tv Politics and Public Policy Today CSPAN February 26, 2016 7:00pm-8:02pm EST
the proint is that governors in the own state outrank everybody in the world except the then president of the united states. they outrank the former president of the united states, the king of england, the current vice president, the united states senator. everybody. they outrank but the current president of the united states. outside of their state, they outrank almost nobody. that's -- so i stayed home a lot. and my suggestion is, i wouldn't come up here and talk to your senators and congressmen. i'd invite them to come talk to you at home. we come home every weekend. and meeting with the governor at home and ask him the question, do you trust washington to decide our tax policy more than you trust the state of tennessee? i i think you will get a better answer on that. i'm a republican but the republicans are the biggest offenders about this stuff. let's be blunt about it. governors went around the country talking about unfunded federal mandates. three voted against it. internet sales tax issue.
on this, only half the republicans voted for it. all the republicans ought to vote for it. if they really believe in federalism and so should the democrats, too. i'd focus on republicans in your home state this year and say the bill is coming up in the house. please vote for it. coming up in the senate, please vote for it and get it done. if you don't get it done this year, i think when's going to happen is what south dakota's going to do which is you're going to start suing the businesses all over the country, charging them. they'll come rushing to us saying eliminate the confusion. but this is -- this is in the next few weeks. and that's all i wanted to say about that. now, the real purpose was to thank you and ask you for your help. but you're already doing what i'm about to ask you to do so i want to emphasize how important it is. the governors association led the charge to help pass a fix no child left behind. i wanted to talk with you about state by state implementation of it. the "wall street journal" said
this law was the large e evolution of federal control to the state in a quarter of a century. i believe that's true. president obama said it was a christmas miracle when he signed it. i believe that's true, as well. i think senator murray and all that worked on it for doing it. it's not worth the paper it's printed on unless it's implemented right. washington will take back power and the point was to push power out. alex haley, my late friend, author of "roots" said, lamar, if when you speak instead of speaking let me tell you a story, somebody might actually listen to what you have to say. so let me tell you one story. in 1983 and '84 if the national education association, which is here today, had a grade lower than a "f" to a gover nor they would have given it to me because we had a year and a half battle to become the first state to pay teachers more for
teaching way they didn't approve 0 to. when i became a senator and involved in education, everybody said, well, alexander, we'll want to make everybody do teacher evaluation. i said, absolutely not. i'm not in favor of a national school board. that is a state's decision. so what happened? and the reason this law got passed is because washington disagreed with what i just said and through a combination of decisions involving the waivers that you know about, where many of you, 42 of you, came to the u.s. department of education and said the schools failing if you enforce no child left behind, we'd like a waiver. and the secretary said, yeah, we'll give you a waiver but i have a few things to do to get the waiver. one of them i'm going to tell you how to evaluate teachers. washington state, california and iowa had their waiver rejected or revoked because they didn't evaluate teachers the way washington said.
that affected senator murray's attitude i'm sure. i know it affected the national education association and the american federation of teachers and that's why they like the governors both the left and the right in this case were fed up with washington telling schools too much about what to do. that's how the bill was passed. and my whole point today is, this is unusual. it is unique for all of these organizations to be on the same page as once and i would take advantage of that while you can. now, you have already done it by forming your national coalition. and i'd like to talk about that in just for a minute. what i'd like to ask you to do now that you formed your national coalition is form a state coalition with all the same players. for the purpose of writing your new state plan which is how you get your federal money and work with the national orkss to implement the goal as congress intended. the state coalition, say the
tennessee or virginia coalition could include the people on the coalition. virginia teachers, the stit cool office and a big help to us passing this law. et cetera, et cetera. so the coalition's ready made and ready to go to work. the new state plan, governors always don't know that much about state education plans but i would recommend that you find out about this one. this new law that we just passed in my view will probably govern the federal policy on elementary and secretary of defense education for the next 10, 15, 20 years. it is too hard to change. so you'll need to create a new plan approved by the u.s. department of education to get your federal dollars. i would suggest you want it approved by july of next year so that it affect it is following school year. that's how you get about your share of the $17 billion or $18 billion. not much money relatively. it's less than half all the money the federal government
gives but the source of the mandates and rules which here are the mandate that is are gone because of this new bipartisan law. the mother may i waivers? the one you say may i do this to get a waiver, gone. the common core, any -- the federal mandate to have a common core is repealed. adequate yearly progress for a school, that's your definition now. not washington's. what to do about the progress test based accountability. that's the state's decision. how to turn around schools. seven prescribed ways by the washington bureaucracy for how you could turn around schools in utah or wisconsin or tennessee. now it's up to you. how they qualify teachers, you decide. teacher evaluation, i hope you do it. it's the holy grail. we create an environment in which you can do it using federal money but how you do it is up to you. the -- make sure that you don't
