure that they understand what is being thed from them to do with students and what students will be expected to know and be able to do. >> there is that amount of flexibility built into the implementation, are not just doing it? these kids up for success so we have positive outcomes, get train the

trainers, and they will train themselves, and there is going to be a lot of collaboration among educators and they are going to figure this out. we will have great features in these lesson plans, so we will be engaging -- what am i missing? just piggyback on something that was said earlier, that is what is happening. that is not what is being reported broadly in the media, but that is exactly what is happening in our state and other states. our teachers understand we all get it, we all want to be successful, because it matters our children and their development. we are taking the time to give them the time to collaborate and get this done well. it is happening. so the reports that people are hearing is very narrowly sliced. the majority of folks are getting this work done and getting it done well. >> when i listen to teachers, two things, cross, and this is

why i say you would want kind of a smart pause. they think it is different than anything they have been handed, a new test book that they have been handed every third year, that was more interesting, but this is very different from and this is their chance to exploit the reasons they went into teaching, because of the manner in which they can address and the club the curricula. this is the first chance they have been told you are going to develop this curricula for this class on these different subjects. in the past, in many, too many schools, they were told on october 3, you're going to be on page 123. on october 9, you're going to be on 127. -- the fear is that starts to happen in common core, instead of using the counts and engineering date of and ingenuity of the

questions, schools are going to get them nervous, and this is why the pause is important. if you got to the year's work in a mediocre fashion, you end up with mediocre students. why not slow down and let give it through it -- let's yet through it in a first-class fashion. question,ou asked the it is a bit of a policy angle to the extent to which things can be paused, because states agreed with a no child left behind collegeto adopt standards, whether that is common core another set of standards, and to adopt assessment. so the these are promises that the states made, and what we are -- while we are seeing a federal and endorsement of the slowdown,

their prior commitments that have been made that at some point have to be carried through. there are commitments that are made that are being carried out. it is why you are thinking why we are not the a nationwide, full-scale -- >> they're coming back and saying now we are here, we think there is another way to address this, and in some ways they are asking for permission. some state push to the plunger and blew themselves up. does this jive with assurances we give you, and that will be the test for the department and the states, but that is becoming more and more a welcoming process as opposed to somehow this was a bad investment by the federal government in trying to have support systems. >> in addition to policy matters from the bottom line is these are the right standards for our students so they are globally competitive. our students no longer just compete with the state next door, the child extra on the street. we are in a global environment,

and they have to be able to compete. bewant to pause, we want to deliberate in speed, but we need to get the standards in place and plan it because it is the best path forward for our children. so we have got to integrate policy with the right thing to do. >> one little point in the survey, just to touch on that. most parents feel that public schools in the u.s. rank lower than most countries or in the middle of most countries. we have time to talk about math, so let's talk about math. about theard so much common core math and the confusing worksheets that are coming home with kids and bad viral.oblems that go i am wondering if the educators can explain why math works the way it does and why looks different from the way that most

of us learned it and the way most parents learned. the fact that facebook and twitter are not exist has changed the dynamic of my family did youns, because see this problem where the kids were doing this, and he came up with the answer, but it took him four pages of text to explain it. it is your question about why the change, the change is the value. initially we had a lot of turkey let him and instruction that value the answer over the process. 2 were talking earlier about +2=4. we are looking at how the student got from 2+2=5, so we are looking at this conception is on a classroom level, so teachers are able to look at them and understand better how members work, what is most

pleasing to educators is the fact that for years and years they have been saying about mathematics that students come as they get to the grades, do not understand a sick number sense, they do not have a sense of how the number works in the schema of mathematics, and we are seeing a significant change, y early on,heav how members operate, and we transitioned that around third grade internet understanding of fractions. we are talked at when you divide two fractions, you just look at the second one and multiply, and we were good at that. i do not want to ask for show of hands rebutting understands what scenario.n in that stere i am thinking what we value is a smart figure that is process oriented rather than someone who is able to come up with the answer. we have changed the way we have approach teaching and learning.

