>> [inaudible] >> [inaudible]

government and stuff to support the idea of a family structure. there are a lot of services for youth, children, adults, and stuff, but none centered around just a family, like keeping the family together, and also having the family support their youth, so the children would be able to come to their parents, so parents can tell them to focus on their education and all this stuff. a lot of the challenges just come from parents not being involved in the children's lives. lastly, promoting fatherhood. there is a lot of single moms out there. even just making sure so they know that if they have a kid, that they need to step up and be a parent to their child.

>> [inaudible] start using it on education. i feel like most of the money goes to the military and officers and all that. that is where most of the cuts are happening, and, like,'"8 health and all that -- those essential stuff that people need. also, have a big pool of money where every time somebody wants to create an organization or something to help youth, they will have the ability to create it. >> my main point was to mobilize the youth vote. even though i know many of you guys cannot vote, those ages have one of the lowest turnout rates for voting. compared to older people and especially those over 60, it

really makes a difference because for example, politicians never talk about cutting social security or medicare because they know it would alienate one of the biggest voting platforms, which is older people. if more youth spoke up, they would not cut from education and stuff like that. >> more focus on education, also diversified education for youth. transitional services,

restorative justice, and no tax cuts for the wealthy, so more funding for the less wealthy. >> also, one i have is just to be prioritizing, like someone else said earlier, like pulling out our troops from war and putting money that we would save from divesting in war into our education system to repair it. another is to change the definition of a corporation. right now, they are currently defined as people or individuals, which is pretty crazy, and that allows them to put their resources into campaigns, into props, into candidates and overpowers the voice of the real people. obviously, their voice is louder if they have millions of dollars

to throw at a campaign or someone's publicity. another is to restructure the justice system. obviously, the united states sends our people to jail like crazy. in california, we are, like, the 48 in education and the first in terms of prison spending, which is just crazy. it does not set the example that i know we talk about here, and we all agree we want our students to be educated and be the future leaders, but we are not setting the example by our actions at the state level and the federal level as well. focusing more on a sort of justice rather than just sending them to jail where they do not get truly rehabilitated. like research shows that a lot of students, when they start

skipping school, a lot around eighth grade, and the transition from eighth to ninth is hard to make. there's indicated that you are skipping a certain amount of class is around these times, that you will not graduate on time or just not graduate. we need to take an act that -- an active stance, and i think ethnic studies is a big part of that. folks were here saying earlier that if you are learning from that eurocentric perspective, talking about how your people have been colonized and been killed and enslaved and not focusing on the beauty of our cultures that will come from, and the power that we do have in our traditions and cultures that i think will empower us and give us the price to care more about ourselves to maybe not join a gang and care more about trying to be a leader in our community

because our past societies have done an amazing things. another thing is the progressive taxation. the wealthy pay a lower percentage, and i think that needs a change in order for us to get the resources that dcyf needs to distribute in the community, that this will destroy needs to execute the plan -- that the school district needs to execute the plan that never happened because those resources are not there. those are just a few of those things. >> i think, like, a training facility or proposition like workshops, like all the propositions that are going to be on the ballot. they should be warned of the effects and what could happen with that. also, the high school

requirements -- i think they should be requirements for universities, so, like, you guarantee that you fulfill all your necessary requirements in order to apply for university. scholarships, siphons, or financial aid for middle school and high-school students. and last, a detailed budget exposed to the community because i know we have an overview of this much millions going here and also a detailed budget of where that is going. maybe people could take the initiative to say no. >> - more general. basically, reaching out to youth and letting them know that they do matter. -- mind is more general. letting them know that they are the future. basically reach out to youth and let them know that they don't got to resort to streets or gains or any of that. that there is alternatives to a better life.

>> mind is basically just, like, the barriers, like with the younger youth. some say they probably have counselors for them, who, like, you can see going in the wrong direction. as far as with schools, you can ask them what they are passionate about and tried to incorporate that or have youth- led project or something like that. we need to have a group of people really focused on the youth and with the other -- underground street economy. that means the main youth that i think need help, and they are not going to ask for it. they are locked up here they are not going to come to you and say they need help. they are not going to want to change. we need someone to push them to want to change and want to get help and understand that there is a better place they could be at.

i feel like we need to start -- on the news, mostly everything you see is negative. we need to start covering positive events. have more positive things and take over the media with this image as a our imposing upon us. if we start showing positive things going on in the communities instead of all the negative things happening on the news, i think it would have a ripple effect and start something positive. >> like how a doctor prescribes medical regimens for each individual patient, i think each person each with their own needs that have to be met for them to be successful.