get told not do it. we literally wrote into the law prohibitions what the secretary of education could not do. cannot tell you what your standards ought to be. if you want common core, great f. you want uncommon core, great. if you want other standards, that's your business. so are tests. so are wage and accountability system. identifying low performance schools and you can lead count did list. the idea is to implement it as congress intended, monitor the u.s. department. it's got a year. this next year's when it's going to be writing all of its rules and regulations about this. engage in the regulation writing as governor bentley just mentioned. proipt in negotiating rulemaking and just say no when you don't like it. and other actions. watch for the mandates. they slip out of here in the dead of night. all over the place. tendency. somehow people get the idea if you fly up here from nashville or knoxville like i do some of
you are smarter on the way up and write the rules and go home. even republicans do this. then they go home and make a speech at the lincoln day dinner about federal mandates. some of which they have just imposed so watch for them. they're waivers. there will be a peer review process. a plan approval. so that's really all i have to say. i hope you will -- i want to thank you for what you've done. ask for your help. in 1985 and '86 the governor spent a whole year. i was the chairman of the governors then. bill clinton was the vice chairman. we spent a year on education. we called it time for results. only time in our history we had done that. in 1989, governor branstad was chairman of the nation's governors and president h.w. bush was there and the governors met i think in charlottesville, terry. created the national education goals. they were national but they were not washington. and states begin to work state by state toward those goals.
in 1996, the governors flexed their muscle and worked with president clinton and changed the welfare laws in this country and made a big difference. 20 years later, last year, the governors flexed their muscle and for the first time in 20 years you gave a full throated endorsement to a piece of federal legislation and the result was the christmas miracle, that's the most important evolution of power from washington to states in 25 years. i hope you won't stop there. i hope you'll spend the next year not just with your national coalition which i applaud you for but i hope there will be a coalition in each state dedicated to implementing the law to prove that the surest path to higher standards, better teaching, real accountability is through states, communities and classrooms and not through washington, d.c. thank you. [ applause ] >> senator, you still sound like
a governor and that's just great. you've still got that attitude. i want to ask you a question. and you mentioned telling a story. i tell a little story and then ask you a question. i've got a grandson when's one of the create sports, just a wonderful kid but he's kind of a little challenging student at ti times. the other day his mother, my daughter-in-law sent me an e-mail from my grandson's teacher and this teacher had some really kind of cool ideas about how to help my grandson. and i was impressed by those ideas but what i was impressed by i noticed on the e-mail that that teacher had sent it to the student's mother at 1:35 a.m. in the morning. this was a woman who at 1:35 in the morning figuring out how to help my grandson. and the question is, how do we keep people with that type of motivation in the teaching process? because right now we have a 7,000 teacher gap shortage in my state. 70% of the teachers losing the
profession in the first 5 years in my state. i have some ideas why that is. i wonder if you could give us ideas how you think this bill may help us skin that cat and keep some good people in the profession. >> i would suggest two things. one is, give teachers more freedom and flexibility to do what they think is best for your grandson because they're in teaching for the passion of it, almost all of them. and they really feel shackled just like any of us with somebody peering over their shoulder, particularly from a distance saying this is what you need to do about that. about that young boy. so, you have the opportunity to give teachers much more freedom and flex nblt their classrooms about, for example, testing. that's up to you. i mean, there's 17 state -- 17 test that is are still required but they're all state designed. that's between the third grade and the 12th grade. that's just -- not many tests.
two hour tests. you design the test. you decide what they should count for. and you decide what other test and assessments there ought to be. we think fewer and better tests as a result of this law because teachers have more flex bltd. second, i hope we don't give up on trying to find fair ways to pay teachers more when they teach well. they have a difficult time with it sometimes but we have to do that. only way to do it i think is state by state, community by community. that gets the salary up higher for the best teachers and there got to be fair ways to do that. >> got it. governor bentley. >> first let me say i should say governor alexander but it's now senator alexander. this is -- this piece of legislation is really fantastic for the states an i want to thank you for all the hard work that you have done in supporting this. and, you know, i don't know how many governors in here are
president of their state school board. in alabama i am. and, you know, maybe it's unique to alabama. i don't know. but i look forward working with my state school board in implementing this as well as working with the nga, of course, but i just want to thank you for all of your hard work. i'd like to ask a question about an issue that i don't know if this is something that we'll bring up later in all of the discussions as far as the state school board but something i mentioned early in my talk and that deals with pre-k education. is there anything specific in that -- in this legislation that would help that particular issue? because i truly believe it's the most important part of an education is a quality pre-k. >> thank you, governor. the answer is, yes. let me comment on your state board thing for just a minute.
