snor and mr. hess. >> i you just got word i was able to move my meeting back as i have longer to get back to new york. >> then i'll get to you later. okay. mr. hess. >> yeah. remarkable powers. move meetings from anywhere. thank you. i would like to say a couple words about senator paul's question. and then really just a couple other points i would like to share with the committee. one, is i think senator paul's precisely right. one of the design flaws in no child left behind was that one of its great strengths plaz henderson indicated it took a national x-ray of where students were. it told us how students were performing in a give point in time. the problem with that and the way it was used is an x-ray doesn't tell you the cause. knowing that students of this demographic profile and this community are at this level of achievement in reading or math or science does not tell us whether that is due to the schools' performance, whether it is due to their home environment or whether it is due to their pri

snor and mr. hess. >> i you just got word i was able to move my meeting back as i have longer to get back to new york. >> then i'll get to you later. okay. mr. hess. >> yeah. remarkable powers. move meetings from anywhere. thank you. i would like to say a couple words about senator paul's question. and then really just a couple other points i would like to share with the committee. one, is i think senator paul's precisely right. one of the design flaws in no child left behind was that one of its great strengths plaz henderson indicated it took a national x-ray of where students were. it told us how students were performing in a give point in time. the problem with that and the way it was used is an x-ray doesn't tell you the cause. knowing that students of this demographic profile and this community are at this level of achievement in reading or math or science does not tell us whether that is due to the schools' performance, whether it is due to their home environment or whether it is due to their pri

let's just start with mr. hess. so mr. hess, and we'll go down, what are the two or three things that you like and what are the two or three things that you don't like the bill if that's a fair enough question? >> sure. i appreciate the opportunity to be here, mr. chairman. senator enzi, others. for me actually -- unlike john i don't have -- unlike mr. schnur i don't have a lot of opportunity on the ground. i try to spend my time looking at these questions with some perspective. i think if we look back at the federal efforts to improve schooling, some pretty stark lessons stand out that are rarely kind of taken into account. we often spent time talking about whether the federal government should or should not be involved in education. if we go back to the northwest ordinance, land grant, for more than two centuries we had the federal government involved in some way. for me the much more useful question here is what is the federal government equipped to do well when it comes to american education? i think the federal governm

i know both mr. hess and mr. schnur have to leave. it is 11:30. i will go to those two and come back to the three. okay, so mr. schnur and mr. hess. >> chairman harken i got word i was able to move the meeting back. i have longer time to get back to new york. >> i will get to you later [laughing] >> thank you. i'd like to just say a couple words about senator paul's question and really just a couple other points i would like to share with the committee. one i think senator paul is precisely right. one of the design flaws in no child left behind, one of its great strengths as mr. henderson indicated it essentially took a national x-ray where students were. it told us how students were performing at a given point in time. the problem with that, the way it was used an x-ray doesn't tell you the cause. knowing that students of this demographic profile in this community are at this level of achievement in reading, math or science does not tell us whether it is due to the school's performance, whether it is due to their home environment or where it is d

thank you all for being here for this very important discussion. >> mr. hess and mr. shur i'm told you might have to leave early. thank you. before we start, let me explain the format of the roundtable. i'll ask a question of one of panelists. that person will answer. if one of the panelists wants to respond, take your name tent and put it on its head like that. so, i know to call on you. if a committee member wants to ask a question or a follow-up or an intervention, i ask them to do the same. so, we usually have a lot of fol whox want to talk. i'll recognize someone and we'll continue the conversation. it won't be like a formal hearing, although it's being recorded. we'll try to keep the discussion flowing. hope the result will be a good in depth conversation regarding the bill. i just also ask that everyone to refrain from giving speeches. if they're a couple minutes long, that's okay. but long speeches. so, given that we may lose you early, i'll start with mr. schnur. can you tell us what the strengths on of the bill or how you think it could be improved? >> thank

they go in with our regular accountability and while i do have this mike i want to emphasize what mr. hess said as far as funding, that is so very important. i don't think that more funding is the answer by any means to education. the answer is to get funding channeled in the right direction. there is an awful lot of waste in education funding and there just needs to be more flexibility. and as far as the use of funds. >> very good. >> i'm going to go to senator isaacson. >> three quick points on testing, turnarounds and the urgency of passing the bill. first of all on testing senator paul, there is a point that i think in this country there are schools and system that have become too focused on tests as the one indicator. we haven't seen a good organization drive progress without a set of measurable goals that are driving progress every day. we've gone too far in the direction of one test. this bill includes some important components as i understand it to go beyond testing, but to look at things not only high school completion rates but college enrollment rates and percentage of kids goin