>> why do we multiply? >> it has to do with the denominator has a number of parts -- yeah, moving along. >> i had a dear friend called me and his daughter was in eighth grade algebra. the point that is being made here, we are teachers. this is the way you solve for this problem. remember this formula. these are the steps that you take, period, and of discussion. his daughter was even getting all the answers right. she was getting all the answers she used abecause logistical process that was different than the one the teacher had given her to use, she was getting the problem wrong. i could not support that. but why say to someone? we are trying to help children become creative, mathematical

thinkers, and think of many ways to solve a problem. it's not have to be rote memorization, lockstep, because i say it has to be this way, and the children are having so much fun with that. owing into classrooms and just seeing them use all kinds of manipulatives, really different paths to the right answer, really does get to that number sense, that mathematical sense where they understand the math behind the process. toand a message that i want say is not the topic of this panel, but a message vacuum that facebook post on math problems can go viral and really solidify opinions in the absence of having a love of detailed facts. that is a good reminder. it does not mean that the people who look on facebook and have their mind influenced by that sort of thing are not smart or not paying attention.

they are paying attention, but that is something that is easily remembered and can really calcify whatever issues they are talking about. >> let's get away from math and go to the question of public opinion. midterm elections are coming up. we are approaching full implementation of the common core. is there a point where you foresee where we will hit a tipping point in the country for z will start to die down, and if so, what will it take to get to that point? >> it will be what is the shared experience of people within a particular state or district with respect to the education of their children and how well is the change being transmitted to parents in the community? right now, as you found in your data, you have this political overlay that works at the national level and in a few states where people have other ideas about their political feature -- teacher so they want to buy in.

that is interesting. it has nothing to do with the students. . good for them, apparently in the short term, but nothing for the students in their state. you have to go through it. care, i go back to health where there is this national trauma, but as people have and nrolled and have had their experience, things have called down and we are looking for those who have missed out in open and roll it a year ago ---- are looking for the opportunity to get enrolled. people have to have the shared experience. so the politics will keep firing back and forth. but on the ground, there is i believe there will started continue to be positive evidence and embracement by students and teachers, because i have talked to a lot of students.

and they are enthusiastic. explorers at this moment, because this is different from what they are doing last year we will see how that goes. so i had to speak about education couple weeks ago, and as i look up, which top tier senate races, if they were talking about education. there is one race where that is on the air, where they are putting money on air, and that is in north carolina, which i will talk about in the second. if you look at websites, forget about the ads, the websites of both candidates from both parties, most of them do not have education on their issues. look at my views on the issues. with some republicans, they have talked about common core, not college affordability or anything else. it is common core. is ther

that is education platform. carolina is arth place where the education is the focus. the other day, it was a story in "the new york times," jed bush came to support the candidate, and said i was for common core, and jeb bush, said i am not with this type. the underdog now in a battleground, purple state, wanting to distance yourselves from a centrist leader in a party, and that tells you a lot about how this is betrayed in the debate this time around. add one comment, and that is in those states where there is the political strife and push back, teachers have come out in support of common core. they have stood with their state leaders in support of common core. they have begun to become comfortable with the standards. they believe it is the right direction we are moving. they are confident this is in the best interests of students,

and they spent a lot of time on this. so that is very affirming that the teachers are pushing back on those who would want to take away the standards. >> is all about student outcomes. if there are positive student outcomes, the teachers will benefit. that is the discussion, and we do not need to spend to much time discussing teachers. we need to discuss the students, the learners. if they do well, teachers will be patted on the that. -- on the back. advancement,pe of and recognition, that the learner is in fact learning and advancing and we can't stand back as educators, and we are all educators, teachers, and say we can take pride in that. it is not about us, it is about them. >> [indiscernible] >> audience questions? there will be microphones great if you could give your name and what organization you are from,

and also please keep your questions brief -- that would be wonderful. "science" magazine. credit -- i had a question about standards for signs standards, and i put this to the maryland educators because maryland was one of the earlier adopters, and also to congressman brown and others. do you think there are any lessons that the advocates of the next-generation science standards can learn from the common core experience to keep their effort going forward? they are in a different situation because they are not tied to no child left behind, but otherwise the principles aren't the same and the idea -- for the bulls are the same in the id, and yet we have different issues within the science standards. regarding evolution, climate change, and other issues.