when i was governor bill bennet was the education secretary and i was complaining about federal rules. he said i'll make you a bet. i bet there's more state rules in the way of classroom teachers than there are federal rules. and we got to looking and he was close to right. so, and we also found that a lot of states and a lot of school districts thought they couldn't do things when, in fact, they could. so i think a part of this state coalition work for the next year is to let teachers and superintendents know that, you know, you're free to innovate. i mean, you can do stuff. for example, moving to your second point, you can use title i money for pre-k education. i think i have a little cheat here just to say that. but you can -- title i supporting early low income child students. title ii for teachers. title iii is early english learners. title vi indian students and a
variety of others. we have a new provision sponsored by senator murray that creates some more places for early childhood education but to me more importantly it allows states to get grants to coordinate the large amount of federal dollar that is are already coming your way. there's about 23 billion federal dollars, only 7 or 8 of which is head start that come forward children who are below 6 years of age and testimony before our superintendent from louisiana, there are all these federal silos and can't mix up child care money with head start, et cetera. so there's flexibility to use federal dollars and there's new money to coordinate the large number of federal dollars already coming. >> thank you. the floor's open for questions. governors? governor branstad. >> first of all, i -- i think i'm the only governor that was
here when lamar alexander was chair of the -- >> that's true almost every time they bring a subject up, terry. [ laughter ] >> but i just want to thank you for your passion for education. i saw that when i was a young governor and you were chair of the national governors as you pointed out. you had that time for results and put that focus on education. and the national governors have come back to focusing on education again and again. we recognize one of our most important responsibilities. we appreciate the freedom and flexibility we are going to get out of this act and your great work in helping make that possible. i also want to say, you know, we continue to look at ways that we can reward good teachers that do -- that take on more responsibility and do more to improve student achievement and we have a program of teacher leadership and conversation in iowa which we're fazing in and we're hopeful to make a
difference in improving student achievement. but i also want to say you hosted a governors conference in 1984 in nashville. and governor haslam did it in 2014. and i've got to say those are two of the best governors conferences i ever attended. tennessee continues to make great progress and thank you for your leadership on just giving us more flexibility and freedom to do the things we need to do to improve education in our states. so, whatever we can do, and i appreciate your suggestions that we put together a state coalition to develop a new state plan that gives us a possibility to get the federal moneys we got. we can get. as you pointed out. we are one of the states got rejected because we didn't have
a plan that met the u.s. department of education's mandates. so, i just want to say that we love your passion and commitment to this very important subject. >> thanks, terry. and, of course, what terry did in 1989 with the governors and the first president bush really set in motion many of the thing that is have happened here. i see john engler in the back room and one of the governor that is worked on those things. i was always had my mother thought the best schools in the country and i was more local control. >> we have state standards but we were one of the last and frankly we made a mistake. other states surpassed us. that's why massachusetts number one student achievement. we used to be. but we were late to get state standards so i mean, we understand the importance of local control and needs to be a partnership between state standards and also local
control. so, i got to say we haven't done everything right but we ore trying to catch up. >> governor? >> thank you. senator, thank you, again, for your leadership on this and for presenting to us today. let me tell you a story. my middle daughter's a high achiever and likes being tested. she likes tested because she always knew she would do well and that make her feel good. not everyone likes being tested and the assessment, the degree of assessment is i think a balancing act. and i'm wondering what the law requires in terms of assessing students for progress or for attainment of academic achievement and what you think in your personal opinion is a good approach for assessing student achievement. >> correct me if i say this wrong. what the law requires, we did
not change what no child left behind did in 2001. which is to say, you have a 17 test in math, english, some in science, administered between the third grade and the 12th grade. they take about two hours each. every child has to do that. those tests have to be disaggregated by race, ethnicity, et cetera, and reported to the public so people know what's happening. that's the no child left behind part. i wanted to get rid of that. what i found out it wasn't the federal test. it was the state test. florida, for example, showed us one district, ft. myers, i think, 170 tests instead of 17. and all but 17 of them were state and local tests. so when the spotlight was put on that, they got rid of a lot of them. part of the reason they had them is these 17 tests then what you
did about the results of the tests there was a bunch of strict federal rules about the consequences for teachers and schools, et cetera. everybody put all the marbles on these 17 tests. we got rid of that. what we said is keep the tests. disaggregate them, report them. but south dakota should decide what the value of the tests are. and south dakota should decide what other tests there ought to be. you give some tests to assess a child's progress. you give some tests for diagnostic purposes. teachers know all this. so i think you need tests. you need to report them. but the way that terry and the governors started out 25 years ago was the way to do it. you work together, state by state, to create the common tests and then you decide which fits your state and if you want to pick this one, fine. or you pick that one, that's
fine. it's hard to develop your own accountability system. i think the reason we got into so much trouble with federal education policy was washington started telling everybody too much about what to do and it interrupted what the governors were already doing. common core never would have been as big of an issue if people didn't think that president obama was making them do it. in when the fact the governors working together and doing it in many cases. now nobody's making them do it from here and if you want it you can have it. if you don't, you don't have it. same with the testing system. i think that relieves a lot of the political tension and give you a chance to do it. i believe in test. give the 17. report them. i think after that it's up to you. >> questions? floor's open. governor herbert. >> well, thank you, senator alexander. we do appreciate the fact that you have gubernatorial