i wish to agree a program that will meet the needs of each individual student. to do this, we need to do to get things. history for the role of the counselor -- we need to strengthen the role of the counselor. students might not have a supportive home environment. it is important that i have one mentor or later they can look up to. that person could potentially make a great difference in their lives. which leads to my second point. we need to streamline youth services between schools and community organizations. a lot of times, resources are out there and students do not know how to get them, and they do not get them until it is too light -- too late. there is a strong mentor or leader in their life like a counselor who can be there to recommend to the services, that could make a great difference in a lot of students lives. >> my solution is increasing

communication among youth, and maybe parents, the community, because i think -- for example, mentors are really good for youth. i came to this country almost two years ago. i know a lot of youth get on the wrong path. the reason i am not like them is because my parents told me how hard it was for my family to come here. they really encouraged me to become a good person. and to give me these opportunities. i think that if we had more mentors to set up a good positive role model, that would be good. and also, you know, to have more

opportunities so that youth know that decisionmakers care about them. and they also look at where they come from so we have the inspiration to move forward. also, i think that corporations should pay more attention so that we have more income, more resources. they make a lot of money. they are the wealthiest people in the country. i think that is one way we would have more income. also, i think there should be more specified services for youth. we have different groups, and they just have different needs. so i hope we have specialized services.

>> when kids -- windy youth are part -- when they are put in charge of everything and do not feel like they have to listen to an adult, it makes them more motivated to do more work because they feel like they are in charge. they do not have to listen to a person who looks down on them at times. that is how i got here. it is what makes me motivated to come every day. they ask us what we want to do, and we come up with it. when you're told what to do, you will not always like it. so i think it would motivate us to participate in more things. and i feel more diverse class is early on in school would be a good solution. lack of motivation in school, i

personally experienced it really early because i never got interested in school until i had college and realized i could learn about a lot of things. i was not really interested in education because i did not really want to learn the said education line that they were trying to teach me. i wanted to learn my own things. my own culture. o high school. once i hit college, i realized i could learn about almost anything, and i feel that if we were to provide diverse class is early on in elementary school, kids could get more interested and, hopefully, stay in school. >> i put that we should fund more organizations that help teen parents get the necessities they need if they cannot afford it so the children grow up with all the things that they need and they will not have to result to negativity because they grew up wrong. the mine is with regards to

juvenile justice and juvenile probation. i feel like they are a factor in is not just regular individuals. i feel there po -- their po's should help guide them think and help them figure out what there is to do in their community. rather than just making sure they are home or making sure they are at school because that is not doing anything other than making it seem like they are the police, but if they are engaging, i think that the kids want to do right because they know that there is more out there than there -- their po complaining. >> one solution would be to immigrants and all these different people who come together in the community, about how our government and local education system works. how the board is, who is in charge of hud, who is in charge of this, how they did the budget, the type of turnover

that happens so they can understand that things are different. they are not different because know. or my mentor in the program telling me i cannot come back this year to work. are there because of this reason in the physical budget. if they would explain this and how it works, they could have a different understanding of when their time is up. why we do not have basketball this year for 10 boys. did not have basketball for a tent -- they only have basketball for 10 boys and not 20. so we just do not ask for funds. we know how they work and how they come in, so when we do ask for them, we know what we are asking for, more detail- oriented, as opposed to just asking for all this money and all these things that we know we need, deserve, and one, but how does it work? how can we help in generating that could give it back to us? what if we had our own fund? what if it were something that youth put their own tax money into to generate revenue?

i work. i should be able to feed money to somebody else for their siblings to go work, too. i think that is a beautiful idea. we cannot just say we want this or that. we need to know how it works, and i think people should be more informed on how that works. >> i think there needs to be more funding for youth who have been in the system. i think that could create a lot more. >> i think that more foundations or services for low-income students should be available out there, so it could give lower income students a more competitive edge towards their college education as opposed to those who are already rich to go to these big universities where

the lower income students want to go to but they cannot afford to go to. >> one of the really big barriers i felt was that a lot of young people do not feel like they are taken seriously. since the most time we spend is in school, i think that the standards for teachers should be raised. i visit a lot of schools, and some of the teachers just lounge, have the students do whatever. it is not really helping students to be educated and to have more knowledge. it is like professors at the universities are getting paid, and teachers who are supposed to teach us and motivate us to continue higher education, you know, are just sort of lounging. it is sort of backwards. i feel like once the teachers understand it our way, that they should get paid more.

