i'm a senior education scholar the foundation for economic education. celebrating her 75th year the free-market think tank. scholar at the cato institute and as you mentioned the author of t unschooled spring of 2019 that had quite a bit of renewed interest over the past year plus given shutdowns in the upsurge in interest in homeschooling and alternative schools particularly again withna school shutdowns in the delayed reopening plans per. >> on a practical level have you been a teacher in the classroom urge you have children or school aged? >> so i am a homeschool mom myself. i have four children who have never been schools in the range age fromm seven -- 14. the book does tiant some of that personal experience. i travel the country and writing the book visit others homeschooling families. learning centers and other school alternatives our families looking for something different something more customized to their children's education. it had the traditional school environment my background is in economics education policy at harvard. that's really wh

it's not public education. so therefore let's get rid of the schools and impose a proper public sector and sometimes they call them an .ignoramus. and then to come to the public sector then you get a proper education. >> with that international ngo activists and those are nongovernmental themselves. whether aid and development projects including educational projects with the private efforts that the point of it is to get the governments of these countries to leverage them because some of them are very nongovernmental because the ngo mentality of those projects what are under governmental control so that government control can kill the very thing. >> . >> that it is evidence-based with the side of the argument so as a schoolteacher in zimbabwe and then public education that was absolutely what i was in favor of. but then to see that that doesn't work in those communities and then that collective evidence it shows it does not work that typically with government money they are not as quite as innocent. >> why? bec

>> raising curious well educated children outside of the conventional classroom and it is written by carrie mcdonald, ms. mcdonnell before we get into the substance of the book tell us a little bit about yourself. >> it is great to be with you i am a senior education fellow at the foundation for economic education celebrating our 76 year anniversary this year as the oldest free-market think chain and a scholar at the cato institute of the freelance writer and as you mentioned the author of untold which came on 2019 the spring of 2019 that had a quite a bit of renewed interest over the past year plus given full shutdowns in the upsurge in interest in homeschooling and alternatives to school for tickly with school shutdown and delayed reopening plans. >> on the practical level have you been in the preschool level or the school-age? >> i am a homeschooling mom myself i have four children who have never been in school who range from 7 - 14 and high-end personal experience and reflection but i travel the country in writing the book and i visit other homeschooling families as well as learn

i am a senior education fellow for economic education and add adjunct scholar at the a instite and astioned is the author of on the schools that came out and had quite a bit of interest given the full shutdowns and the upsurge in interest and alternative schools against the shutdown and of the reopening plans the book does tie in from the personal experience and reflection and to visit other homeschooling families as well as the learning centers and other school alternatives and customize for their children's education's. with the economics and graduate school and policy at harvard was the education choice and freedom and education entrepreneurship coming up with new learning models for the demand. >> you say your children have been homeschooled. but have they been unschooled, is there a difference? >> the difference is that homeschooling of course or alternatives to schools in conventional classrooms focused on education if we think about education from schooling including the methods of homeschooling so the stereo typical version of homeschooling where you have a fair and sitting ar

fast-forward to now segregated education it's no longer a monopoly on black education. institutions that have a lotit f things and maybe they are private institutions. they still have students. in the 1980s beau jackson was the best football player in the country and it was the most segregated institution in the state of alabama and fast-forwardfa to 2002 they didt have many more of black students than they did in 1985 and now they have more students than they did in then. it speaks to the situation of that foundation of colleges compared to the current day. as we are trying to get natasha back on now, i also see that we are starting to get questions in a q&a and i'm not sure how we will handleow that. >> they think i headed brief power surge and the power came back on. i'mha hoping that's what happen. i will ask this question here. the question from an anonymous attendee is what policy should reprioritized for education for all students and for everyone watching if you have further questions that natasha hasn't gotten to yet please join in. >> absolutely. there are cou

it starts on the campus and hudsonville warhead undergraduate education, or my sister was educated or my uncle was a drum major my mom went to school. and this is an 1875. about when i go to the university of alabama and i'm right down the street. so imagine you are there, you're driving ten minutes down the road to an institution that was founded 75 years after your own. it's like lifting a veil their newly constructed buildings, the grass was finally manicured and the school look like it received a facelift within the last few years or at the very least had benefited from some good maintenance. one site settled in at the libra did a little bit of digging. it was founded in the 1950s in part because segregation was the law. their two colleges for black students in the city oakwood university a private seventh-day adventist college in alabama a&m which is publicly funded. but white students could not attend either. segregated black and white students is known to section 256. has not officially implement in 1901 the state adopted its constitution walking into an educational system with