experience and working in the senate. that wisdom you gain being a governor is on display as you know as a senator so thank you. i'm puzzled a little bit. i applaud the effort of the essa. i think it's a major step in the right direction and as the "wall street journal" has, in fact, the greatest def lugs of power back to the states in a quarter centu century. why do you suppose there are some out there that say it's not enough for it's not better? i do note and again i've got some of my own state who did not vote for the essa. none of my house members voted for it. only one of my senators voted for it. even though i know it passed 259-64 in the house and i think 85-12 in the senate. have you got any explanation for
what seems to be a vote against common sense? [ laughter ] >> that's a pretty good explanation right there i think. i think that the -- as with any compromise, there were on two sides. there still were a few people who felt -- don't trust the states. and they didn't like this much flexibility. i disagree with that. on the other end, there were people who said it doesn't go far enough. i would go further, too. i mean, for example, i introduced an amendment called scholarship for kids act which would allow each of you in your states to take all the federal -- not all the federal dollars but all but impact 8 and a few others, take the dollars coming to your state, come to utah and turn them into
scholarships to follow all of your low-income children to the school that you decided they should go to. now it might be a public school or if you're a state where you have private school of choice you could do that. in other words, if federal dollars are supposed to be for low-income students, why not let them follow them to the student the state assigns them? i think that's a terrific proposal but i only got 43 votes and it takes 60. so the question for me was, do i say, okay, you know, i didn't go as far as i would like to go and we forget it or do we take as ronald reagan used to say, take 80% of what you want and live to fight another day for the other 20%? be like standing in salt lake city, hitchhiking to new york city and standing there seven years and somebody offers you a ride to philadelphia. you say i think i'll take that. not far from philadelphia to new york or say i'll stand here another seven years and see if i can get a ride the new york city
they would be still standing in salt lake city for seven years waiting for a ride. that's all i can -- it's the -- it's the -- i mean, i believe in the end you have to get a result. and we got a good result. fortunately, we got most of what we wanted but not all of what we wanted. >> let me just add to that. i have very commonsensical senators and congressmen in utah and this is an odd thing to understand but i do know that there are groups throughout and again they tend to be on the republican side, maybe libertarian element, that seems to be just so opposed to this, the strident voices are intimidating some of the political arena. and i think that as republicans, in particular, and those in congress and senate have got to stand up and make sure that there's political cover for everybody. i think -- i know the regional differences and that take place but we have some organizations
out there that are trying to pick off some of the republicans for moving and only getting half a loaf as opposed to getting the whole loaf and i think that ends up being a little dysfunctional for us getting things done in washington. >> i think it's important for you to speak -- i'd glad you said that because, i mean, a lot of people spreading information that's inaccurate. for example, in every republican primary common core is an issue. it even was in my general election. okay. we repealed anything that could be called the common core mandate. period. that's in the law. we not only repealed it, we wrote in there that the secretary and specific words cannot require common core. that's in the law more than once. you can't be in the law anymore than that. so i guess all i can suggest that you do is spend this next year working with, you know, the department implementing the law and let people know that they're not telling the truth if they tell you that there's anything in this law that does anything other than what i just said. >> thank you, senator.
>> governor wolf. >> senator, first of all, i'd like to say going from salt lake city to philadelphia, there is nothing wrong with that. [ laughter ] that's a great place to stop. is there anything that -- i mean, you mentioned the state coalition, forming the state coalition. from a political point of view, is there anything the federal government is going to do to help push this, promote this at the state level to get the public support that the governor i think was talking about, lack of it maybe. is there something to do more than this than you can do to help us? >> i don't think you really want the federal government helping you do that because if they do they'll try to tell you how to do it. to be blunt. i don't know why governors can't work together to say, okay, we have this law. we can read. this is what was written. we know there are regulations and guidances in the next year. we will have a plan. we respect the u.s. department of education and the better agency for that is governors
working together, chief state school aufrtss working together, teachers working together. i should say i urged the president when he signed the bill to appoint an education secretary and i promised him if he did that, somebody whose views were different than mine, i that i would work hard to make sure that he's confirmed or her. the president did that. john king has been nominated. he will be -- have his hearing thursday and may be confirmed by the end of the month. dy that because i thought for a law this important we needed someone in that position confirmed and accountable to the senate so i don't mean to be flip with you. i just think it's john king will have his hands full and i think having stakeholders meet with him is a great idea. and keep up with him but i would recommend that the governors and the other organizations take the lead in that. >> governor bevin. >> there was mention made a
moment ago while it wasn't required by the president that common core be adopted by all the states that it was, as you recall, the real incentive was the race to the top money and money has an amazing way of encouraging people to think in a certain way. is there anything at all that's remotely equivalent in this piece of legislation that is a financial incentive for or against certain behaviors on the part of states? >> well, not on the specific areas that i listed like standards, for example. the race to the top money did encourage states to adopt common core. of course, many states had already adopted it before race to the top came. tennessee was one of them. many states. yeah. they had. [ inaudible ] huh? >> kentucky was the first and the standards hadn't been written yet. >> that was wrong. when did you adopt common core? >> i'm trying to remember.
