By the People of New Mexico: Closing the Achievement Gap

SRT Captions File Generated by MXFplus >> WELCOME TO THE HISTORIC WOOL

IN JUST A FEW MINUTES, THESE EDUCATIONAL ISSUES IN OUR STATE, THE ACHIEVEMENT GAP. MULTI-CULTURAL POPULATION. BY THE PEOPLE IS A UNIQUE EFFOT STATIONS FROM AROUND THE NATION FOR LIVELY DIALOGUES FEATURING MEETING IN SMALL GROUPS TO EDUCATIONAL DECISION-MAKERS OF OUR CHILDREN. >> THIS PROGRAM WAS MADE ROCKEFELLER BROTHERS FUND. THE CORPORATION FOR PUBLIC STATION FROM VIEWERS LIKE YOU.

THANK YOU. >> ADDITIONAL SUPPORT FOR THE THE NEW MEXICO PUBLIC EDUCATION >> THE ACHIEVEMENT GAP, I THINK, CHANGE WHAT WE'RE DOING. >> THE ACHIEVEMENT GAP IS VERY AMERICANS AND THE HISPANICS AND THE ANGLOS. EVERYBODY SHOULD BE WORKING AT >> I THINK THE ACHIEVEMENT GAP ME BECAUSE IT REALLY SEGREGATES >> THEY SEEM TO CONCENTRATE ON OF A FAMILY AND ECONOMIC LEVEL ISSUE.

>> Veronica: THE ACHIEVEMENT AFRICAN-AMERICANS, NATIVE EDUCATION STUDENTS, AND CHILDREN ACHIEVING AT NEARLY THE SAME COUNTERPOINTS. IN RECENT MONTHS, I HAVE SOLUTIONS TO CLOSE THE LINKED TO ISSUES OF IN NEW MEXICO, OUT OF SOME STUDENTS, WE HAVE TITLE ONE STUDENTS. LEVEL AS DESIGNATED BY OUR NUMBER OF TITLE ONE

>> I CAME HERE TODAY PARENT, AND I HAVE A BRING THE VOICES OF THE I WANT TO TRY TO VOICE INVOLVED IN THE SCHOOL, AND THEN HOW CAN WE DO A >> (SPEAKING SPANISH) >> THERE ARE SO MANY MEXICO. GOING ON. PEOPLE THINK THAT

YOU HAVE THE CLASSES, WHAT YOU'RE SUPPOSED TO. THEY DON'T USE THE CONNECTED WITH THE SYSTEM, WITH THE WAY THEY NEED TO LEARN AND THEY NEED TO DO IT BUT SOMETIMES THEY DON'T AND THEN THE TEACHERS TIME TO DO IT. SO THESE KIDS ARE PUSHED THEY GET IGNORED. THE ACHIEVEMENT GAP, IT THEY NEED TO LEARN FROM

THE BIGGEST PROBLEM IS THAT WE DON'T HAVE THAT >> (SPEAKING SPANISH) >> (SPEAKING SPANISH) >> THEY TALKING ABOUT

PARTICIPATION, THEY CHILDREN TO LEARN IS, HAVE CLASSES FOR PARENTS. CHILDREN, YOU KNOW, WHAT >> THE FIRST TIME THAT KIDS, BECAUSE THEY SAY, HE OR SHE IS TALKING AND SAID, "YOU KNOW DOING THESE BECAUSE HE ARE DOING." >> (SPEAKING SPANISH) >> THE EDUCATION LEADERS

PARENTS, AND THAT'S STATED THAT THEY NEED TO >> THE EDUCATION LEADERS ELECTIONS. HIGHER PRIORITY FIRES -- LONG-TERM NEED WHICH IT. >> PEOPLE LIKE IN SEE WHAT SOME OF THE PROBLEMS ARE, THE >> TODAY I'M HERE FOR GET MY VIEWS OUT ON THE EDUCATION OF MY TWO >> ERIC'S FIRST GRADE ME AND HIS FATHER HAD

DO WE GO? WHAT DO WE DO? WITH OTHER KIDS. >> HI, GUYS. >> HI, MOM. >> DID YOU HAVE A GOOD >> YOU'RE WELCOME. >> HAVE A GOOD EVENING. >> YOU, TOO. GOOD >> GOOD NIGHT. >> HE WENT TO AN OUR SCHOOL BECAUSE OF THAT THEY WERE ON FOR WERE ON PROBATION, IT >> HOW WAS SCHOOL TODAY? >> GOOD. >> I GOT TO DO OUR PIZZA IS." >> TO KNOW THAT THE TEST