the one thing they cap their mind on was education. they got education by any means.kept their minds and their spirits in their hearts on education. the importance of education. it gets them where they needed to be. from this horrific beginning, we began to see the abolitionist and safe institutions established college and universities as well as schools create we later saw, with the introduction of the morel act, introduction into the landscape of public colleges and universities. for the express purpose of allowing black people to attend those schools because in america blacks were not permitted to go to school with white persons. 1860 language institutions said that under the morel act congress can step in and suggest it was unlawful to have a public institution for white students and not lack. if they're going to maintain them, they had to have institutions for black, and they did. but there was no mandate that they fund them, equally or equitably. they did not. that began a long and stony road litigation legislation, and administrative and executive orders. that

is secular education? >> that is the defining feature. >> you have to have a compelling interest providing purely secular education in the schools toch which the students which to grow. >> if you went into any private school, you take andover academy, ceramic they will trap, it will be much different than trappings in a public school but at the end of the day micro chemistry class will be taught the same as a public school chemistry class, your science and math will be taught the same way and the one think that won't be occurring in those school, they won't be implicating children with particular religion so yes, andover may be different than public high school summer us in many different ways but the most important feature, they are not implicating religion. >> i'm sorry, back to you. >> suppose you have schools, school a run by religion a and that religion has a doctrine they should provide service to their neighbors so they are setting up and running us corporate there's nothing in their doctrine about

a free public education. that's what their promise, correct? >> no, your honor. so the benefit is defined by the statute -- >> no no no, the benefit is, if i'm a parent and there is a public school, the choice is send your child to that public school. you get no benefit, right. >> if you live in a district that has a public school -- >> so in that case, are you arguing that the state has to finance the parent? >> oh not at all your honor. >> because they are offering a free public education, correct? >> not for that reason, your honor. there is no constitutional requirement as this court held in espinoza, a state -- >> in that situation the parent pays for the religious training of their child. >> if they desire religious school as opposed to going to the public school yes. >> and the district could contract with the school to provide the public education correct? >> if the district lacks a public school, then it can contract with a school to send its resident student, yes. >> do you take the position that th

when you get to the education. don't pay the priest's salary and the teaching of devotion and some teach devotional activity. then there's the metal that says give money to the parents and let them choose. the reason i think we've stayed out of that is we have 60, 70 and then they get into too many arguments about everything under the sun and did you start getting into arguments about whether it should be this way and this is the kind of thing to teach about. it's really awful. i'm not saying they are bad but you get the saying is the arbitrator or the courts and you're in the middle of the religious activities so to look at the cases in bulk i see a big push towards keeping the states out of it and if that is a theme that influences the way i approach these problems, not saying i'm right. i'm asking. what do you want to say? >> i respectfully disagree that this mirrors the third approach, this provides the money to the family and to let them decide. the court held that private choice severs the link between govern

that is your intro to english, intro to get a well-rounded education.ver many, many decades they have accrued in such a way a lot of these classes in the way of content but we look at the book at some survey data where they ask incoming freshman basic questions about knowledge and critical thinking. two years later after the end of their sophomore they asked the same questions there's basically no difference on the amount of materials they learn paid no improvement at critical thinking skills. these are all from the years they spend in college taking the jen and classes. so he asked the question why are remaking students take multiple into tens of thousands of dollars taking mandatory classes for getting a degree and they aren't not learning much in those classes. they have figured a way to lobby the curriculum to make their classes mandatory what is that mean? you can hire more faculty, the english department may be declining in majors over all. as hundreds of students coming to its classroomanas that again. while faculty ask it again, as a tenure impo

>> we are joined next by the education workforce and education security director of the government accountability office. here to talk to us about their new report on haight in u.s. schools and violence in u.s. . jacqueline nowicki, welcome to "washington journal." guest: thank you for having me. host: first, tell me the overall mission of the government accountability office. guest: gao is a nonpartisan congressional agency. we are tasked with providing objective fact-based analysis for both sides of the aisle. gao analyzes and audits programs and provides information to congress for them to use in their decision-making. we are not policymakers ourselves. host: the way your reports are generated, you get a request from a lawmaker or somebody else within the administration to follow-up on this particular issue? guest: correct. like almost all gao work, this work was punted by congressional interest. it is obviously a high interest topic. this specifically was done in response to a request from the house committee on education and labor. host: this report was generated, covering what years? guest:

these interviewed by education reporter on the cabinets. afterwards is a weekly interview program with relevant guest hosts entering top nonfiction authors about their latestwork . >> i'm excited for this conversation. this is awesome. >> so

