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PHOTOCOPY
PRESERVATION
�WHITE HOUSE STRATEGY SESSION
IMPROVING HISPANIC STUDENT ACHIEVEMENT
AGENDA
8:45 a.m. - 9:15 a.m.
REGISTRATION
Old Executive Office Building 450
9:15 a.m. -10:30 a.m.
WELCOME
Old Executive Office Building 450
• Maria Echaveste, Deputy Chief of Staff, The White House
• Vice President Al Gore (via satellite)
• Honorable Cruz Bustamonte, Lieutenant Govemor, California
• Honorable Lucile Roybal-Allard, Congresswoman, California
• Honorable Richard Riley, Secretary of Education
10:45 a.m. - 12:45 p.m.
BREAKOUT SESSIONS:
• Increasing Access to Quality Early Childhood Education
Eisenhower Executive Qlfice Building Room 100 (Red)
• Ensuring that Hispanic Students Achieve English Proficiericy
Eisenhower Executive Qlfice Building Room 180 (Orange)
• Eliminating the Achievement Gap
Vice President's Ceremonial QfJice Room 274 (Vellow)
• Increasing the Rate of H,igh School Completion
Eisenhower Executive Qlfice Building Room 472 (Green)
• Increasing the College Completion Rate
Eisenhower Executive Office Building Room 476 (Blue)
1:00 p.m. - 2:00 p.m.
LUNCH
Indian Treaty Room
2:00 p.m ..- 2:30 p.m.
MOVE TO EAST ROOM
2:30 p.m. - 4:30 p.m.
WHITE HOUSE STRATEGY SESSION
East Room
• President William Jefferson Clinton
• Honorable Paris Glendening, Governor, (MD) ,
• Honorable Jeff Bingaman, Senator (D-NM)
• Honorable Ruben Hinojosa, Conl::,'Tessman (D-TX)
• Honorable Guillermo Linares, Chairman, WhiteHouse Commission on
Educational Excellence for Hispanic Americans
• Secretary Richard Riley, Department of Education
• Discussion on Strategies, Commitments and Next Steps
4:30 p.m. - 6:00 p.m.
RECEPTION
State Dining Room
�, ~:
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DRAFT-DRAFT-DRAFT -DRAFT
WHITE HOUSE STRATEGY SESSION:
IMPROVING HISPANIC STUDENTS ACHIEVEMENT
June 15, 2000
Roundtable Participants
1. President Clinton ~
2. Secretary Riley""""-/
3. Gov. Glendening
4. Guillermo Linares /
5. Congressman Hinojosa ~
6. Senator Bingaman ~
7. AFTTeacher~m..Q~
8. NEA Teache
ily Eskelsen
.
..",-
9. Principal (Maria Tukeva qr1VIlg-d"-an-~l-a _~
.
10. Superintendent (Joe Olchetske f~ or'1\.nthony Amato from Hartford)
11. Chief State School Officer (David Driscoll- Tentativey
12. HEC Representative ~mpaz.--;l-___
13. Higher Education Represen i
ulie ar~c.....-r-____
14. Early Childhood Education Representa lYe 0
15. Business Representative (John Kernan, Found'::=e........."".~"1"':C'O Lightsp~
16.. 0
nt/Stakeholder "'f1 . . . JR ""t- v..r Y'-"'J . . / I ' r ' L
.
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.
'.' .Ot'hemr~~ftrlfm;;u;---
L '" /Lc.. '\...,
Raul Yzaguirre* or Ce~ilia Munoz (NCLR)
Discovery Espanol CEO
<John QtlinarrestJournafisf)
Rob Reiner* (producer, founder of I Am Your Child Foundation)
NicholasLehman* (Journalist)
f€ Tv f
*H~ve not confirmed attendance
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PHOTOCOPY
PRESERVATION
�WHITE HOUSE STRATEGY SESSION:
IMPROVING HISPANIC STUDENT ACHIEVEMENT
Program Draft 6/1412000 7:30 a.m.
) escorts participants to head table.
2:25 pm
(
2:30 pm
THE PRESIDENT is announced into room. THE PRESIDENT proceeds to table and
takes seat.
2:33 pm
THE PRESIDENT makes remarks. Following remarks, THE PRESIDENT explains
that Senator Bingaman, Congressman Hinojosa, Governor Glendening, Guillermo
Linares and Secretary Riley will offer brief remarks before the discussion.