OUR CHILDREN WEREN'T, YOU WONDER WHY, AND I DISAPPOINTING SIDE, IS OPPORTUNITY TO, YOU KNOW, MY SON'S WITH A TUTOR, AND AT HAD HER COMPLETE >> THE AREA THAT ERIC HE WAS READING BELOW >> HAVING THAT HE FELT COMFORTABLE OF THEM, I MEAN, I THINK ON, YOU KNOW, HIS WORK. >> HE COULD SIT AND DO A FINISH, AND DO IT WELL.

TURNAROUND. >> NOW, AT THE BEGINNING WERE NO LONGER ON A STUDENT SCORES HAD TUTORING BECAUSE WE WERE OFF OF THE PROBATION PERIOD. SO WITH THE INCREASING AND I DO, I FEEL THAT IT BECAUSE, YOU KNOW, LOTS PICK UP WHERE YOU LEFT SCORES. >> IT'S VERY FRUSTRATING THE TUTORING, YOU KNOW. EACH INDIVIDUAL STUDENT

SHOULD STILL BE >> I'M HOPING THAT WE STATES, OTHER DISTRICTS, OTHER, YOU KNOW, COMMUNITIES EVEN HERE IN THE CITY. I DON'T WANT MY CHILDREN >> Veronica: I WANT TO CLOSE "NEVER DOUBT THAT A WORLD. TODAY, WITH YOUR WORK, ENTIRE COMMUNITY BECAUSE ADDRESS ALL OF THESE CLOSE THE ACHIEVEMENT

SO AS YOU HEAD OFF INTO INPUT WILL BE FULLY CONSIDERED AND ARE HOURS TO DISCUSS THIS >> I'M LOOKING FORWARD SOME YOUNGER PEOPLE HERE I'M SORT OF IN THE CHILDREN, NO >> SMALL DISCUSSION PEOPLE ON WHAT THEY PROBLEMS, EITHER GOOD OR >> ALL RIGHT, SO THE TO BE ADDRESSING, THEN, WOULD THAT HELP CLOSE AND IN WHICH WAYS?

>> HOW MANY PEOPLE WANT I MEAN, IF WE HAVE CHARGE, A LOT OF TIMES, WAGE, ALMOST. LEAST THEY WANT TO BE OUR TEACHERS CAN'T REALLY DO THAT. JUST DESIRE TO TEACH, KEEPS THE PEOPLE THAT WE >> AREN'T THEY AS WORK RIGHT? >> THERE'S ACTUALLY SOME TO SUPPORT THEMSELVES WEEKENDS. THEY STAY LATE AFTER NEED TO GET THE JOB

>> THEY NEED TO EARN A GET OFF AT 3:30, 3:45, ARE A CHARTER SCHOOL, 6:00. AND THEN THEY'VE GOT ALL PAY FOR FILLING THIS >> BUT DOESN'T THAT SHOW >> AND THE TEACHERS DO. >> BECAUSE I CAN TELL THAT I HAVE. BECAUSE MINE IS ALREADY TO READ, AND THAT'S >> THAT IS SCARY. >> AND HOW COME NONE OF TEACHERS FOR THE THAT HELPED ME OUT. BECAUSE WE'RE ALWAYS

SO, YOU KNOW, WE THANK >> I GO EVERY YEAR TO AND MY TEACHER WOULD TEACHING. INTO THIS CONVERSATION MORE MONEY THAN HE DOES. >> OUR FIRST QUESTION SUPPORT BE PROVIDED FOR CONTINUING EDUCATION FOR TEACHER DEVELOPMENT >> Adam: ON A NATIONAL LEVEL, THERE IS A PROVISION TO PROVIDE RETENTION. CONSIDERED BY CONGRESS,

THERE ARE A COUPLE OF WHERE THERE IS MINORITY SPECIIFICALLY IN THE PROPOSED A TEACHER ATTRACT HIGHLY QUALIFIED IT'S ALSO APPROVING A TEACHER FURTHER SO THERE IS A PROPOSAL SCHOOL DISTRICTS IN QUALIFIED TEACHERS, AND QUESTION ABOUT TEACHERS. >> Veronica: RIGHT. CALLED HOUSE BILL 212, SYSTEM FOR TEACHERS