>> higher education. so georgia, alabama, mississippi all of these are no longer under federal b monitoring if not lived up to the agreement of their settlement. it is time for the federal government to reopen and have reaction and eliminate discrimination. >> such an important, so many important things to think about an urgent, really urgent i think as we think about the future and inequality in growing inequality and the impact of the downturn. it's such a really incredibly important story. amazing c book, everyone click on the link and the chat. order a copy. adam, thank you for providing this book and kate thank you for inviting me in having me as part of this conversation. >> thank you. >> will have another round of thank you's, thank you tremendous to adam and natasha for sharing this fascinating conversation. and fear perseverance that was completely awesome, thank you both of you. thank you everyone for spending the beginning of your evening with this and taking time to learn. on behalf of harvard

. >> thank you peter, i'm a senior fellow at the foundation of economics education it and celebrating our 75th year anniversary this year our country's oldest free-market think tank and the scholar at the students institute and a writer and as you mentioned, the author of "unschooled" and in the spring of 2019, actually had quite a bit of that interested over the past and in the schools shut down and the interest in homeschooling as an alternative schools particularly schools who have been online. >> on a practical level, have you been a teacher and classroom where you have children who loves goal age. >> i have four children and i homeschool, the agent range seven - 14, and that sort of personal experience and i have traveled the country and i visited the other homeschooling families as well as learning centers and other school alternatives that are really suited to families looking for something different and something more compromised it for the children's education and i decided then the traditional school environment and a background it is an economics and i went to graduate scho

i am a fellow at the center for economic education, celebrating our 76th anniversary this year.t's a free market think tank. i was a freelance writer at "forbes", and as the m author of "unschooled" in the spring of 2019 there was a bit of renewed interest over the past year plus amid the school shutdowns and the upsurge in interest in home schooling. reopening plans. >> on the practical level have you been in the preschool level or the school-age? >> i am a homeschooling mom myself i have four children who have never been in school who range from 7 - 14 and high-end personal experience and reflection but i travel the country in writing the book and i visit other homeschooling families as well as learning centers and other alternatives that are really catered to families looking for something different customize for their children education outside of the traditional and school environment my undergraduate degree is in economics and i went to graduate school and education policy at harvard and that was where i became interested in education choice and freedom and alternatives to

i don't know an educator -- i've been covering education for two decades.en a teacher of any race tell a white child you are responsible for what's happened in the past. i just don't think that's happening. even all the people who have claimed that that has happened have not been able to produce a shred of evidence that that is true. i think some students who are white probably automatic walk away from some of these lessons and feel very uncomfortable, as we should. a master educator knows how to give those lessons without making students internalize these feelings of racism. >> at the end of the day, this politicizing of this, it's clearly been weaponized. you've described it, i think, pretty well, on the weaponization of this. do you think simply time will get us past this? how can we get over this hump? >> i don't know honestly. i'm quite concerned about what's happening in our country because, as you know, my project which is a work of journalism by "the new york times" is banned by name in georgia, florida, in texas. there are efforts to ban the teachi

department of education. and arizona state university. our goal was to provide a framework for rebuilding history and civics learning for all learners k-12. what exactly is in this? the first and most important thing is it offers an inquiry framework, a review of the question that all learners k-12 have a chance to encounter as they work to bring together the historical understanding of narratives about the past and civics understanding about our government, institutions, the foundations of democracy, right and responsibility. bringing them together rather than giving people a list of what they should know, proposing questions every learner should have a chance to those questions are structured in 7 themes. i want to name those themes because it is important to understand what they are to understand the focus of the question. physics participations one. what is the? why do we evaluate it? the changing landscape. how is it the geography of this country is changing our borders and boundaries, how have we come t

tell us a little bit about yourself. >> thank you, i'm a scholar the ndfoundation for economics education and celebrating our 26thti anniversary the oldest free market think tank, scholar at the institute of and a frequent writer for as you mentioned the author "unschooled" in 2019, in spring of 2019, after c we had quite a bit of over the past year, the shutdowns and the ends of an interest in homeschooling it and the school shutdowns again and it reopening's. >> have you been a teacher in a classroom or children that who are school aged. >> i am homeschooled mom myself, ages seven - 14 and i end but a personal experience but i traveled the country in writing about the visited of other homeschool families and why i became at the learning centers and other school alternatives. something more different and customized and i saw the traditional school environment and my background had a date with an economics that went to graduate school and then went to harvard and that's when i got interested in alternative schools and education entrepreneurship in their coming up with new learning models