i'm thinking eight -- >> we were the first, sir. i'm not proud of that fact but we were. >> how many states adopted common core? before race to the top. >> we are going to propose -- [ inaudible ] >> bourbon versus some whiskey on that. >> all right. >> it's sunday. we don't drink in tennessee on sunday. but we don't -- [ laughter ] out front we don't anyway. the bigger -- but on the major -- you're making an important point o..en the major thing, the -- i think the more incentive was the waiver which 42 states had to get required that you have either common core or something like it. and 42 states had to get a waiver so that kind of solidified it in there. you know? it's technically true the u.s.
department can say we didn't really mandate it but in effect it was a national school board through race to the top and waiver that did so we thought the cure for that was to get rid of the conditional waivers. you couldn't use the waiver and then to specifically write into the law that the secretary may not tell kentucky what its standards can be. may not tell kentucky what its tests should be. may not -- i made that list up there of things. that's really unusual for the -- usually you just say, well, the secretary won't do it unless it's authorized. we said they doing it anyway and we did our best to do that. if they were to try to do it again then you should go to court. and i'll -- you may be right. we'll find out which is right. but the end result was the same. my general feeling was states were moving right along dealing with standards and tests and when washington got more involved with it, that created a
backlash, both to the standards and to teacher evaluation and actually made higher standards and better teacher evaluation systems more difficult. >> governor sandoval. >> senator, thank you for being here. in my -- >> i'm listening. >> over here. >> yes excuse me. >> no problem at all. thank you for being here. i guess my question is with this new law, will you be able to compare and contrast and measure high school graduation rates and proficiencies in reading and math from state to state? >> the best -- the best way to do that is through the nape test. those are -- required? >> every two years. >> required every two years. so yes is the answer to that. of course, within our state you will have multiple ways to
measure -- measure schools against schools and students against students. >> senator, governor bentley and i -- the dj, we formed this unprecedented alliance of groups for an implementation group as you said, we have to focus on i ple menation and the vision for this is a unifying factor which would help both the stake holder groups and the administration. i just wonder, do you have any thoughts on how we can make this fly and, you know, when the administration really's got an issue to get this implementation group to work together on this. any suggestions on how we can make it most useful? >> i think senator baker who bill and i love very much and one of his rules was consult, consult, consult. i actually found president obama good to work with on our effort last year on this law.
we were actually taking away power that existed in his administration and he was very straightforward about it. so i would start out with secretary king, you know. you have a bipartisan group that represents almost every education organization and i would assume he's going to do the right thing and by consulting a lot it's a lot more likely the department will. but i mean, i operate from the presumption that until proven wrong that people will try to do the right thing and get a result and often that is the case. >> floor's open. let me ask one more question about the marketplace fairness act. some people in the audience may not be familiar with that. one of the things you said i think it's important for people to understand that this bill that will help us finance education really only just collects taxes that are owing. it doesn't really increase taxes.
it just makes sure people actually honor their obligation so there's a collection mechanism. you want to tell us about that? >> say that again. >> well, in our state at least, people who purchase on the internet owe a use tax. it's just that some honor the obligation but most do not. and so the marketplace fairness act simply provides a mechanism to make sure everybody honors their obligation and at the same time finance education and it's a rhetorical question but i think it's important for people to understand. >> well, it is important. and different constituencies like different parts of the bill. i think to be blunt democrats like the money better and republicans like the states rights better but they're both there. if i'm governor of tennessee, i'm going to say, at first get my blood boiling and washington tells me i can't tell me what my
tax structure is and builds in a tax incentive we don't want. you don't have one and maybe you don't -- >> nope. >> doesn't have an income tax. and if you're not allowed to collect all your sales taxes. >> right. >> that's taking away from you. >> right. >> a state decision that affects that. in addition to that, if governor haslam or governor of washington wants to put in a plan for paying teachers more, that's a way to do it and not raise taxes or virginia wants to build roads without the gas tax it can do it. or ohio to reduce the tax rate as it did, it can reduce taxes so it leaves to the state the choice of making the case for lower taxes or fairness or -- and the point you made earlier i think's very important. we're wiping out the main street stores in america. you go to every small town in every community.