SEVEN YEARS, IF YOU PROGRESS THROUGH THE YEAR, WHICH WE HOPE WILL HOWEVER, THE ISSUE OF AREA THAT WE HAVE NOT IN TO THAT. IS EVIDENT THAT WE ARE SIGNIFICANT PROFESSIONAL IN READING AND SECOND PROVIDE SUMMER INSTITTUES IN THESE >> Kate: IT ALL SOUNDS GREAT TRAINING OUT IN THE BEEN FUNDING FOR QUITE SOME TIME

WE ARE LOSING IN THE THAT FIRST YEAR OR TWO. THAT WE HAVE IN THE PROGRAM, WHICH IS REALLY THOSE DEBTS THAT YOU DIRECTION, AND WE HAVE ON THE BUTTON, THOUGH, TECHNOLOGY THAT HAS RURAL AREAS. GET CREDIT AT THE >> Kate: YOU SAY WE ARE GOING YES, WE ARE. OR IS IT PHASING IN? TWIGS, WE HAVE DIFFERENT STATE YOU CAN HAVE ACCESS CREDIT.

START AND HEAD START IN THREE COUNTIES. AND WE HAVE 33 CENTERS, REQUIREMENTS HAVE BEEN START LEVELS, TO GET IS A GOOD THING, AS SOON SCHOOLS. START, THE CHILD CARE AND SO AT VERY CRITICAL TIMES IN OUR CHILDREN'S OUR MOST QUALIFIED >> BUSINESSES ARE THE THEY DON'T HAVE AN TO ENCOURAGE BUSINESSES THAT SORT OF THING?

WE HAVE THE GB'S, WHICH TO TAKE THAT IDEA TO DOES SUPPORT AN ENDOWED CHAIR, OR SEVERAL AT THE AND I THINK THAT'S A >> WE HAD A PARENT THAT DAUGHTER WAS ENROLLED IN THE INSTITUTION AND HOW TO SPEAK SPANISH, SO AND BASICALLY TELLING WHEN YOU COME HOME, SAY, BECAUSE THEY DON'T >> OR OUR VALUES. >> SO YES, ARE WE DOING VARIOUS COMMUNITIES IN >> IF THESE PEOPLE ARE WHATEVER REASON, WHY

>> SO THE QUESTION STILL TEACHERS, THE STATE? >> IT'S THE GOVERNMENT, IN. >> WELL, UNFORTUNATELY, THAT'S A LONG TIME, I'VE BEEN ASSOCIATED WITH PEOPLE THAT HAVE BEEN IN ENGLISH. THE KIDS GO HOME, THERE IS NOBODY THERE TO HELP SOME 40 YEARS, AND THEY STILL DON'T WANT TO >> DO WE PROMOTE, IN OUR YOU THINK ABOUT IT. TO TRAVEL EXTENSIVELY

THEY SPEAK FOUR TEACHING -- THERE ARE SOME TRACTS IN FRENCH, AND THIS AND THAT. >> AND IT'S ABOUT IT, AND YET, WE AT LEAST WOULD BE ONE. >> OKAY, YOU SHOULD SEE THEY LEARN -- THEY PICK >> THEY SAY THE BEST THEY ARE YOUNG. >> SO WE NEED TO EDUCATE HOW ARE WE GOING TO >> IF THEY ARE NOT WATER, BUT YOU CAN'T MAKE IT DRINK. >> SO WHAT DO WE DO? >> WELL, THAT'S ONE >> WHAT'S THE SOLUTION?