women are striving to achieve more and more higher education. they are seeing that pay off and commensurate pay and the same thing for black women in particular who are getting a lot of ph.d.s. there's this inequities across society and what the diploma means for people. >> i think this is important, when lyndon johnson this program gotst started in 1965 congress d president johnson who said they wanted poor and modest income people to have their education cover by grants. .. part of the program but again what ended up happening is to cover students education with grants congress but it was too expensive so loans became the easy option. it was like we have this goal when the rubber hits the road and they look how much it would cost. that happened more and more. and so every year or every e time they reauthorize the higher education act which are intended to be scholarship money that does not have to be repaid. so congress never really increased the pell grant at the time. they did but they did not increase near, schools were increasing the price

we were talking about education about democracy or education for a republic? our country splits really according to which word people hold up to describe the very political system that we have. those who advocate democracy tend to use the word to focus on the participation of the people, egalitarian features of our political structure. those who use the word republic tend to focus on order and structure and rule of law and concepts like that. as we debated this, what we did was brought to the surface the positive aspects of both of those opinions, and put them together in the phrase constitutional democracy. so throughout the writing of the road map, you'll see our emphasis is on constitutional democracy, understanding how that structure and order and rule of law come together with a structure that does mean by and for the people, pulls all of the people in to participation. so that was a compromise that we worked out right from the very get-go, it took us a few weeks in the early days to do that specific piece of work. and then, you can hear in the design cha

as educators or people, we expect the education system is a level playing field or common ground. and meritocracy will rule because students have access, outcomes will be pharaoh. that is not true. host: we have plenty of colors on this. let me ask a basic question. in the news recently, i want you both to answer this, is america a racist country? dr. wilson? guest: america is based in racist ideals. in the ways that this country was founded on unseeded land, european colonizers came. there were millions of people here already. those people were relegated to the term savages. thinking about human beings who are then termed to be subhuman, based not in the language of race, it came soon after as a justification for inequity and genocide and barbarism. i would say america is a racist country in its founding and ideal. i think that recognizing that's how this country began can help us meet -- move beyond it. if we refuse to recognize that or if we want to whitewash history in a way that makes some people more comfortable, we won't be able to get very far. guest: america has a history

board of education office.tendent to relocate the student advisory council under the board of education office and 2, requesting that the student delegates have unput in hiring it any staff member who are assigned to support the student advisory council panel. this was moved and seconded on october 26th. it's now before the board for action. can i call on student delegates commissioner to alexander to share comments. >> as twos says, this resolution mostly to move the student advisory council under the board of education office and give members say in the hiring of any staff that are assigned to support the student advisory council. we hope to continuing being a body under the board of education office. >> i like promoting student voice through this resolution and bridging the gap between students and the board is really important. we want to elevate student voice this year for a term. >> it's an honor sponsoring this on behalf of our students. they wrote it. it actually started last spring with the previous ye

to access education to the level they are capable of taking advantage of, right?i would hope you would agree, for example, and one example is a disability the state has to pay for you to go to high school all the way through the age of 21 because you are allowed those extra three years to be able to take advantage of free education. when we talk about making community college free and accessible to everyone, even students that start out behind the eight ball and perhaps need those extra years to remediate and to catch up because of their circumstances, is that really about -- you wouldn't bet on thatat kid. you're not going to take a risk but you are saying with a society provided this to our citizens because we believe that everybody gets p a chance to gan enough education to be able to work and support themselves and also to understand their own healthcare and to be able to vote and be an informed citizen. >> guest: yeah, no, i wasn't disagreeing and to think a lot about i sort of support and argue in my book. the point i'm making is i don't think a lot of peopl

gates since our ,emphasis is on education. speaking of william and mary you once said that william and mary instilled in you a calling to serve a sense of duty to community and to country. i've no doubt that william and mary strengthened that calling but i have a sense that you had other informative experiences earlier in your life including the boy scouts and elizabeth renskoff parker who served as your general counsel shared with me a story about the inspiration that you derived from from jfk and i wondered if you would share some of those early experiences that helped inform your sense of civic responsibility in civic literacy. >> sure. well, first of all it's a , pleasure to be here with you susan i'm really looking forward to this. i would say three things about my background that contributed. one was certainly my experience growing up in kansas and and being in the boy scouts and the scouts then and now one of the requirements for to become an eagle is to earn merit badges and citizenship in the home citizenship in the ,