their globalization and the big, you know, internet is wiping them out. and this gives them an additional blow right across the face so it's a matter of fairness in that case. >> well, if the red states like the states rights and the blue states like the financing, we'll just get the red states to send the money to the blue states an and solve that problem. it's a grand compromise. other questions? >> i would say the gover nor of kentucky that they were first. in adopting common core. just a few months ahead of tennessee. a bunch of state that is announced the intention before that to do it but you were first. >> this is why senator alexander's so successful at bipartisanship. >> this is an example of when being first isn't necessarily a good thing. >> should we go to mcauliffe? >> yeah. >> okay. with that we're going to have great speaker and, senator, thank you so much. a round of applause for senator
alexander's leadership? we want to invite senator mcauliffe to do an introduction of another great speaker. >> thank you. let me also say, senator alexander, thank you on behalf of all of us to give us the flexibility to do what's right for our students. my secretary of education is here involved in the process of putting this together. when i got elected governor and appointed ann, first year she would go over virginia saying i was her third favorite education governor. we then in year in the budget put a billion dollars of education in, largest of virginia history and says i'm her favorite education governor and important because her father was governor and her husband was governor and quite a feat to say that in virginia so i want to thank you and i'm here to do an introduction. next speaker, one of the best presidents of any university and one of the greatest universities in america, the university of
virginia. which is as we all know founded by the second of the governor of the commonwealth of virginia, thomas jefferson. terry sullivasullivan, the auth the new book and co-chaired with a former of governor. and i want to welcome president sullivan from the university of virginia. >> well, thank you, governor, mcauliffe, for the kind education and i want to thank governor inslee and governor for this opportunity. i hop you'll find interesting to learn about the conclusions of our group. as the governor said i had the privilege of co-chairing a special committee of the national academies of sciences, engineering and medicine and we
focused on thousand strengthen the relationship between universities and industry collaborating to better prepare our s.t.e.m. work force. as you heard, my co-chair but dick celeste and dick sends you all his apologies. he couldn't be with you today. but he has his priorities straight and today's his wife's birthday. but he sends his regards to each of you and asks you connect with him directly if you would like to talk with him about the report. we had a strong group of educators, business leaders and other prominent leaders on this committee. the names are listed in the
regional workshops across the nation. phoenix, arizona. cleveland, ohio. montgomery, alabama. los angeles, california. and fargo, north dakota. we convened leaders and employers from the business community, administrators, faculty and students of two-year and four-year colleges and universities, regional economic development experts, chambers of commerce, state and county policymakers, government officials and fill an tlopic foundations. we use them as a basis for collecting and analyzing evidence of promising practices. so we have three main messages from the report. first, we have a lot of students graduating from two-year and four-year schools with s.t.e.m. degrees but many lack the right
combination of technical and employability skills needed the thrive in the workplace. second, employers need s.t.e.m. graduates to work as research and developmental scientists and engineers. s.t.e.m. narrow skills. but there's also a growing need for people to apply s.t.e.m. knowledge and not necessarily a bachelor's degree or the s.t.e.m. broad skills. the's also a growing need for all students to have skills outside a core s.t.e.m. discipline including sometimes called a soft skills. problem solving, critical thinking, team work and communication which are often developed best in humanities and arts courses. and third, a truly robust and effective s.t.e.m. work force development ecosystem requires proactive steps on behalf of alliances to benefit students.