2:43pm
Senator Jeff Bingaman makes remarks.
2:47pm
Congressman Ruben Hinojosa makes remarks.
2:51pm
Governor Paris Glendening makes remarks.
2:55pm
Guillermo Linares makes remarks.
2:59pm
Secretary Riley (fBD) makes remarks.
3:03pm
The Press is escorted out of East Room.
Discussion
3:05pm
THE PRESIDENT introduces the other participants at the table, and explains that he is
going to ask some of the folks at the table to give him an informal report the morning's
breakout sessions. THE PRESIDENT makes brief remarks on Goall (early childhood
education) and poses a question to Flo Abel, Executive Director of the Family Resource
Agency of Northern Georgia.
Question: "Flo, I know that in Georgia you have been experiencing rapid growth in the
Hispanic population. What have you learned there that we as a country should be doing
to ensure access and encourage participation ofHispanic families in early childhood
programs? "
THE PRESIDENT makes brief remarks on Goal 2 (English language proficiency),
acknowledging political tensions around this issue, and making a strong statement about
the importance of having a goal on English language proficiency. THE PRESIDENT
then poses a question to Migdania Vega, principal of Coral Way Bilingual Elementary
School:
"Migdania, as I understand it, __ % ofyour students enroll with limited English
proficiency, yet your school has some ofthe highest academic achievement in the
county, including your English language reading scores. Based on your experience,
�what are some ofthe strategies we need to use to ensure our students graduate from
high school proficient in English?"
THE PRESIDENT makes remarks on Goal 3 (closing the achievement gap), including
a strong comment on the importance of standards, accountability, state assessments and
investment in what works. THE PRESIDENT then poses question to school district
Superintendent (Hartford or Seattle):
"Hartford has been making some great strides in improving the educational
achievement ofall students. Your district (statistics on student achievement). What are
the key strategies that are working in Hartford that schools and districts across the
country should be using to leverage this kind ofimprovement?
~t..-....J- ~ flUfe- /e..:d/
.
THE PRESIDENT makes remarks on Goal 4 (high school completion rate), then
directs question to David Driscoll, Massachusetts Chief State School Officer or Tom
Gammon, teacher, Miami Springs High School:
"When people talk about the high school completion rate for Hispanics, they most often
focus on the disproportionately high dropout rate ofHispanic immigrant students or the
financial support many Hispanic families need from their children's work. But people
who pay attention to this issue say there are many other important factors. What else
should schools and communities be doing to ensure more Hispanic students complete
high school?"
THE PRESIDENT makes remarks on Goal 5 (college completion rate), then poses
question to Juliet Garcia,President, UT-Brownsville.
"We have been working hard to open the doors ofcollege to all Americans, and it 's
working. 66% ofAmericans are now going directly to college from after high school
graduation (compared to what when we took office?). But roughly 1/3 ofHispanic
students are dropping out before their second year. What needs to happen to continue
to increase the pipeline, but also to ensure more students graduate? "
OR
.
"Today we are setting a goal to double the college completion rate for Hispanics over
the next decade, but we know it took twenty years to double the rate to where it is today.
What are we going to have to do to reach such an ambitious goal? "
3:30pm
THE PRESIDENT comments on some of the crosscutting themes from the responses
(parental involvement, resource allocation, expectations) and opens the discussion with
a question ...
4:20pm
THE PRESIDENT provides closing remarks and asks participants to move to the State
Dining room for a reception.
4:30pm
Program concludes.
�WHITE HOUSE STRATEGY SESSION ON
EDUCATIONAL EXCELLENCE FOR HISPANIC STUDENTS·
, Program Draft 6/10/2000 12:42 PM
) escorts 15 participants to head table.
2:25pm
(
2:30pm
THE PRESIDENT is announced into room. THE PRESIDENT proceeds to
table and takes seat.
Option: TIle President is introduced into room with Secretary Riley, Governor
Glendening, Congressman Hinajosa, Senator Bingaman and Guillermo Linares,
Chair, The White House Commission on Educational Excellence for Hispanic
Americans.
2:33pm
THE PRESIDENT speaks and explains that Secretary Riley, Governor
Glendening, Congressman Hinajosa, Senator Bingaman and Guillermo Linares
will offer brief remarks before the discussion.
.
Note: Order of speakers is not finalized.
2:43pm
Governor Paris Glendening makes remarks. Governor Paris Glendening
.