as an example of the first, were we talking about education for democracy or education for a republic? our country split, really, to hold up, to describe what we have. those that educate democracy and use the words to focus on participation of the people, egalitarian speakers of our political structure and those who use the word republic tend to use the word -- and concepts like that. and we debated it and got to the aspects of both of those opinions and put together in a very constitutional democracy. so throughout the writing of the roadmap -- understanding how that structure in order and rule of law -- obstructor that means -- participation. so that was the compromise that we worked out and -- early days and. and then you can hear in the design challenges where we've got into the country as a whole. okay, the idea of experimentation. the idea of -- narrate history -- honest without falling into cynicism and -- also accomplishments without flying off into adulation. those are the guardrails. we need to experiment in order to get to a space and permit clear reflection and be proud of

board of education office. one, requesting the superintendent to relocate the student advisory council under the board of education office and 2, requesting that the student delegates have unput in hiring it any staff member who are assigned to support the student advisory council panel. this was moved and seconded on october 26th. it's now before the board for action. can i call on student delegates commissioner to alexander to share comments. >> as twos says, this resolution mostly to move the student advisory council under the board of education office and give members say in the hiring of any staff that are assigned to support the student advisory council. we hope to continuing being a body under the board of education office. >> i like promoting student voice through this resolution and bridging the gap between students and the board is really important. we want to elevate student voice this year for a term. >> it's an honor sponsoring this on behalf of our students. they wrote it. it actually started last

sometimes we have to be educated.ometimes you raise these issues so that people -- you have no skews not to deal with them. i think there is an opportunity here. congressman cole talked about his lack of awareness. i was elected in 1996. until recent years i don't think i appreciated the extent of the problem. shame on me for not being more aware. when i went to college, i was fortunate. i just never worried about whether i would be able to have enough to eat. people are becoming more and more aware. they can't diminish this and say this is a big problem. they say don't go to school. let me just go back to the private sector. >> i would love to attempt that. i want to underline something you said that was really important. you do have an educational job to do. i don't think this is an accident that members of congress don't know about hunger. many in congress still consider colors to be a primarily residential experience where people live in dorms and spent times with friends in the evening and don't spend that much t

education will get there. thank you. >> thank you very much and on the point of welders we should go to our labor assistant secretary. as with the department of education we welcome as a new member to the council the department of labor, talked many times about the work that you all are doing there. can you talk specifically about the opportunities we have in terms of collaboration with the private sector, labor unions and others around the training, the apprenticeships for the important work of welders, electricians and others? >> thank you for your leadership in space and for good jobs. secretary walls and secretary sue brought a chance to bring the deal into the conversation on the west coast today, and engaging with stakeholders and supply chain dynamics. the department of labor, everything we do starts with you and president biden, equity and job quality are at the center, goals to connect workers to high-quality jobs that are acceptable to people who are marginalized. we know the to labor, and the workfo

i'm not a professional educators. in social studies or science we send our children to school because we want them to be taught by people who have expertise in the subject area. that is not my job when the governor or the candidate said he didn't think parents should be deciding what's being taught in school, he was panned for that, but that's just the fact this is why we send our children to school and don't home school because these are the professional educators who have the expertise to teach social study, to teach history, to teach science, to teach literature i think we should leave that to the educators. yes, we should have some say but school is not about simply confirming our world view. schools should teach us to question they should teach us how to think, not what to think -- >> at what age is there -- >> wouldn't want my child to go to a school -- teaching what >> teaching, when it comes to teaching our past -- i think this is coming basically through a racial lens. parents are saying, hey, don't make my k

and in fact are ideas for female education, she wrote a plan for female education which you presented to the new york state legislature in it and trent 1819, the plan. and that is what galvanized that and eventually led the school she founded in troy, but she had to do the final ever in fact in columbia, they found a seminary called a similar entered seminary school and her model and all of us like she was active in trying to get one published in greece as well. so she was internationally famous as well. and they went there to read all of her papers and all of her letters and the stuff the major great archive of her papers there. and when you walk into the library at the school, this is just single copy of all of the different editions of the books he wrote them all by emma willard entered willard in this cabinet it's a one insert argument for female education and i want to credibly the argument real quick and then show how it relates to that era. the argument was basically a female education would not only make the nation great it would make it last and willard called on countrymen t