i've got a highlight just three of the dozens of recommendation that is we directed particularly at universities and then i'll ask susan to highlight a few recommendations from the perspective of industry. first, college and university presidents should designate a top level administrator or faculty member to the point of contact for industry and business. second, provost and deans should encourage creation of s.t.e.m. advisory boards to help them as they think about curricula, laboratories, internships and other ways to connect their students to s.t.e.m. jobs. and third, governors are great con seeners. and they should work with colleges an universities, employers and third party intermediaries to create the alliances that i mentioned. so in summary, the most effective way to give students the skills they need to succeed in the s.t.e.m. work force encouraging the collaboration of
colleges and universities with local business, industry and nonprofit employers. and with that i'm going to ask susan to say a few words from the perspective of industry. susan? >> thank you very much. good afternoon. i'm susan lavrakas, a consult t consultant. the premier trade association and collective voice of the aerospace and defense industry in the united states. current and future s.t.e.m. work force shortages and skills gaps are obviously of major concern for our member companies. i want to thank governor mcauliffe, my governor. i'm a proud resident of the state of virginia as well as governor inslee and governor bentley for the opportunity to be here today and i want to thank terry sullivan and dick celeste for their outstanding leadership of our project. it was a privilege to serve on their committee. as terry said, i'm just going to highlight the major recommendation we have for the business and industry leaders in this country and it is simply
this. that employers need to be active part nerls with colleges and universities to ensure that higher education not only provides opportunities with academic knowledge but with the experiences that they need to graduate and enter their careers with work force ready skills and competen competencies. the bottom line is the employer sector must be in the game. this is both a business imperative to ensure we have the work force we need and the right thing to do. we share responsibility in developing the 21st century work force and we need to take it seriously. and to provide sustained ongoing support to education and training in many ways. i can go into several of the recommendations we have for specific steps that business and industry leaders need to take on their own and in partnership with both the academic community and the government, but i'm going to stop here and turn it over to sue cui and again i'll be happy to take questions if
you like. >> thank you, susan. it's an honor to be with you. i'm sue cui, a program officer at the helmsly charitable foundation based in new york and our trust education program is focused on advocating and supporting higher standards for all students in the k-12 system and in the higher ed space we are working with colleges and universities around the country to improve how they deliver s.t.e.m. instruction. we are proud of the report that's been produced here and want to thank the xhut tie members for their hard work and dedication. and being able to still the recommendations into a neat, little package. we have put the report in the hands of the partners and grantees because we believe that this recommendation, this set of recommendations will help colleges an universities improve how they deliver their course materials to the students. we know that many students come to college interested in
s.t.e.m. but too few finish an s.t.e.m. credentials and oftentimes we are missing the diverse students that we want to continue into their s.t.e.m. careers in the end so with that, thank you. >> now we'd be happy to answer questions or engage in discussion with you about some of the issues we have brought up. >> so i have a question. the longer i'm in this, the more i come to believe that if we're really going to maximize s.t.e.m. it's got to be pre-college. we have to get the eight grade young women to stay in the math curriculum to be engaged of being a computer scientist and to get that, you know, tenth grade young man who may want to be a machinist or woman to have an experience. so we're focusing on that in our state. we have a whole new program called core to get people to have experiences in high school and skill centers so i just wonder what do you think the best thing we can to engage the
employer community in the high school setting? >> i can just speak for our industry. our companies support a lot of extracurricular programs and very familiar with your state, governor. you may remember aia was instrumental of an s.t.e.m. summit a number of years ago where you spoke. we spark the interest in these students whether it's a robotics competition, a 4-4 club with a particular s.t.e.m. activity or our own rocket contest and a lot of our companies find that an effective way to get kids excited about math an science education and focused in the classroom. it is harder to deal with the school systems directly and frankly we need to be involved but intermediate organizations at the state level. we have done a lot to stimulate the s.t.e.m. networks in the states around the country and be engaged in that way. >> i hope you've put governors
to work. questions. governor nor walker. >> thanks. and thanks the each of you. president sullivan, thanks to your great basketball coach, of coach was born in clintonville, wisconsin. played at university of wisconsin, green bay. he got his good studies before he came to the commonwealth. we appreciate your comments. i guess two things, two questions that kind of tie into the previous question. we and probably most of the governors here are doing something similar because the number one issue like most of us hear about is workforce and career development as it really ties into economic development in that in stem and other related technical areas, we're seeing huge shortages and that's not only about filling those jobs, it's many cases a deterrent to adding more work and more opportunity. one of the specific things i hear at least in our state, i assume other governors are hearing as well, is it's not
just expanding, it's partnerships. you talk about schools and employers and state agencies as well as higher education. one of the big challenges seems to be how do we get to young people what kind of influences are there, and was there a discussion beyond all the stakeholders about marketing or other things early on to get young people interested in we do academic and career plans as early as sixth grade now, we're starting pilot projects in our schools so that they're thinking about what are they interested in, what are they good at, what kind of opportunities are there, at sixth yad so they can take courses in junior high and obviously in high school. but oftentimes we'll have more courses in our technical colleges, we'll offer more courses in our high school in these areas, but we still don't have enough students going into those areas. i'm just curious as to, was there a lot of discussion as well about how do we inannounce people just to be interested in general in these areas?