.
introduces Congressman Hinajosa.
2:47pm
Congressman Ruben Hinajosa makes remarks. Congressman Hinajosa
introduces Senator Bingaman.
2:51pm
Senator Jeff Bingaman makes remarks. Senator Bingaman .introduces Secretary
Riley (TBD).
2:55pm
Secretary Riley (TBD) makes remarks. Secretary Riley introduces .
Guillermo Linares.
2:59pm
Guillermo Linares makes remarks.
3:03pm
The Press is escorted out of East Room.
GOAL#l
3:05pm
THE PRESIDENT introduces the other participants at the table, makes brief
remarks on Goal One (early childhood education) and then poses a question to Flo
Abel, Executive Director ofthe Family Resource Agency of Northern Georgia.
Question: "Flo, I know that in Georgia you have been experiencing rapid growth
in the Hispanic populiltion. What have you learned there that we as a country
should be doing to ensure access and encourage participation ofHispanic
families in early childhood programs?"
�Others who could be called upon for this issile:
Migdania Vega, Principal,. Coral Way Bilingual Elementary School·
"Migdania, Do you find that children who have participated in early childhood
education programs have an advantage when they start school? "
Delia Pompa, Co:-Chair, Hispanic EducationCoul1cil and Executive Director,
National Association of Bilingual Educators
"Delia, how can we get more information to parents to help them get their
childref:l offto a healthy start? "
3:18pm
. Guillermo Linares makes summary points from discussion on Goal 1.
Guillermo outlines Goal #2 .
. GOAL #2
THE PRESIDENT makes remarks on Goal 2 (English language proficiency),
acknowledging political tensions around this issue, and making a strong statement
about the importance of having a goal on English language proficiency.
THE PRESIDENT then poses a question to Migdania Vega, principal of Coral
Way Bilingual Elementary School: .
ofyour students enroll with limited English
. "Migdania, as I understand it,
proficiency, yet your school has some ofthe highest academic achievement in the
county, including your English language reading scores. What role do you think
English language acquisition has in academic success and what do we need to do
to ensure students leave our public schools proficient in English?",
Others who could be called upon for this issue:
Delia Pompa, Co-Chair, Hispanic Education Council and Executive Director,
NABE
"Delia, how can we help educators who are not bilingual to effectively teach
limited English proficient students? "
Congressman Hinajosa
"TBD"
David Hernandez, teacher, 'Callfornia
"David, how do we ensure that even students who enter US. schools with limited
English proficiency as late as high school are taught to high standards and
.ensured English language skills?"
3:33pm
Guillermo Linares makes summary points from discussion on Goal 2.
Guillermo outlines Goal 3.
�GOAL#3
3:35pm
THE PRESIDENT makes remarks on Goal 3 (closingthe achievement gap),
including a strong comment on the importance of standards,' accountability, state
assessments and investment in what works.
THE PRESIDENT then poses question to school district Superintendent
(Hartford or Seattle):
"Hartford has been making some great strides in improving the educational
achievement ofall students. Your district (statistics on student achievement).
What are the key strategies that are working in Hartford that schools and distriCts
across the country should be using to leverage this kind ofimprovement?
Others who could be called upon for this issue:
Tom Gammon, teacher, Miami Springs High School
"Tom, what can we do to get the best teachers to teach in schools with the
.
students facing the biggest challenges? "
Governor Gledenning
"Governor Glendenning, what role do resource allocation and other state
decisionsplay in closing the achievement gap?"
John Kernan
"John, what compelled you to take on this issue in such an innovative way, and
. how can we get other private sector leaders involved? "
3:48pm
Guillermo Linares makes summary points from discussion on Goal 3 .
Guillermo outlines Goal 4.
GOAL #4
3:50pm
THE PRESIDENT makes remarks on Goal 4 (high school completion rate), then
directs question to David Driscoll, Chief State School Officer
"When people talk about the high school completion rate for Hispanics, they most
often focus on the disproportionately high dropout rate ofHispanic immigrant
students or the financial support many Hispanic families need from their·
.
children's work. But people who pay attention to this issue say there are many
other important factors. What else should schools and communities be doing to
ensure more Hispanic students complete high school? "
Others who could be called upon for this issue:
Tom Gammon, teacher, Miami Springs High School
"Tom, what impact do teachers have when it comes to keeping kids in school?"
