Are We Under, Over or Just Misspending? Public Education - Michelle Rhee at TEDxWallStreet
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0:15 - 0:17Good afternoon, my name is Michelle Rhee,
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0:17 - 0:21I am the former chancellor of the Washington DC schools
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0:21 - 0:25I'm also currently the CEO of an organization called Students First.
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0:25 - 0:29And the whole idea behind Students First is a simple one,
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0:29 - 0:30and it is that:
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0:30 - 0:34if you look over the last twenty to thirty years in this country,
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0:34 - 0:38at the decisions that we have been making about education,
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0:38 - 0:41they have largely been driven by special interest groups.
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0:41 - 0:43So you have textbook manufacturers,
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0:43 - 0:44you have teacher's unions,
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0:44 - 0:46you have testing companies.
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0:46 - 0:50You've all these organizations that have tremendous resources
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0:50 - 0:54and therefore tremendous influence on how decisions get made.
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0:54 - 0:56So, that's the way the world works.
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0:56 - 1:00The fact those organizations exist is not actually the problem.
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1:00 - 1:06The problem that we face is that there is no organized national interest group
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1:06 - 1:08with the same heft that, say, the teacher's union
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1:08 - 1:12that's advocating on behalf of children in education.
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1:12 - 1:15So, when children are left out of the equation
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1:15 - 1:18and no one is defending what is good and right for them
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1:18 - 1:20and you have all these other special interests
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1:20 - 1:25what you end up with is a landscape that is very skewed towards the adults
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1:25 - 1:27and very skewed away from children.
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1:27 - 1:30So, that's exactly what Students First aims to try to do,
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1:30 - 1:32is balance that equation out
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1:32 - 1:35and make sure that we have millions of members across the country
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1:35 - 1:39that are advocating for what children deserve.
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1:39 - 1:42So, I am often asked,
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1:42 - 1:44because I was both the superintendent of a school district
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1:44 - 1:46and now I run this organization, people always say,
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1:46 - 1:50"What's wrong with education in America today?"
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1:50 - 1:52"Why are we doing so poorly?"
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1:52 - 1:54And often times people say, you know,
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1:54 - 1:58"Give us what the biggest issue in education is."
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1:58 - 2:01And I always refuse to answer that question.
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2:01 - 2:05I refuse to answer it because actually what is wrong with our system is pretty complicated
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2:05 - 2:08and when you try to distill it down to just one thing
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2:08 - 2:11then it sort of implies that if you solve that one thing
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2:11 - 2:13you're gonna fix all of the problems,
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2:13 - 2:16when in fact that is actually not true.
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2:16 - 2:19But people don't like taking no for an answer,
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2:19 - 2:22and so usually -- It is the press, the media, they're very persistent
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2:22 - 2:25and they go to me on, it's like, "Come on, tell us what it is!
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2:25 - 2:27It's the teacher's union, isn't it?
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2:27 - 2:30Or the parents, or we don't have enough money?
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2:30 - 2:32Come on, tell us what it is."
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2:32 - 2:35And you've actually probably heard a lot of this too,
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2:35 - 2:38you go to your cocktail parties
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2:38 - 2:42you and your friends sort of bemoaned the state of public education in our country,
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2:42 - 2:44and then inevitably it sort of devolves down into
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2:44 - 2:50what we need to do is invest more in our schools.
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2:50 - 2:52The question is: is that really right?
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2:52 - 2:55So, I'm gonna show you some data,
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2:55 - 3:00the first slide, when Americans are asked how much money
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3:00 - 3:05they think we are spending on public education in America today.
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3:05 - 3:06What do they say?
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3:06 - 3:12They think that we spend about four thousand dollar a year per kid.
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3:12 - 3:16The reality is that we spend several times that,
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3:16 - 3:19actually about ten thousand dollar a year.