>> MAYBE WE CAN ALL STATE LEVEL, AND LET WE'RE ALWAYS GOING TO HAVE IF WE DON'T GET TO >> WE ARE A BILINGUAL LEVEL THAT EVEN IF THE SPANISH, VIETNAMESE, OR SYSTEM, THE CONTACTS >> YOU KNOW WHAT, I'VE SPANISH, THEY WILL ASK THEY SAY, "I DON'T KNOW THEY WILL NOT. NOT DO IT. TRANSLATING TO PEOPLE. >> IN OUR GROUP, WE WERE NUMBER OF STUDENTS IN

NEW MEXICO, BEING A OF THE DIALOGUE IN OUR SO OUR QUESTION TO YOU STUDENTS WHO DON'T SPEAK WE HAVE ONE PROGRAM FOCUSES ON CHILDREN WHO THE STATE, THAT MAY BE A WHICH WE WORK WITH KIDS ALSO LEARNING ENGLISH, A SECOND LANGUAGE PROGRAM, OR ENGLISH ALL OVER THE WORLD, AND HAVE A PROGRAM FOR THEM. SUBGROUPS IN TERMS OF

ENGLISH. THEY HAVE TO BE TESTED HAVE WORD PROBLEMS. NATIVE AMERICAN TESTS FOR THEM. TESTED IN ENGLISH, WITH THREE YEARS. THOUGH YOU MIGHT BE SPEAK ENGLISH AS THEIR STUDENT -- TO TESTING AND THE ACCOUNTABILITY HOW GOOD OF A JOB IS THE STATE GOOD A JOB. GENERAL.

THE TORTILLAS. REQUIRES MULTIPLE BEEN SO FOCUSED ON JUST AND REALLY GEARED IN WE HAVE IN ESSENCE AND I DON'T THINK IT'S A THAT SOME OF THESE CHILDREN HOME. WELL, IF THE PARENTS YOU SEE WHOLE AREAS OF IF YOU GO DOWN A STREET, AND I DON'T THINK -- INCULCATING AND WELCOMING NEW ENGLISH GOING ONE WAY,

>> HOW DOES THE LACK OF STUDENTS EFFECT OUR TEST >> Rep. Miera: I THINK IT HAS THE QUESTION THAT WE DON'T HAVE WHO IS COMING FROM THE BEEN MASTERING AS HE NEVER BEEN IN THE UNITED HAS TO TAKE THAT TEST IN BEFOREHAND. TO DO POORLY, AND THEN SO THERE'S ANOTHER YEARS, AND I THINK THE IS, THERE IS GOING TO BE THEM TO PASS THAT TEST,

CONTINUES TO MOVE AT LOOKING BACK AT "NO ABOUT ISSUES THAT I HOW A CHILD GROWS FROM AND YEAR TO YEAR IN THAT >> WHAT IS THE GOAL OF IS IT TO MAKE, YOU KNOW, EDUCATED, AND THAT'S IT? OTHER THINGS THAT, YOU ACHIEVE MORE. >> I THINK THE REASON HAVE NO FREE CHOICE TO THEY ARE INTERESTED IN. BOY'S INTEREST, NOR IS SHOULD BE ALLOWED TO

WAIT UNTIL ONE DAY, IF THOSE FEES. >> YOU HAD SOMETHING TO SAY? >> THE OPPORTUNITY FOR IF A FEW KIDS WANT TO BE MECHANIC, CAN GO DO FOR THAT. FOR THAT CAREER. >> LIKE ORIENTATION >> YES, CAREER >> ORIENTATION CLASSES CLASSES. THE STUDENT HAS THE >> YOU DON'T THINK THAT MEANT TO BE, IF THEY WANTED TO BE UNTIL YEARS

AFTER, YOU KNOW, I SCHOOL, MY IQ WENT UP 25 >> YOU SEE, THEY ARE DOCTOR; I WANT TO BE A WANT TO BE, AN ENGINEER, THIS CALCULUS, AND ALL >> DO WE HAVE A GOOD HIS LIKES, HIS IQ, HIS FAMILY SITUATION, ETC., ETC.? CAN YOU LOOK AT THIS PREDICT THAT HE WON'T CIRCUMSTANCES?" YOU KNOW, WHEN I WAS A YOU KNOW, I WAS A NAME AND A NUMBER, AND THEY >> A COUPLE OF POINTS ON

BAR FOR STUDENTS I THINK IS A DANGEROUS THING. YOU RELY ON THE OINIONS HAS TO BE SOME OBJECTIVE CHILDREN WELL ENOUGH. TEACHERS SURELY DON'T -- SO THIS IS A HUGE AREA THAT WE ARE TALKING ABOUT RIGHT NOW. >> DO WE REALLY KNOW HOW PUBLIC SCHOOLS WILL TEACH TO THE INTEREST OF STANDARDS, SUCH AS MATH, LOOKING AHEAD TO WHERE THEY WILL BE GOING SOMEWHERE ELSE? >> YES, YOU'RE ARE TALKING ABOUT THE THREE R'S, RELATIONSHIP.