�Juliet Garcia; President, UT-Browl)sville
"Juliet, how do expectations ,and challenging coursework effect high school
.completion rates?
· Sen. Bingaman
'TED"
4:03pm "
Guillermo Linares makes summary points from discussion on Goal4.
Guille1TI1o outlines Goal 5.
GOAL #5
4:05pm
THE PRESIDENT makes remarks on Goal 5 (college completion rate), then
· poses question to Juliet GarCia, President, UT-Brownsville.
"Today we are setting a goal to double the college completion rate for Hispanics
over the next decade, but we know it took twenty years to double the rate to where
it is today. Juliet, what are we going to have to do to reach such an ambitious
goal?"
.
Others who could be called upon for this issue:
.Governor Glendenning
"Governor you have experiencedfiist-hand the extraordinary value ofhigher
· education. Yet the role ofthe government in providing higher education is much
· less clear than it is in providing public K-12 schools. How can government help
to increase the college completion rate? "
Delia Pompa
· "Delia, what challenges do we need to overcome to raise the college completion
rate among Hispanic Americans and reach our goal?
David Hernandez, teacher
"David, how can we help our teachers better prepare students for the challenges
ofhigher education? "
4:18pm
Guillermo Linares makes summary points from discussion on Goal 5 and tum
program over to THE PRESIDENT.
4:20pm
THE PRESIDENT provides closing remarks and asks participants to move to the
State Dinning roomfor a reception.
4:30pm
Program concludes.
�WHITE HOUSE STRATEGY SESSION ON
EDUCATIONAL EXCELLE;NCE FOR HISPANIC STUDENTS
June 15,2000
Roundtable Participants
1. President Clinton
2. Secretary Riley
. 3. Gov. Glendening .
4. Guillermo Linares
5. Congressman Hinojosa
6. Senator Bingaman
7. AFT Teacher (Tom Gammo~)
8. NEA Teacher (Lily Eskelsen)
9. Principal (Maria Tukevaor Migdania Vega)
10. Superintendent (Joe Olchefske from Seattle or Anthony Amato from Hartford)
11. Chief State School Officer (David Driscoll)
.
12. HEt Representative (Delia Pompa)
13. Higher Education Representative (Juliet Garcia)
·14. Early Childhood Education Representative (Flo Abel)
15. Business Representative (John Kernan, Founder and CEO Lightspan)
16. Other HEC/Student/Stakeholder/John Quinones
Other Possibilities
Raul Izaguirre* or Cecilia Munoz (NCLR)
biscovery Espanol CEO
.
John Quinones (Journalist)
Rob Reiner* (Producer, founder ofI Am Your Child Foundation)
James Traub* (Journalist)
Nicholas Lehman* (Journalist)
*Have not confirmed attendance
�EMBARGOED UNTIL JUNE 15, 20001OAM
National Goals for Educational Excellence for Hispanic Americans
• Ensure' that Hispanic American children have access to high quality early childhood
education and development programs and enter school prepared to succeed by
increasing the Hispanic participation rate to the national participation rate in high
quality programs by 2010.
• Respecting the importance of multilingualism, age-specific learning needs, different
research-based instructional approaches, and the variety of developmental levels at
which limited English proficient (LEP) children enter school, by 2010 all states and
school districts will provide appropriate language instruction"to ensure that all
students graduate from high school having demonstrated proficiency in English:
• Provide a high quality education with appropriate resources and support to ensure
equal opportunity for all students in order to eliminate the achievement gap between
<
Hispanic students and other students on appropriate state assessments,and other
indicators by 2010.
• Increase the high school completion rate for Hispanic students to 90 percent by 2010.
• Double the percentage of Hispanic Americans who earn Associate's and Bachelor's
degrees by 2010.
�WHITE HOUSE CONFERENCE ON TEENAGERS.
Prograni Draft 5/1/00 pm "
'10:09
Melanne Verveer welcomes audience and explains how the program will
,work, introduces video.
10:11
,Opening Video: Montage of a diverse group ofparents and teens'
speaking about their lives.
' .
10:15
, 10:16
THE PRESIDENT and MRS. CLINTON announced into room.', MRS.
CLINTON proceeds to lectern. THE PRESIDENT sits next to lectern.
Panel I is already seated on stage.
MRS. CLINTON speaks. MRS. CLINTON introduces THE
PRESIDENT.
10:26
10:40
./
Ben Casey makes remarks.