mr. peggy hess. that's right. it's time for "celebrity whispers." ♪ ♪ celebrity whispers >> hello."celebrity whispers." shh. hey there, what's new? oh, my gosh, i just saw a bigfoot sasquatch over there. >> really? >> yeah. see that panera bread, next to the mall? he was standing right there, waiting for a bus. right over there, on that corner. >> yeah. >> and he was just staring at me, all hairy and stinky and he said, "does panera still have those cinnamon crunch bagels?" >> oh. >> and i said, "yeah, of course. they're great." >> is that true? >> no, i just made that up. see you later. [ laughter ] "secrets." >> hey, have you been watching that show, "the walking dead" on the amc? >> no, i haven't been watching it. >> it's awesome. there's a bunch of zombies, bloody heads, corpses -- mucous and guts all over the place. >> weirdo. >> you know that was a whisper! [ light laughter ] [ shouting ] >> did you hear about the bad news? >> no, what happened? >> my fantasy football team sucks. >> oh, i'm sorry. >> you've got to check that adb before the draft. >> i know, i know. >> tebow.

. >> mr. hess and mr. shur i'm told you might have to leave early. thank you. beforee start, let me explain the format of the roundtable. i'll ask a question of one of panelists. that person will answer. if one of the panelists wants to respond, take your name tent and put it on its head like that. so, i know to call on you. if a committee member wants to ask a question or a follow-up or an intervention, i ask them to do the same. so, we usually have a lot of fol whox want to talk. i'll recognize someone and we'll continue the conversation. it won't be like a formal hearing, although it's being recorded. we'll try to keep the discussion flowing. hope the rest will be a good in depth conversation regarding the bill. i just also ask that everyone to refrain from giving speeches. if they're a couple minutes long, that's okay. but long speeches. so, given that wemay lose you early, i'll start with mr. schnur. can you tell us what the strengths on of the bill or how you think it could b improved? >> thank you so much. it's an honor to be with you. you're tackling on

hess bnalki coensaac w t out. laan, anu kn h b whakit hpensif t. e fi h, knhar hns fi 10tpers cos out,t don' mter. hehoul0tbersoampa ning t, dohehoulmakehe mr. stamentnd heul be bacinhepang ulke camptagn, nt be mitesac laamter.p, nody's alkimis aboar. no'ski 9-9. eryby's lkinboabouthis nee to make 9. t defybitivs inouis atemeet. o geitak tefiv oveemith. ge sn: ian' bievehey areveh. a eein you de h story inn' bve thiy e ogra >> t are yin u hryhio. goodrao be i tn y arica >> sn: t predent odbe i ss hoe replica are aca etti in s t ree wantof h plao p s ho ericeps baca toretin wa wor hla p but con essmic pauba ryaois hereo lorut the buonsmauyag.o. re lobshe pl. ano. laterbs vlenc epts pl iannat vncn es ocpy wl stet prost. i cod th pre dentoc wstarro. rhet ic bcothrent t ire tett b stod th te t tomalennouer ] inki a sothith witho vetablnutrion? ♪ ♪ leou ] ki shi thvebltrn? ♪♪ [ ong stwbery bana![ g malennouer ]or smooie wh re fru ster ba !plusegginutrion leou ] oo wnew re v-fruion ooth. usgitrn uld' had v8. w -fn th d'ad8. >> sea nowalthg the>> legaons cingermacain y ha caud a straion ea ow threce day ise igaortas tngmain membhaaua ran wha nextce

reasons to hire, not hess less, and which is designed in coordination with the white house political team to fail. these are the two approaches on display in the senate today. the choice, mr. president, should be obvious. mr. reid: mr. president. the presiding officer: the majority leader. mr. reid: the highway bill has been worked on for months by senator boxer, the chairman and the ranking member, senator inhofe. and they've arrived at a conclusion. i had a are conversation yesterday with senator inhofe and they've worked out almost all the details on that bill. that bill we have to do something on that, because it expires at the end of this year. first of february i believe. mr. president, my friend the republican leader who i care a great deal about personally is absolutely wrong. the american people support our approach, 76% of the american people like it, of all political definitions support it. why? because it's so fair. we're asking the top .2% of people who make money in this country to contribute a surtax of .7% of the money they make over a million dollars. job creators? i don't think so. the funding mechanism that the republicans use this time is in violation

snor and mr. hess. >> i you just got word i was able to move my meeting back as i have longer to get back to new york. >> then i'll get to you later. okay. mr. hess. >> yeah. remarkable powers. move meetings from anywhere. thank you. i would like to say a couple words about senator paul's question. and then really just a couple other points i would like to share with the committee. one, is i think senator paul's precisely right. one of the design flaws in no child left behind was that one of its great strengths plaz henderson indicated it took a national x-ray of where students were. it told us how students were performing in a give point in time. the problem with that and the way it was used is an x-ray doesn't tell you the cause. knowing that students of this demographic profile and this community are at this level of achievement in reading or math or science does not tell us whether that is due to the schools' performance, whether it is due to their home environment or whether it is due to their pri