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3:19 - 3:21So there's a huge disconnect
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3:21 - 3:23and that is not the only disconnect
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3:23 - 3:26because when those same people are asked
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3:26 - 3:28they will very confidently tell you
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3:28 - 3:32that they believe if we spent more money on education
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3:32 - 3:35we would get better results.
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3:35 - 3:36So take a look at this:
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3:36 - 3:41the red line shows the expenditure growth on education
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3:41 - 3:43over the last few decades in this country
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3:43 - 3:48and the blue line shows our academic achievement levels,
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3:48 - 3:50of our children in both reading and math
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3:50 - 3:52and as you can see
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3:52 - 3:55we have grown several times what we are spending
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3:55 - 3:58and yet our children's academic progress
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3:58 - 4:00has remained pretty stagnant.
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4:00 - 4:04This creates an incredibly difficult dynamic
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4:04 - 4:06in these top economic times
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4:06 - 4:10where people are still trying to figure out what to cut in the budgets, etc.
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4:10 - 4:14Because if, for example, in the last few decades
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4:14 - 4:17we had tripled the expenditures
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4:17 - 4:21and the achievement levels had also tripled,
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4:21 - 4:24then you would be able to say, "Ok, if you cut our budget by ten percent
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4:24 - 4:27this is the loss that you are gonna see."
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4:27 - 4:28But we actually can't show that at all,
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4:28 - 4:30in fact, in the last couple of years
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4:30 - 4:34there've been several states that have cut their education budgets
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4:34 - 4:37and seen their academic achievement levels rise
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4:37 - 4:40so we're in this really tough quandary right now
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4:40 - 4:44about -- you know, what the relationship is
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4:44 - 4:47between expenditures and progress.
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4:47 - 4:50So why is there this disconnect?
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4:50 - 4:51What's the problem?
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4:51 - 4:52Where is all of this money going?
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4:52 - 4:56If we have grown the amount of money that we are spending so much
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4:56 - 4:59and we haven't seen the results, what's happening?
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4:59 - 5:03So I'm gonna tell you a very quick story from when I was the chancellor in Washington DC.
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5:03 - 5:07In 2007 I took over the Washington DC public schools,
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5:07 - 5:12at the time they were largely known as the most dysfunctional
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5:12 - 5:17and lowest performing school district in the entire nation.
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5:17 - 5:23Just to give a sliver of data to elucidate that for you:
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5:23 - 5:28of all of the 8th graders who were attending school in DC
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5:28 - 5:34in 2007 only 8% of them were on grade level in mathematics
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5:34 - 5:388 % -- which means that 92% of our kids
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5:38 - 5:41did not have the skills and knowledge necessary
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5:41 - 5:43to be productive members of society.
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5:43 - 5:49So, it was no surprise that the young upstart mayor
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5:49 - 5:52who had just been elected, his name was Adrian Fenty,
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5:52 - 5:55decided that as his major priority
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5:55 - 5:58he was gonna take on fixing the schools.
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5:58 - 6:02Because his theory was: you cannot have a great city
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6:02 - 6:04without a great public school system.
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6:04 - 6:07So, he decided to introduce legislation
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6:07 - 6:09that would allow him to take over
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6:09 - 6:11mayoral control of the schools.
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6:11 - 6:12And he got the legislation past
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6:12 - 6:18and in June of 2007, as his first act of having control of the schools,
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6:18 - 6:22he nominated me as the city's first school's chancellor.
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6:22 - 6:28Now, I was a 37 year old Korean girl from Toledo, Ohio,
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6:28 - 6:32who had never run a school much less a school district.
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6:32 - 6:34So people were looking at him and saying,
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6:34 - 6:36"This guy's crazy.
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6:36 - 6:40Why would he think that she is a person
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6:40 - 6:43who can fix the most dysfunctional school district in the country?"
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6:43 - 6:49And so for days the thought that was teeming through everybody's mind was,
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6:49 - 6:54What on God's green Earth is Adrian Fenty thinking?