did have a lot of discussion about that. and i think susan mentioned one of the issues which is it's often difficult for industry to get into the schools. and one of the best things that can happen with younger students is for them to see what those jobs might be like. the american labor force has changed so rapidly that many parents can't prepare their own children because they themselves don't know what jobs are likely to become available, if they're not employers themselves. and the students don't always get that information either. the after school program susan mentioned are great. summer internships are a great way. giving students some idea of what happens out there i think is really important. we had a great example when we were in fargo, north dakota about a local company that manufactures farm equipment and would bring in a new piece of equipment and simply park it there at the school. students could look at it, talk about it, think about what makes it run. it sparked a kind of desire to
know more about that, to know that was a major employer in their own community. i think there are ways to do this but we have to think about it more purposefully and we have to overcome the difficult and partial handshake that now exists between the employer community and the educational community. >> and i would just add if i might, at all levels, whether it's higher education or elementary school, i think the critical thing is role models and mentors having a personal relationship with these young people. it's one thing to see something on tv or hear about it at school, but to be exposed to someone, to have access to someone who can inspire them through their experience and explain how they got to their careers and what they do, it's really the secret sauce from my perspective. so we -- our companies try to do a lot along that line, having their employees service volunteers for these after school programs or mentors through other ways. i would also add that my own industry association is in the thick of deciding what do we need to do to better communicate
to young people at all levels, young people, teachers, and parents, what the job opportunities are and how they can pursue them? >> that mentor point, particularly good point, thank for sharing that. because i've got two sons who are -- one's a junior, one's a senior in college right now. i know a few years ago when they were in junior high and high school it was amazing talking to their friends, ask them what they were going to do. they were going to create an app and that was their big answer how they were going to sustain themselves. they were going to be a business consultant. and i'd say, you don't just walk out of high school and suddenly become a business consultant, you've got to have some foundation for that. but i'm just surprised as to how many young people think that's what they're going to do. so that mentoring point i think is a particularly good one, one for us to follow up on. >> i'd just like to make one more point there. our study was focused on higher ed but i've been working at all
levels. it really is the hands-on experience that ignites kids. whether it's taking apart a piece of equipment or building a robot, that's what seems to stimulate them. we need to have more kids to have hands-on experiences, from kindergarten -- there are great stem pre-k programs where kids are learning math and science concepts and they don't even know they're learning because they're doing it through the arts. so i think hands-on is the key at all levels of education. >> so quick question of all three of you. not specific to your own states but beyond state lines. and this is a kind of tough question given that there's many states represented here. if i were to ask you, does any one state or two states just leap forward in your mind as places where they're doing it right, is there one? and it's all right. you can offend us, it's okay. i can assure you, i wish it wasn't the case, but i know this is not a self-serving question. >> i guess i would just start by saying, there is a network of states that are building
networks. so multi-state network stalled stem x. the governors association was instrumental in getting that started a number of years ago. you provided six seed grants to states to start developing collaborations so there's a more systemic impact. so your grants and some that came out of the gates foundation led to this formation of a multi-state network. and a number of those states are because they've been at it longest leaders. i would say washington state, ohio, texas. but there are many. there are 21 that are part of the formal network. and i can tell you the other states are in various phases of either -- they have one established, it just hasn't joined that network, or they're in the process of building one. >> you might get me in trouble because we're a national funder and we're not allowed to have favorites. i will take this time to point out that we work with networks of universities and sometimes these networks span across states and oftentimes they are
intrastate. so we're working with the cal state system that they are -- campuses are devising their own solutions with the north star being the same across all of them to look at how they can improve the graduation rates of their stem students. ohio is engaged in this similar kind of work as is florida and texas. not that these are states doing things that other states can't do, but these are the ones i'm closest to. >> and so what i've seen is in each of the cities that we visited, there were many of the same ideas at work but some places were further ahead. cleveland, in my opinion, was further ahead because they started working on it earlier. and had major employers actively engaged in thinking through what they were going to do about their future work force. but in some other cities, i was surprised how many of the people we brought together had never met each other before. leaders of two-year schools who had never met the leaders of
four-year schools. industry executives who didn't know anybody from the schools. even executives through the chambers of commerce who didn't have very good relationships with the schools. so there's a lot of the work to be done even at the local level before you get to the state level. >> and i would be remiss if i didn't mention that my association has been instrumental in convening most of the stake holders around the country. we've been to 16 states to help drive this conversation and collaboration, as well as the district of columbia. we have two more planned for this year and intend to do more. so if your state is interested in working with us in that kind of a conversation with local stakeholders, we'd be happy to talk to you. >> that. about that. >> last question. well, listen, let's give a round of applause to our stem experts here, you've done a great job. so closing comment, anybody have a burning closing comment?
if not i'd like to wrap it up. i want to make two announcements for governors. this afternoon governor hutchison and i are launching our governors k-12 computer science partnership. we invite you to participate. we think this is obviously the future and also the present and we think coding is something we've all got to get engaged in. anyone who's interested in this, please talk to us, we'll get some work done here. also we're going to have our governors education symposium. that will be launched shortly. time and date to be announced. if you're interested, hope you'll join us. with that, thanks a million. let's go educate some beautiful children. thanks a lot. we're closed.
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