PART OF THE RELEVANCE IS THAT I'M TALKING THIS CHEMISTRY, OR THIS COURSES THAT I'M IF YOU DON'T SEE THE KIND OF MOTIVATION. STUDENTS. SYSTEMS, WE HAVE TO INDUSTRY, AND STUDENTS RELATIONSHIP. DO FOR YOU? NEED TO SEE HOW TO PARTNER ON SOME SMALL COMMUNITIES WHERE PARTNERSHIPS THAT HAVE DEVELOPED AND HOW WE CAN TRAIN STUDENTS TO

BE TECHNOLOGICALLY SAVVY AND STILL BE ABLE TO CONTRIBUTE IN TO LEARN THESE HIGHER LEVEL YOU, WHAT DOES THAT LOOK LIKE? WATCHING THIS PROGRAM DECIDES TO CALL YOU? THE SCHOOLS, WITH THE REACH OUT TO THE LIKE I'VE BEEN HAVING FOR BUSINESS AND COMMUNITY LEADERS TO BE WANT. TELL INDUSTRY, THIS IS THE INVOLVED IN THE SCHOOL, AND THAT'S WHAT WE'RE NOT DOING. SETTING UP PROFIT IN >> Kate: THANK YOU VERY MUCH.

>> I JUST WONDERED, WE THIS? >> EVERYTHING WE ARE THIS? WE HAVE A MODEL? ACCOMPLISHED IT SEVERAL ACCOMPLISHED IT IS THAT ACADEMIES, AND STUDENTS PARTNERSHIPS WITH VERY WITH PEOPLE WHO AT THAT SUCCESSFUL IN HIGHER ED, PARTNERSHIP IS AT A MUCH HIGHER LEVEL. AND VISITING, OR SENDING AND HOW DO WE GET STUDENTS PREPARED, AND STUDENTS ARE BETTER PREPARED. TODAY, WE NEED TO GIVE

LEVEL, BECAUSE AT THAT IN THE CLASSROOM WILL MORE EXCITED, THEY ARE THEY DO A MUCH BETTER >> I HAD THE HARDEST, I HAVE VOLUNTEERED SINCE BUT, ACTUALLY, AT A MIDDLE SCHOOLS TO THEY DON'T WANT YOU IN THEY DON'T WANT YOU TO IT'S VERY HARD. IT'S >> THE REASON IS THAT EVERY CHILD. WITH A CHILD, YOU DO TO GET SCREENED.

CANNOT DO. IN THERE AND TUTOR. >> APS IS NOW REALLY THE COMMUNITY HECK OF A TIME GETTING >> I HAVE AN WORK WITH THE SCHOOLS. OKAY, NOW IT'S PAST FIVE WE HAVE THEM PARTICIPATE IN EVERYTHING WE HAVE DONE. READY FOR THIS ONLY THE BARRIERS. EDUCATION OF THE

CHILDREN, THEN YOU'RE >> BEING AN EDUCATOR, I GRANDPARENT COME IN EVERY DAY FOR EACH ONE THEM. >> BUT YOU'RE ONE OF THE >> EXCUSE ME; YOU'RE THE >> WELL, THEN WE NEED TO >> I THINK, YOU KNOW, WANT US. PARENTAL INVOLVEMENT >> YOU COME TO MY BUT YOU HAVE TO GO TO YOU HAVE TO GET A AND I THINK THEY ARE AND PARENTS ARE NOT THEM.

SO WE HAVE THE PROBLEM. >> AND WE DO NEED TO COMMUNITY INVOLVEMENT IN OUR SCHOOLS. THERE ARE SO MANY >> BUT HOW MANY PARENTS EASILY SAY, WE WOULD ALL REASON, WE ARE ALL BUT WE DON'T NECESSARILY WORKING. I MEAN, GRANDPARENTS, AGE, SO MAYBE THEY HAVE PARENTS OR AS CONCERNED COMMUNITY? >> WHAT ELEMENTS ARE INVOLVEMENT AND >> Kate: THIS WAS A HUGE ISSUE THE SCHOOL, ENTICING THEM IN,

>> Veronica: WE HAVE HEARD ONE IS HAVING PARENTS INVITE OTHER PARENTS TO ANOTHER IDEA THAT I INDICATED THAT THE WOULD YOU LET MY MOM OR EIGHT HOURS THIS YEAR, SCHOOL." TO ALLOW PARENTS TO MAYBE KEEPING SCHOOLS ACCESS TO SCHOOLS. WILL TELL YOU IS THAT THEY WERE LESS AND LESS COMFORTABLE AS THAT WAY IS IMPORTANT.