i am wondering from your perspective and maryland, i see that going forward now there are some things you can apply based on what you have learned from common core. >> i think congressman miller was spot on with make sure that we take time to educate people before we roll it out in the classroom. one of the things we decided in maryland is that he would not -- we would not formally state that the standards had to be implemented until 1718, because we wanted to get through the common core, the math, and english language arts. we wanted to make that the case. that was from the formal state level. i will tell you there are districts in our states, high-performing districts, that have already begun on some levels implement the standards. punishment miller was right. we have to make sure we have to take time to first educate the teachers, get them grounded,

start working at the local levels in schools with parents, helping them understand what the standards are and are not, what flexibilities local schools and jurisdictions do and do not have, and just be able -- and just be sure we have the materials, support that we need to be having to the teachers and the students before we start beating our chests. are you worried there will be the same kind of public opposition once it is actually showing up in the classroom and parents start to realize what is going on? >> it has been my experience there's always going to be opposition at some level somewhere. it is just that if we can get the facts straight and have a cotgegent message so when the opposition comes we can discern fact from fiction and understand

-- make people understand why we're doing it. >> you have figured out the key lesson, do not go first, let common core be rolled out, and we will figure that out along the way. i do not think you will see is much push back or controversially around next-generation science standards because there's such an alignment within common core. the keys are the alignment of all the different areas of education. the way we are working with our beenstudents, didn't have -- this has been aligned with common core. a support of students in the general pure tone. all these things are coming together to better meet the needs of students. ngs has got it right where we are talking about not necessarily a swap and content, but in practice, and what we value as a society is we want people to go into stem that are

logical figures, how to write effectively, speak effectively. i do not think you are going to see the kind of respect, but there will always be some. of you are coming along kind after common core, so you will have an easier go of things. i would agree. i do not have much to add to that. i would agree that this congress does not do science, so we will not have much to add. [laughter] on that note, national education association, and i appreciate all of your comments, and we have teachers on the ground that are working to develop the assessments based on these standards, and they are very excited about it and it gives them ownership, and that is really important for the teachers. but talking about congress, this one is for you, congressman miller, any thoughts on where we are going to go with the

reauthorization? i was at the bill signing ceremony way back when, and i would like to see if that is even on the radar, or is it going to get piecemealed as we do assessments and accountability and waivers? >> i would give congress a timeout right now and let them observe how this unfolds. i think this is so far removed role in whatorical we ask states to do that we ought to take a timeout, and i do not think much is going to happen in the next two years. you have a presidential election coming up to my that i believe will be some clarifier, and think about this not in terms of of no child terms left behind, but in terms of part of the future. for 40 years i've listened to people come in in conferences and committee testimony telling

us that we had math all wrong in this country, that we had in iran sequences, -- we had it in wrong sequences, we did not build on all the things that common core is trying to correct. and congress, we do not do that , and we should not. that is why you had common core come from the governors and the states because that is not the role of congress to develop -- for curriculums and the rest of that. so i think that congress would do well to take time to think about what is the federal role in the future. we know our position in trying opportunityuity of and of resources, and that is a fundamental role for us, and that is not going to change. it should not change, obviously, given the constitution. but when we get beyond that, i think we have to also recognize this is now a new time with a different set of parents and different experiences that are different.