10:44
)
.THE PRESIDENT speaks. THE PRESIDENT introduces Ben Casey,
Dallas YMCA.
THE PRESIDENT makes closing remark and departs. '
10:45
MRS. CLINTON introduces topic ofpanel (who are today's teens and
what do they need) and introduces panel members Jacqueline Eccles, Jay
Giedd, Karen Pittman, Rhea Perlman and Danny DeVito. She calls on
Jacquelynne EcCles to speak first.
,The first oftwo panels this morningwillfocus on an important question':'"
who' are' today 's teens and what do they need?, One thing we do know
'
abO,ut teenagers ioday - they are the most racially and ethnically diverse
group ofteenagers in our nation's history.
Hutas we celebrate their diversity, we also know thatthis group has much
in common.' The President is fond ofquoting a leading geneticist, Dr. Eric
Lander who spoke at our Millennium Evening last October. He told us .
that all human beings have DNA that is 99.9% identical. Isn't that
amazing? So it shouldn't surprise us that-regardless ofrace, economic
status, or region, families have many ofthe same concerns.
, I have been doing quite a bit oftraveling lately and talking to many
different families, many different parents ofteens. And I am hearing that
parents ofall backgrounds are worried about violence, and drugs, and the
quality ofeducation their children are receiving. And they are a little
.
'''.'
/
�,
i
bewildered at the changes their preteen and teenage children are going
through physically and emotionally.
.
.
We have two experts here on the panel who will talk to us about the
changes that occur during adolescence. Dr. Jacquelynne Eccles [Eck-Ies}
is a psychology professor and research scientist at the University of' '.
Michigan. Much ofher work has focused on adolescent development
most recently she has chaired the MacArthur Foundation's Project on'
'
Successful Pathways through Middle Childhood. ' ,
Dr. Jay, Giedd [Geed} is the Chief ofBrain Imaging at the Child
Psychiatry Branch ofthe National InStitute ofMental Health. He is also a
practicing clinician who has written extensively in medica/and science.
journals on the biological basis ofbehavioral, cognitive and emotional
disturbances. He' will share with us his recent work on healthy brain
development ofadolescents.
.
.
Let's startwith Dr. Eccles.
.
10:47
.
;) Jacquelynne Eccles discusses adolescent development, including the
stages, peer cues, behavioral pressures, and the need for independence.
MRS. CLINTON comments and introduces Jay Giedd, a scientist at the .
National Instifute ofMental Health.
10:51
)
Now let's hear from Dr. Giedd who will help us understand what may be
.
going on in the brains ofyoung teenagers.
.'
10:53
10:57
3
Jay Giedd,presents his recent research that suggests that an important .
phase of brain development occurs around puberty and what happens at
that time matters and can set the stage for later successes or failures.
MRS. CLINTON comments and introduces Angela Diaz, Director of the
Mt. Sinai Adolescent Health Center, who will speak from the audience.
Ofcourse, as Dr. Giedd notes, we can only speculate about the ways in
which this breakthrough research can help teenagers appreciate that they
have a real ability to influence what they will be good at for the rest of
.their life. What he tells us is intuitively sensible - but also confirms our
worst fears that ifwe don't promote healthy behavior during these
formative years, we may never be able to reverse the damage. It's a lot
like what we know about early brain development, which we focused on at
a White House Conference in 1997. And it turns out, this period oflife
maybe equally important, but with an'important difference - the teens
.themselves have a measure ofcontrol over their futures that they lacked as
babies and toddlers.
�'
.~.
Our next speaker, Dr. Angela Diaz [Dee-Azz), works to.ensure that
teenagers stay healthy. She is the Vice Chair ofthe Department of
. Pediatrics at Mount Sinai School ofMedicine, and the Director ofHealth
· Services for the Children's Aid Society in New York City. Dr. Diaz, what· .
can you tell us about the health care needs ofteens?
Angela Diaz discusses the health care needs ofteensshe sees in
her work and the challenges serving them.
10:59
MRS. ,CLINTON comments and introduces Karen Pittman, of the
International Youth Foundation. .
11 :02
I have known Karen Pittman for many years __ when she was at the
Children's DefenSe Fund promoting an adolescent policy agenda, dnd '
later when she agreed to serve as the Director ofthe President's Crime
. Prevention Council. She is a sociologist by training and a nationally
· recognized leader in the field ofyouth development, who helped to .launch
America's Promise. She is currently the Senior Vice President ofthe
International Youth Foundation, an organization dedicated to improving
conditions and prospects for children and youth worldwide. Karen - help
us understand what all teenagers need to develop into successful adults.
