surrounded by economic classrooms and that very report presented in this very room a year ago by heather schwartz. my question is why do you and fellow educators continue to ignore the fundamental role that economic segregation and integration would play in the performance of american schoolchildren? >> i might take a crack. >> let me start with that. the premise of your question i would challenge. is it about the kids or how adults organize themselves. it is not about the kids fundamentally. if that is true it is about how we the adult organized ourselves and decisions we make as adults. not decision the kids are making. the premise of your question troubles me somewhat. i am intrigued by the notion of trying to organize a school systems and dependent zones in a way that enhance economic integration and spoken about that frequently. i quoted many papers and concerns about practices that results in high concentration in particular buildings without adequate reports. i am concerned about that. we also know that all around the country including schools that i ran there are schools there are 100% af

they're surrounded by economic classrooms and you have that report in this remote year ago by heather schwartz in the very determined analysis. my question is why do you, sir, and your fellow educators continue to inform the fundamental role of economic segregation and potential the economic integration would play in the issue of the performing for american schoolchildren? >> i might take a crack. >> let me start with this. i would challenge just to me there's two possibilities. the reason that kids who are poor in a particular scorers are doing poorly is about the kids or is it about how the adults organize themselves. it is not about the kids fundamentally but the kids are just as capable. if that is true then it's how we our adults organize ourselves. the decisions we make as the adults, not the decisions the kids are making. the premise of your question troubles me somewhat. that said, i am intrigued by the notion of trying to organize a school system and attendance and ways of enhanced socio-economic integration spoke about that quite frequently even just today on the paper i am quoted in

you had that very report presented in this very room a year ago by heather schwartz in terms of her very definitive analysis. my question is, why do you serve in your fellow educators continue to ignore the fundamental economics segregation and potentially economic integration with played in the issue. >> the premise of your question i would challenge. to me there are two possibilities. the reason that kids who are poor particular schools are doing poorly is about the kids or about how the adults organize themselves? i would submit it is not about the kids. if that is true it is about how we, the adults, organize ourselves. decisions we make as the adults, not decisions that the kids and making. i will say that i am intrigued by the notion of trying to organize school systems and attendance zones in ways that have enhanced socio-economic integration, spoken about that frequently even though just today in the paper i quoted many papers talking about new york city and my concerns about enrollment practices. often very high concentrations in particular buildings without adequate support

and you had that very report presented in this very room a year ago by heather schwartz in terms of her very definitive analysis. my question is, why do you, sir, and your fellow educators, continue to ignore the fundamental role that economic segregation and potentially economic integration would play in the issue of the performance of american school children? >> you can take a crack, and i might take a crack. >> i've got something to say, too. >> sure. >> let me start with this -- the premise of your question i would challenge. just to me, there's two possibilities. the reason that kids who are poor who are in particular schools are doing poorly, is it about the kids or is it about how the adults organize themselvess? i would submit it is not about the kids fundamentally, that the kids are just as capable. if that is true, then it is about how we, the adults, organize ourselves. decisions we make as the adults, not decision that is the kids are making. so the premise of your question troubles me somewhat. that said, i will say that i am intrigued by the notion of trying to organize s