ofask teachers and members congress to design the school of the future, they designed the school they went to, and most parents designed the school they went to, and they said if it is ok with knee, it is ok with them. when i said i do not do that, i am out, that is the fastest reaction of most american citizens to any raising of discussion of mathematics. that might tell you how comfortable they are with ath.ation and medicar if we have not gotten it right, if we're going to compete said this is kind of a good time for us to get the breath. if we are capable of doing. >> asking congress not to do something seems like -- >> i'm the director of teacher education at american association of state colleges and universities. a side note, we just came back from chicago where we had 11

state teams of k-12 and teacher and partnerships around implementation of the common core. it is a topic we are very interested and supportive of. unlike health care that we ran into the fiasco unintentionally it ishe website, anticipated that as common core is implemented successfully, because the standards are different and higher, there will be a transition period where many parents and students at the 11th and 12th grades will find the there is this gap and what they thought they were going to be able to do, they are not, and how higher ed will be involved in that has yet to be determined. what about the political will to use data course -- to stay the course in that period were the good outcomes for students

spoken of when not be obvious, at least at first? >> one of the conversations we're having our state the parents and when we speak to our external partners and supporters is that comparing a new assessment with new, more rigorous standards to an old set of standards that we know were not as progressive and as in experience for students as the new are, will be comparing apples to oranges. so let's stop talking about scores are going to drop and rather talk about we are resetting the standard. so when we give this test for the first time, we are starting there. how do our children perform on this test the first time, that is the baseline, and we will move from there. so if we can do exactly what you said, help parents understand that these are the right standards, show that our teachers and leaders are confident that this will at the

students where they need to be as far as being ready for college and career, and that we are starting where we start freshly to build proficiency scores, that will help. but it is going to be -- when you have been in a high-performing state or when you have a low bar and children were seen to be performing very well in that 80%, 90% range, we have to help them understand that is because we did not challenge the thinking as much as we should have. so it is going to be huge because i can say that logically as i'm sitting here, and then when that percentage goes home to parents, they're going to say, what? this happened? it is a matter of getting our thoughts together and grounding. >> messaging is critical here. if you take a look at any of the consortiums from

assessment and compare it with the type of assessment we were provided to students before, there is a huge value statement in there. look at what was in third grade, under msa, and under the new as an educator, we are going to get your child what the new assessment is asking them to do. multiplee were doing choice, rote memorization. we were not asking them to be problem solvers and communicators. once you start to look at is there going to be a drop or is it just a matter we are not talking about the same thing anymore, really looking at emphasizing that our students can and will be successful with this type of assessment, because they can and will be successful with this type of teaching and learning. >> pic is so much for this opportunity to be here. i am salary wilson. i am the democratic nominee for

torture.erintendent in my question is for the superintendent. we definitely, as i have traveled the state, i have heard from educators. the concern with common core, stay they are -- they say the course, their concern has been around implementation and preparedness for the implementation. and i think i have heard you say earlier that there was -- you kind of suspended state assessments. what they are saying to me when it is tied to the a violation piece is it is too much too soon and just the demands are too great. did i hear you say that you had -- you suspended state assessments, and if i did, how do you marry that with the policy decisions like in our state, our legislator has made aroundw the entire piece

if valuation. so how do you marry that, if in fact you did suspend the state assessment? >> we did not suspend state assessments. take states have to assessments. absolutely, that is federal law and we have to follow federal law if we want to be funded to help our most vulnerable children. what we did do was walk away state assessment on evaluation and use it to inform rather than as a consequence. 50% is professional practice. that is what most are used to doing. learninge student objectives, this quantitative measures that are developed by teachers with their evaluators, based on state assessment data and other indicators of success. so we will for two years, because, number one, we do not

give the assessment for the first time until this year, he set the baseline -- we set the baseline and we have a pure growth measure. we cannot talk about growth until we get added a second time. in 2016, honey 17, that is when we will use the state assessment for consequences, but all our students will take the state assessment and we will use our data to determine the path forward. >> thank you. thank you very much. i am from norway, so i'm conducting a survey in japan and --europe, and my question is and i sit on a european commission project -- we face the same problem. what i learned last week in europe come in france, they believe less in what i would call the french common core, not because common core is bad, but