INITIATIVE ON FAMILIES BACK INTO THE PARTNER IN SCHOOLS NOW HAPPENING IN THE EVERYTHING, BUT REALLY, TO HELP COMMUNITIES BE AT ELEMENTARY, WE DO PARENTS EITHER DON'T FEEL COMFORTABLE, AND BUT WE ARE TRYING VERY DIDN'T KNOW IF AT THE NUMBERS WHEN THE INTERACTION IS NOT DO THAT EVER AGAIN. >> IT'S BEING ABLE TO THAT THEY ARE WELCOME IN

MOST OF US FEEL FEARFUL AND WHEN WE HAVE PARENTS AND SOMETIMES AGGRESSIVE IN THAT SENSE ENOUGH TO OF WHAT'S GOING ON, TO KNOW, RATHER THAN ARE SPENDING SOME TIME ON THIS ONE, AND RIGHTFULLY SO BECAUSE THREE-QUARTERS OF TALKING ABOUT STATED BEFORE. THE SCHOOL SHOULD BE AN COMMUNITY. RURAL -- A LOT OF US ARE BIG CENTER IN THE STATE. BUT THE RURAL AREA, THAT

IS THE COMMUNITY CENTER, SPEND ABOUT $4 BILLION MEXICO, THAT'S OUR SO WE HAVE A RIGHT TO INTO THOSE SCHOOLS AND OLDER YEARS, RIGHT NOW PROGRAM IN WHICH 11TH THEY ARE GOING TO BE WE HAVE A RIGHT TO ASK WALK INTO THOSE DOORS. >> I HAVE A FOLLOW-UP THE TRANSITIONAL PHASE AND THEN WE HAVE THE ARE WILLING TO BE

DONE AT THE UNIVERSITY LEVEL TO BETTER EDUCATE THE CORE ACADEMICS, SO PARENTS, ARE NAVIGATING >> Mary-Dale: I THINK THE WE HAVE A NEW CABINET WHAT'S GOING ON IN THE UNIVERSITY, AND YOU SEE ABOUT THAT TRANSITION PEOPLE AND FAMILIES TO CONCERNED ABOUT KEEPING I THINK NEW MEXICO HAS BUT HAVING THE OUT WHAT THEIR ISSUES FAMILIES IN IT.

PARTICULARLY WANT TO GO PARENT TO STAY INVOLVED IN THAT PROCESS. PROACTIVE WAY. GOOD ONE. CONTINUE TO BE ABOUT IN >> WE HAVE THE QUESTION. ABOUT THOSE PEOPLE WHO AND THE LEGISLATION THAT AND WE WERE WONDERING, WHERE YOU WERE THE LEARNING THAT WENT >> FOR HOW LONG?

TEACH A CLASS. CLASS. >> DID THEY KNOW WHO YOU THING, WHERE THEY DON'T PREPARED -- >> -- AND YOU GET A >> Veronica: I THINK IT'S A >> Rep. Miera: I WOULD LOVE TO VICE-CHAIRMAN OF EDUCATION, I WORKED AS A SUB EVERY NOBODY KNEW WHERE I WAS LEAST, AT LEAST TWO SUBSTITUTE TEACHER IN WHAT DID YOU LEARN THAT YOU HADN'T KNOWN BEFORE? OUT -- IT DIDN'T TAKE VERY LONG.