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6:54 - 6:56And that was pretty much what I was thinking
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6:56 - 6:58as I was sitting in my office
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6:58 - 7:00the first few days of my tenure,
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7:00 - 7:03thinking, where do you start when you have to fix
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7:03 - 7:07something where every single thing is broken essentially?
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7:07 - 7:12So, I was lucky enough to have lots of people who wanted to come in and help
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7:12 - 7:14and a number of these people had actually seen
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7:14 - 7:18what had been going on in the school district for several decades
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7:18 - 7:20and they had lot of thoughts about what needed to change.
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7:20 - 7:25Over and over again in my conversations with them
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7:25 - 7:28what they said to me was, "You have to find out, Michelle,
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7:28 - 7:31where all of the money is going."
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7:31 - 7:35Because we were spending almost more money in Washington DC,
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7:35 - 7:39per child, than any other urban jurisdiction in the country
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7:39 - 7:41yet our results were absolutely abysmal.
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7:41 - 7:43So, when you went into the schools
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7:43 - 7:45you saw dilapidated school buildings,
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7:45 - 7:48you saw teachers who had to buy supplies with their own money,
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7:48 - 7:52it did not feel like one of the richest school districts in the nation.
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7:52 - 7:56So it made sense to us that we would try to figure out where the money was being spent.
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7:56 - 7:57So, I sent my team out,
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7:57 - 7:59I said, you know, go look at every spreadsheet,
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7:59 - 8:01every excel document you can,
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8:01 - 8:03tell me where we're spending the money.
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8:03 - 8:05So, a couple of weeks later my special assistant comes back to me
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8:05 - 8:07and he says: "Ok, I did exactly what you said,
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8:07 - 8:10I looked at all of the largest budget items
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8:10 - 8:12and tried to figure out where they are going."
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8:12 - 8:17He said, "I have found two very interesting things."
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8:17 - 8:23Now, in education speak, interesting is code for whack --(Laughter)
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8:23 - 8:26So, the first thing that he says is,
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8:26 - 8:30"Number one: we are spending about ninety million dollars a year
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8:30 - 8:36transporting a few thousand special education kids through the system."
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8:36 - 8:38So, I do the quick back of the envelope math,
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8:38 - 8:40'cause that sounds a little nuts
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8:40 - 8:43and it turns out that it's about 18,000 dollars
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8:43 - 8:47per year per kid on transportation.
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8:47 - 8:51So, I said, I don't know anything about running bus routes,
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8:51 - 8:54but I'm pretty sure I can do it for less than 18,000 dollars a year.
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8:54 - 8:59For 18,000 dollars a year you could buy the kid a Saturn the first year,
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8:59 - 9:04and a personal chauffeur for the Saturn every year after that.
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9:04 - 9:08So, I am confident that we can do it more effectively.
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9:08 - 9:11and the good news is that we're gonna be able to take the savings
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9:11 - 9:12and push it down into the classroom
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9:12 - 9:14where it's gonna have more of an impact on kids.
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9:14 - 9:16And he said, "Actually, not so fast."
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9:16 - 9:19See, the problem is that the district had done such a poor job
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9:19 - 9:23of transporting the special needs kids to their schools in the past
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9:23 - 9:27that now we're under a court order, a consent decree
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9:27 - 9:30and there's this court appointed special master,
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9:30 - 9:34and he has the responsibility for transporting the kids to school every day,
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9:34 - 9:38he's allowed to spend as much money as he wants,
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9:38 - 9:41and all we can do at the end of the year is pay the bill.
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9:41 - 9:44We have absolutely no ability to control cost.
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9:44 - 9:48And I said, that is the craziest thing I have ever heard!
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9:48 - 9:53And he said that's because you haven't heard titbit number two -- (Laughter)
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9:53 - 9:57He said i'm trying to figure out where are all these children going.