, in theementation europe knowledge economy, it is almost impossible. so we need more of a sort of social equalizer. but my question is the following -- why not have a project in which european commission, with japan, to look in common core bad, whatt is good or is really common core for more than education? the european that commission, the new european commission, would be open as well as in japan. this is a very big issue particularly in europe as a social equalizer and others. >> let me tell you from my perspective, having spent my life in coalition formation, it is very important that we all have a very similar understanding of what we are trying to achieve. a qualifiedwith

individual standing alongside someone else in order to a couple should task. the output, the outcome, it is extremely critical. i do not know the implementation and the difficulties with that, but i can tell you i have been a beneficiary of what has taken place in that regard. >> in the development of the common core, institutions response will for the development, spent time looking at models of success and why some countries did better in math than others, some countries did better in overall education, some better in transition to technical education. but i do not know what we would bring to the party ran out. in a couple years, i would be different discussion. but right now we are so busy remodeling the house we have no time for anything else, and i think we would do well to see we get the best implementation we howand then start to see

the students driver do not thrive in this system according to what our expectations are. a lot of that -- a lot of studies and cooperation was looked at in development over the last many years. >> a good note to end on. thanks to all of you for the discussion and for all of you for being here. if you have further questions, i will be around a little longer. i cannot speak for anybody else. >> thank you. >> that is great. [applause] [captions copyright national cable satellite corp. 2014] [captioning performed by national captioning institute]

>> if you missed any of this, is available at the c-span video library.

go to www.c-span.org. we have more live coverage coming up, chuck hagel will discuss the latest on the coalition airstrikes against isis, and at 2:00 p.m., oregon governors debate. eastern, the congressional black caucus discussion on police and race. , tonight inend prime time on c-span, the values voters summit. andkers include ted cruz rand paul. saturday night at 8:00, a national town hall on the critical and historical impact of voting. quinn.at 8:00, sally tonight on c-span2, daniel green n talk aboutmulle their experiences in iraq, isis,

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like us on facebook. follow us on twitter. a debate between lee ashford. brad the district is located in the eastern portion of the state which includes the omaha metropolitan area and parts of a county. hisressman terry is seeking -- of office. point in time, our veterans said they would give their life as necessary. you talk about a list of veterans in a veterans' cemetery, you hear lee terry's name. you don't hear anyone else in congress. thank you for giving us an

opportunity to serve them. >> i am lee terry, and i approve this message. >> my dad flew a b-26 bomber over france on d-day. he taught me early never forget those that serve our nation. my disagreements with congressman terry aren't personal, but his votes against veterans sure are. congressman terry shut down the government, defended his own pay while soldiers were on the battlefield, and protected congressional perks like taxpayer-paid health care for life while cutting veterans care. i'm brad ashford. our promises to veterans are personal and why i approve this message. >> lee terry's fighting to keep our neighborhoods safe and strong. he secured grants to strengthen community policing. and he fought for the violence against women act, supported new laws to crack down on human trafficking, and lee terry passed a law empowering the neighborhood activists to start a new f.m. radio station, giving voice to a community working to stop street violence.

lee terry, working hard to keep us safe. >> i'm lee terry, and i approve this message. >> i'm not running for congress to represent any political party. i'm running to make a difference for nebraska. reducing partisanship in washington isn't one easy step one single day or electing one new member. i'm going to work from day number one to create a coalition of 25 members of congress to set aside partisanship and focus on solving problems. i am brad ashford and i approve this message. from the campus of the university of nebraska, race for the house, a debate for nebraska's second congressional district. the candidates running for the who are lee terry,

lives in omaha. he has been the representative since 1999. he has married and has three children. the democratic challenger is 64 years old, and lives in omaha. 2007 to the present he has been state senator. he is married and has three children. >> hello and welcome to this evening's debate for the race for congress in nebraska's second congress -- second district. i will be your moderator this evening. thank you for joining us. we are coming to you from the university of nebraska at omaha campus. this date is sponsored by the world herald and produced by the unlf and students at television. we are looking for a robust

debate between lee terry and brad ashford. about a format, we will rotate the order of questions that the candidates will get, who will go first and in answering the questions. each will get 60 seconds to respond. in the middle of the debate, the candidates will be to ask each other a question. otherwise, i am going to ask questions. i also will determine if a follow-up is in order. this response should be no more than 30 seconds. we have a light system to keep track of time. when you see the red light, gentlemen, wrap it up. the campaigns do numbers in determining how we begin and end. mr. ashford, you get the first question. if everyone is ready, let's get started. lawmakers. veteran tell us about your single biggest legislative accomplishment.