these interviewed by education reporter on the cabinets. afterwards is a weekly interview program with relevant guest hosts entering top nonfiction authors about their latestwork . >> i'm excited for this conversation. this is awesome. >> so you've written this book but that trap. it's a really impressive comprehensive book and you mentioned that you did eight years of research on it and i just want to know what stopped you in. >> it's almost almost 9 years in 2012. i was just in economics reporter at the time. and i as part of a story i was doing on deadlines at the cfpb, this consumer agency put its report on the protection agency. this report saying students that exceeded one point so i wrote a standard story that said that thand i got a ton of attention. a lot of readers hooked on it. and started to email me. and just from there i just wanted to write more and more about it . about why student debt was rising, e what was driving that and the more i wrote about it's kind of like a snowball effect i would have more and more people write t

news world report system reported some higher education? >> the system was intended to be in information to allow students and parents to make decisions about which schools they want to go to. in the ratio of the students to professors because it gets to a higher ranking in the universities and world report is the more exclusive colleges and the more students they reject the higher the rejection rate can be used to boost the rankings in the world report and some of the other systems. what does that mean is they encourage students to over apply to the universities so harvard and princeton and yale where the students that are not going to go to harvard and apply because that adds another rejection that makes them more exclusive and unethical wasting people's time and money and leading them on to something they will not be offered by the university but it's increasing the ranking systems. >> what was your college experience, and would you do it different today? >> i went through the regiment and then the graduate school at a large public unive

what's the approach to improving college education? >> if you go back to the proposal that adam smith made in 1776 there used to be a greater connection between the players and the buyers like the administration the faculty. the payment b mechanism is presented to them and you usher in a financial incentive of both parties to improve the educational system. right now what we have is higher edys is financed through provids whether that's the government or student loans or her parents paying for a student to go to college. there's not a collection between the student and the university itself. what that does it. bad incentives for these different stakeholders in the houniversity system and there's not any feedback mechanism to say whether faculty are delivered and what they promised and whether the school is delivering what the student actually wants. those incentives entered into the equation and they can adjust to what it's providing. >> the u.s. news and world group group -- in your view has the "u.s. news and world report" college ra

sometimes we have to be educated. sometimes you raise these issues so that people -- you have no skews not to deal with them. i think there is an opportunity here. congressman cole talked about his lack of awareness. i was elected in 1996. until recent years i don't think i appreciated the extent of the problem. shame on me for not being more aware. when i went to college, i was fortunate. i just never worried about whether i would be able to have enough to eat. people are becoming more and more aware. they can't diminish this and say this is a big problem. they say don't go to school. let me just go back to the private sector. >> i would love to attempt that. i want to underline something you said that was really important. you do have an educational job to do. i don't think this is an accident that members of congress don't know about hunger. many in congress still consider colors to be a primarily residential experience where people live in dorms and spent times with friends in the evening and don't spend that much

how do we improve that aspect of educ education?e have to have -- we should definitely have more black and latino educators because that is what our country looks like, but i don't think you have to be black or latino in order to teach a more accurate history. the problem is that our teacher preparation programs are not equipping educators with the knowledge that they need to teach this history better. when you lookat the survey by teaching tolerance, they found that about half or slightly more than half of american educators say they don't feel equipped to teach about slavery and they really struggle to teach about slavery. it's kind of ironic that we're seeing these bills being passed, these anti-history laws that make it more difficult to teach about slavery and racism and our country's long history of racism when, in fact, we have educators who are struggling the opposite way. they're holding mock slave auctions in their classrooms they're having students do assignments where they have to list the pros and cons of slavery becaus

this is a perfect segue to go to the education secretary. in addition to the great potential that we have as an administrator nelson mentioned to induce the sparkle in the eyes of our children and at the level that we believe of them and what they believe is possible, can you talk a bit about the challenges within our educational system for all children to be able to have that opportunity to open their eyes and minds to the possibility of space, and in particular i have in mind the challenges that have become barriers to all children having access to a stem education that includes the work that we need to do to provide resources to teachers and that we need to do to address the fact that many schools in the country be it rural or the countries don't have technology, they don't have a lab, they might not have just the practical resources necessary to expose a child to the wonders of science, technology, engineering and math. .. one of the biggest challenges we are seeing in students far too often, young women and girls don't see themselves in