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9:57 - 10:01Washington DC is only a few square miles wide and long,
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10:01 - 10:04you could be doing laps around the city all day
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10:04 - 10:07and you still shouldn't be able to burn off 18,000 dollars worth of fuel,
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10:07 - 10:09so where is all the money going?
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10:09 - 10:14It turns out that we were not just doing a bad job
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10:14 - 10:16of transporting these special education kids,
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10:16 - 10:20we were doing a very bad job of educating them as well.
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10:20 - 10:22And this sort of culture became
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10:22 - 10:25that parents would sue the school district
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10:25 - 10:29because their kids weren't getting the services and resources that they needed.
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10:29 - 10:31We would inevitably lose that lawsuit,
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10:31 - 10:34because we were, in fact, doing a pretty sucky job
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10:34 - 10:38and then, the court would prescribe a remedy
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10:38 - 10:43and most often that remedy was that they would send them to a private school
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10:43 - 10:47and we would be required to pay the tuition to that private school.
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10:47 - 10:50And it was not just that, but every kid had a different remedy.
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10:50 - 10:54So, you had a situation where you might have a housing complex,
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10:54 - 10:57that had ten special needs kids living in it,
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10:57 - 11:01and each of these ten kids would all be assigned to a different school
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11:01 - 11:05in these far-flung places, in Virginia and in Maryland.
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11:05 - 11:08So you'd have ten different buses roll up in the morning
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11:08 - 11:10with ten different bus drivers
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11:10 - 11:13and ten different bus matrons who were making sure that the kids are ok on the bus,
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11:13 - 11:17all going in different directions to these far-flung places.
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11:17 - 11:20That was one of the reasons
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11:20 - 11:24that we were spending all of this money and not seeing any results.
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11:24 - 11:29Now, this is actually not just unique to Washington DC.
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11:29 - 11:31If you look at this next slide you will see
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11:31 - 11:36that since the 1970s we have had more than 26 states
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11:36 - 11:40have court mandated, sort of education finance cases,
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11:40 - 11:45that have resulted in really, really dramatic increases to funding,
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11:45 - 11:46education funding.
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11:46 - 11:48And the whole goal of that was to try
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11:48 - 11:53to equalize things and make the education achievement levels
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11:53 - 11:59of minority kids more... equal to where it was for other children.
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11:59 - 12:01Have we succeed to that?
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12:01 - 12:03No is the quick answer.
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12:03 - 12:06If you look at the minority achievement level in these 26 states,
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12:06 - 12:07it really hasn't gone anywhere,
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12:07 - 12:11in fact, a review of three states in particular
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12:11 - 12:16shows that the achievement levels of the minority kids in these three states
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12:16 - 12:21where they had these increases actually didn't even keep up with the national averages.
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12:21 - 12:24This is not just about the courts,
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12:24 - 12:26it is about lots of different special interest groups.
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12:26 - 12:29You have the state governments, you have the federal government,
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12:29 - 12:35you have school board, everybody wants to put in set-asides.
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12:35 - 12:39So, they say, we want some of this money to go to curriculum development,
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12:39 - 12:42we want some of the money to go to this community program,
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12:42 - 12:45we want some of the money to go to textbook adoptions,
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12:45 - 12:49and they mandate these set-asides and what it results in
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12:49 - 12:52is that of the 10,000 dollars that we are spending per child,
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12:52 - 12:55actually only about half of it is going into the classroom
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12:55 - 12:57where we think it's gonna have the most impact,
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12:57 - 13:00the rest of it is going to these other things.
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13:00 - 13:04So, this slide actually jives more with people's perceptions
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13:04 - 13:06of how much money is being spent,
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13:06 - 13:08because that's what they see in the classroom.
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13:08 - 13:10So, let's get to what needs to happen about it.
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13:10 - 13:12It's actually pretty simple.
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13:12 - 13:17We need to stop spending money on things that do not work
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13:17 - 13:21and start putting our money towards the things that do.