>> it has been a great and aence to serve unicameral legislature. the most important thing i think for me in my experience over 16 years is developing how to work together on tough issues. if i was to pick one thing, the one thing i that i would think was plaguing nebraska for so many years was the tough issue of juvenile justice and juvenile crime. over the last three to four years, we in the legislature, working across party lines unanimously passed major reform of our juvenile justice system. young peopleo keep in their homes come in their schools, keep them out of trouble, keep them out of detention where necessary, and take this state a better place to live for them. so i think that would be the my

number one -- there been so many wonderful experiences, but that would be the one i would think of. >> that is great. mr. terry? >> i want to thank "the omaha herald" for sponsoring this. i have passed a lot of bills in states in the united congress. in fact, right now i am rated number six in the number of bills that are passed, and in the top 2% of actually the bills that i have written and passed that it actually had sent it cosponsors, and all of them have been bipartisan bills. when they have taken a vote, they have been bipartisan. one of my goals is energy independence. a lot of the bills that i have passed have to do with energy. making our resources accessible, but also in the world of

renewable fuels as well. hydrogen -- i got to drive a werogen car, and allowed research to be passed that allowed for research for hydrogen vehicles and others. >> the hydrogen bill was her top legislative accomplishment? by planeystone -- pipeline. in long-term debt is one going to be dashed in the long-term, that is going to be one of the top bills. >> the next question goes to mr. terry. you both have had difficult votes. tell me about the vote, why you regret it, and what did you learn from it/. you take so many votes and

spend the time to research and you call people and you get the feedback from the experts in your district. the one vote that you look from sunday morning quarterbacking, but my vote on iraq, that was one that probably, if we had all of the facts, most of my colleagues and i would have done it differently. no child left behind was certainly not implemented the way it was written, and frankly we need to change that, and we passed a bill in congress this year to take it back and take the burdens off of our public systems that that mandated. >> brad? >> i would agree. i have had thousands and thousands of bills that i've had the opportunity to vote on, and many bills we vote on -- and our system is a nonpartisan legislature, where we have three rounds of debate on every bill, and there are plenty of votes that i have taken, maybe, that i

would like to get back. that is a tough question. the one vote that i would like to take back was lb1059, going back a number of years. that is a bill eventually did vote for the amendments on it years later, didbasically what lb1059 was lowered property tax by broadening the tax base for school finance. it had i thought more about at the time, that was in 1962 or -- 1992, 1993, that was a vote that i might have voted differently. >> thank you. we aren't going to turn now -- we are going to turn out foreign policy. ms. trash for drama you get the first question. we are going to ask -- mr. ashford, you get the first question.

burrow ining to deeper in foreign policy. first question, what criteria should the u.s. use in determining when to risk american lives on foreign soil? theumber one would be safety and welfare of the citizens of the united states. that is the criteria we use. i support what is going on now with the airstrikes in syria and iraq. isis is clearly a threat to the people of the united states, and building the coalition eyes ache -- i think is the appropriate mechanism at this point. >> thank you. mr. terry? >> it has to be in the national security interests of our nation. so if you are under a threat of attack, then i think you have to respond. theainly, with isil in meetings i have attended, they

are a clear threat. >> ok, thank you. the next question goes to mr. terror. the war in afghanistan has gone on for 13 years. it has cost the lives of more than 2200 servicemen and women can and do you think a long-running ground-floor in afghanistan was the right tactic? and andmove the taliban the al qaeda that was stationed and working out of afghanistan, absolutely, it was necessary. it has been a long process, but i think we need to stay. when he to work until afghanistan can stay on their own two legs to defend themselves. >> you are not for the withdrawal? >> i wanted to