they should not have to have a side job to support themselves to be like, "ok, i am going to teach my students, i'm going to get the supplies come get them books." they should get paid more so they do not have to look for that money in their families and other things. >> my first one is prioritize youth when it comes to distributing the budget. the second would be to change the education system. i feel like currently, the teacher lectures, i do homework, and i take tests, and that is how my grade is determined. i wish classes were more hands- on. i feel like a lot of people forget everything they learn after the test, so if everything were more hands-on, i feel like people would learn more. >> [inaudible]

>> yes, i thought about youth organizing. i think we have a lot of community leaders in this room. i think you could do anything with support and resources, so i think having more adult allies available to us and the support, i think we all have ideas, and to have the support and funding to do those things is where we need to see those. i am going to close out this piece. you all came up with really amazing ideas. they are going to be typed up and sent to the white house. could you pass this toward the front?

>> we know that you all have a lot of burning questions. so we will he be about 15 to 20 minutes to ask questions about the process. would anyone like to ask questions, something that has been bothering you throughout the process? >> [inaudible] if you have any questions in general about the roundtable process, about what is going to happen after words, this data that is collected, now would be the time to ask. >> [inaudible] >> the question is how, given the tools that are locally run, thanks to people like you, how are we going to come up with the

best policies? and this is less focused on schools then it is on young people. in school and our school, in high school, community colleges, for your-year schools, not in school, and making sure that there are job training programs and other programs. we are taking these ideas from around the country. there are some programs that are specifically geared to elementary/secondary education. the no child left behind program has been around for -- it started out as part of the civil-rights movement in the 1960's. the first federal support for public education came in 1966 and 1967, the same time as the housing act, which is my work. same time as fair employment, voting rights, immigration act. it started out as the elementary and secondary education act.

over the years, it has been updated every few years. in the past years, we have had what is called no child left behind. a lot of concern, a lot of criticism back and forth about what it was. it brought on the advent of a lot of the standardized testing. we have had schools that are failed schools, troubled schools. all of that is now part of the federal policy. a lot of how washington, the department of education and congress acts, it goes through promoting things that through federal dollars, promoting good ideas -- sometimes, it is just sending dollars down to the school district saying, "you know what is best. you have these discussions about how best the money can be used." there is a balance between what the federal government wants done and also what the locals want done. >> can i just add a little bit

to that? it is a difficult for our secretary of education to do national policy when all of our districts are very different. but some of the things you guys spoke about today, we do try to tap into those resources. the grants that help our lowest performing schools in our district. those additional dollars that come down from the feds for that. there is a jobs bill that enables us to keep our teachers because of the budget cuts that have been devastating from the state level. there's a lot of different things, whether it is the juvenile justice component, whether it is looking at family services or thinking about promise neighborhoods. we will be looking to see how we bring communities together in different areas of our city, and we will apply it to those dollars. we do take advantage of what the feds do think about. so a lot of the things you guys are talking about today -- some of those things are already in

the works. this was a great opportunity to hear more about those solutions. so there would be more dollars available for the needs in the different communities. you have to remember, federal dollars go across the nation, and we are one of the largest cities in the country. there is a role and suburban areas all vying for the same dollars, so it is really challenging. >> being the san francisco has a semi-huge population of people will live in underdeveloped housing, what are you guys doing to try to combat these problems? you have kids growing up in the harshest of poverty trying to go to school every day. their house is not up to building codes, and full. and number of things that the planning department -- and many other entities have to come back

to get that up to par. what are you guys doing to combat that across the united states? >> one of the major things that my department does, the department of housing and urban development, is to support the community development block grant program. is dollars every year that go to a particular community. it is called the entitlement communities. san francisco is one of them. the actual decisions -- sometimes we set priority type of programs, talking about neighborhoods to be able to say these are some>> on the whole, o local communities to have meetings by people across the community. what are the impediments? and what are the impediments to fair housing picks -- housing? we're looking at the impact of

where you grow up, relived obviously determines where you go school. it determines some many other outcomes in your life. the supreme court made it more difficult for school officials to fight segregation. in terms of the enrollment patterns, where students can go to school. the school officials can't deal with desegregation and can't take on housing. people have to do it. we have to reduce concentration of poverty and make sure that thinking through all the various types of investments, it is housing a certain place. are there grocery stores around there? other types of amenities can be placed. is that the volume that they

have on local business? some of the work that is going to be done, in the next 20 or 30 years, those are not going to be developments that are partly funded by other places. it is a matter of getting communities together so that we know how badly things are going to be done. i think people are entitled to know what is going on with the budgets? a lot of the things you have identified as barriers, it is extraordinarily important to know what people perceive as barriers? you are entitled to get it. they should be providing it in a better way. some of these things are actualap