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13:21 - 13:25More specifically what that means in a school district
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13:25 - 13:27is that we should set really specific goals
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13:27 - 13:31for what we expect a classroom or a school to achieve,
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13:31 - 13:35we have to give people the freedom
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13:35 - 13:36and the autonomy to make the decisions
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13:36 - 13:40about where those dollars are gonna be best spent to get to that goal.
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13:40 - 13:45Then we have to measure whether or not they met the goal or not,
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13:45 - 13:47and then we have to have some accountabilty,
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13:47 - 13:49so, if you did meet the goal or exceeded the goal
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13:49 - 13:50then we're gonna look at what you did
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13:50 - 13:52and we're gonna share those best practices with others.
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13:52 - 13:54And if you did not meet the goal
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13:54 - 13:57then we're not gonna let you spend the money in the same way.
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13:57 - 14:00But that is not the way that we run things.
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14:00 - 14:03So, in order to change the system
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14:03 - 14:08it's not just gonna require a change with the courts and the federal government.
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14:08 - 14:11It actually also requires a cultural change.
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14:11 - 14:15And let me tell you why. As a parent, and I have two kids,
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14:15 - 14:19I had this perception of what school should look like for my two daughters.
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14:19 - 14:22So when my daughter went to kindergarten,
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14:22 - 14:25I thought, I want a grandmotherly woman
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14:25 - 14:28who has had a long teaching career,
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14:28 - 14:31who will take my daughter on her lap, and read her a book
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14:31 - 14:34and if she's only in the classroom with 15 or 16 other kids,
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14:34 - 14:36that's gonna be better for my child.
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14:36 - 14:40What I don't want is for her to be sitting in front of
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14:40 - 14:42you know, computers, in front of a computer screen
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14:42 - 14:46because that seems cold and rigid and that sort of thing, right?
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14:46 - 14:47So this is what we believe
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14:47 - 14:50we hold as our -- sort of beliefs.
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14:50 - 14:54But the reality actually is that the research shows
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14:54 - 14:57that class size largely doesn't matter.
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14:57 - 15:00If you have a smaller class size versus a larger class size,
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15:00 - 15:02it doesn't have that much impact on a student's achievement levels,
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15:02 - 15:06and the latest data that's coming out from some of these new programs
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15:06 - 15:09that utilize technology pretty heavy in the classroom
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15:09 - 15:11shows very good results for kids
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15:11 - 15:16because you can differentiate for the individual needs of every child.
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15:16 - 15:20So, at the end of the day what we have to do
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15:20 - 15:23is ensure that we are not continuing
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15:23 - 15:27to spend more money and not fix the system
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15:27 - 15:30and expect that we're gonna get a different result.
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15:30 - 15:33What we need to do is something very very different
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15:33 - 15:35we have to reinvigorate the system
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15:35 - 15:39by investing in what works and by innovating.
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15:39 - 15:44So, the bottom line is that the next time you go to a cocktail party
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15:44 - 15:47where you hear your friend Ted say
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15:47 - 15:51that we've gotta spend more money on education to fix it.
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15:51 - 15:55You should say, "Do we, Ted? Do we?"
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15:56 - 15:59Because really what we ought to be doing is
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15:59 - 16:02ensuring that we are
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16:02 - 16:06not over mandating and over prescribing
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16:06 - 16:08where the dollar should be spent.
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16:08 - 16:13That we're innovating around new strategies that can help kids learn
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16:13 - 16:17and that at the end of the day, we should funnel our resources
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16:17 - 16:20to where we know it's working for kids.
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16:20 - 16:24That is surely gonna make you the head of the party.
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16:24 - 16:25Thank you.
- Title:
- Are We Under, Over or Just Misspending? Public Education - Michelle Rhee at TEDxWallStreet
- Description:
-
Michelle Rhee, answers the question she faced when she became chancellor of the Washington DC school district - how much do we spend on our kids' education and is it really worth it? After sheding light on where the money goes, she suggests what we should do to fix our education system.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 16:38