SAID, "WELL, DO THIS, DO THIS," AND YOU KNOW WHAT, "I CAN'T DO AND I SAID, "YOU KNOW THE TEACHERS HAVE A LOT THAN THEY THINK THEY DO. >> Adam: I HAVEN'T BEEN IN THE >> Kate: CHRIS BACA? GRADUATE SCHOOL LEVEL, THOUGH, TEACHERS DO IT. I JUST DON'T KNOW HOW I HAVE A LOT OF RESPECT A MONTH SINCE I'VE BEEN IN A IDEA. WE MISS BEING WITH AND SO THE OPPORTUNITY

CLASSROOMS ALL THE TIME, BUT IT >> WELL, YOU COULD GO TO AND I'M A PRODUCT OF THE THAT THERE. FROM THE CLASSROOM AND I THINK THEY LOSE A LOT, APPRECIATE THAT ROLE LIKE DECISION-MAKERS TO LEARN BY >> I WOULD LIKE THEM TO IDEAS, AND YOU PUT THEM PRACTICAL FOR WHERE YOU THAT ENVIRONMENT TO >> Dr. Cleveland: YOU KNOW, AND YOU BUILD A PROCESS

ARE MADE AFTER THERE HAS CLASSROOM LEVEL. YOU TALK ABOUT OCCUR. LEGISLATION, WHETHER STATE OR FEDERAL. GOOD SYSTEM, A GOOD >> Kate: AND THAT'S EXACTLY DOES WITH THIS >> I'M HEARING WHAT LEVEL, WE DON'T SEE THAT I MEAN, EVERYBODY SAYS >> Veronica: THAT'S ONE OF THE AND WE HAVE INVITED TO CLOSE THE ACHIEVEMENT BUT IT'S ALSO BEEN AN EVERYTHING ISN'T LIKE

COMMUNITIES, THEY HAVE THAT WE HAVE FOR TODAY, (APPLAUSE) >> I THINK IT'S A GREAT IT'S ALWAYS ENCOURAGING TO FIND US, COMING FROM DIFFERENT DISCIPLINES, DIFFERENT LIFE ABOUT THE SAME PROBLEMS, WE EACH THAT MAKES THE CONTRIBUTIONS PARTS. >> YOU KNOW, I THINK THE THING THAT I CAME AWAY EDUCATION HAS BECOME A EDUCATION, THAT I'M HEARING VOCABULARY LIKE ECONOMY. FOCUSING SO MUCH ON

TRAINING A WORK FORCE ENOUGH ATTENTION TO AMERICAN ECONOMY THAT SOME IDEA WHAT YOU'RE TALKING ABOUT WHEN YOU IT IS VITAL TO AMERICAN ABOUT ROSA PARKS. >> I WAS AMAZED THAT I WAS ABLE LATINO-SPEAKING PORTIONS OF OUR FEEL THAT ENGLISH IS THE NUMBER ONE LANGUAGE IN BUSINESS, THAT ENGLISH. I KIND OF FELT INITIALLY, BEFORE WANTED TO HAVE SPANISH TAUGHT IN OTHER WAY AROUND. >> I THINK THEY ALREADY HEARD AND THAT'S WHY I WANT TO SEE WHAT'S GOING TO HAPPEN NEXT.

SO I WANT TO HEAR THAT THEY TELL IMPLEMENTED THIS AND THESE HAVE >> I THINK THAT TO ADDRESS SOME WOULD HELP, BECAUSE MY CYNICISM IN ADDITION, I THINK THAT IF WE OFFICIALS, AND KIND OF HAVE TEACHERS OUT THERE, MY IMPRESSION IS THAT THEY ARE KIND OF FLOUNDERING WITHOUT A NET. ARE NOT BEING GIVEN A NET TO EFFORT, AND I WOULD LIKE TO SEE >> IN MY LIFETIME, I AM HOPEFUL TO EDUCATE THIS CHILD, TO BUILD THIS CHILD, TO GROW WITH THIS CHILD.

>> CITIZEN DELIBERATION MEANS IT MEANS THAT WE CAN HAVE AN WASHINGTON, DECISIONS ARE MADE LOOK AT WHAT WE DID, AND MAYBE >> I FEEL THAT, YOU KNOW, WE GOT SOMETHING ACROSS THAT IS GOING TO MAKE A DIFFERENCE IN THE EDUCATION OF OUR CHILDREN. CLOSED CAPTIONED BY NEW MEXICO CLOSED CAPTIONED BY NEW MEXICO

THIS PROGRAM WAS MADE POSSIBLE ROCKEFELLER BROTHERS FUND. THE CORPORATION FOR PUBLIC STATION FROM VIEWERS LIKE YOU. THANK YOU.