11:04
'j
'
.5
Karen Pittman lays out the assets that all teenagers need - a caring adult,
healthy habits, safe places, a good education, and the opportunity to give
back.
.
.."....
11 :08
.. MRS. CLINTON comments and introduces Emily McDonald, age 17,
who is involved in community service in her hometown in Appalachia.
She willspeak from the audience .
. .·It 's'abouttime we heardjrom aYoungperso~,· isn'tit?· Emily McDonald,
who. is in our audience today, is seventeen. She grew up in Clarkrange,
Tennessee, in Appalachia. As a young child, she was "sponsored" by
Save the Children, and benefited from the Head Start program. And now,
she is a ,straight A student, a cheerleader, and a dedicated volunteer with
Save the Children, helping to renovate that old Head Start center so it can
serve as an afterschool center. Emily, tell us about yourself.
11:10
Emily McDonald describes her community, her classmates, her
involvement in service, her relationship with her parents and
grandmother.
.
11: 13
\
\
MRS. CLINTON comments.and introduces Rhea Perlman and Danny
· DeVito.
�'.
Emily; I understand your mother is with you today - Mrs. McDonald, let
us congratulate you on raising such a responsible and resourceful young
woman.
)'
Our next speakers may not be scientists or researchers, but they are
experts -1 understand they are the parents ofthree teenagers. 'I'm sure
much ofout audience is familiar with the many films that Danny DeVito,
and Rhea Perlman have starred in, the television characters they created
on Taxi and Cheers, and the movies that Danny has produced. But you
may not know all the good work they do on behalfofchildren, most
recently as spokespeople for the Afterschool Alliance. Danny and Rhea,
what can you tell us about raising responsible and resourceful teenagers?
Danny DeVito and Rhea Perlman speak about their experience as
parents ofteenagers and about the Afterschool Alliance.
11:23
MRS. CLINTON comments, thanks panel, and invites panel II to take the
stage. Panel I leaves the stage and panel II, consisting of Laura Sessions
Stepp, EddSpeaker, Robert Blum,Geoff Canada, and Gabriella Contreras
,are seated.
I'd like to thank panel I for their insightful comments, and invite panel II
to take their places on the stage. ,
MRS. CLINTON introduces the topic of the second panel- what parents
,can do ,to help teens and what communities can do to help teens and
, parents - and introduces first panelist, Laura Sessions Stepp, author of Our
Last Best Shot and W~hington Post families reporter.
We will now turn ,our attention to what parents can do to help their'
teenage childr~n through adolescence; , My goodfrie.nd, Dr; David
,'Hamburg, who was insirumentatin planning this co:n.terence and who is
one ofthe nation's leading experts on adolescent development, called our
next speaker's recent book, Our Last Best Shot, "the best book on
adolescence ever written for the general public." Laura Sessions Stepp is
a Pulitzer Prize winningjourna/ist with Washington Post, but she is here
today to share with us what she learned in researching her book, which
really is a road map for parents through the challenging teen years. She
will then introduce for us our next speakers, who are aptly named Edd and
Edwin Speaker and who are featured in a chapter in her book intriguingly.
entitled "Am I Competent"?
11 :28
1 ~ :32
qLaura Sessions Stepp outlines what we know about gpod parenting of
teenagers. She then introduces Eddand Edwin Speaker.
MRS. CLINTON comments and introduces Edd and Edwin Speaker.
�11:34
\0
Edd Speaker discusses his experience as a parent and introduces his son,
Edwin, who will speak from the audience..
Edwin Speaker discusses the important influences in his life.
.
11:41
.
.
MRS. CLINTON comments and introduces Robert Blum; University of
Minnesota and Add Health study.
.
.
I think I know that answer to the question Laura Stepp posed, "Am 1
Comp~tent?H -clearly Edd and Edwin are not only competent, but
examples for us all in overcoming challenges with heart and
determination.
Our neit speaker, Dr. Robert Blum [BlummJ, is the Director ofthe
Division ofGeneral Pediatrics and Adolescent Health at the University of
Minnesota, and the co-investigator jor the seminal National Longitudinal
Study on Adolescent Health, known as "Add Health." This important
research holds important information about the influence ofsocial factors
and connections to the health, ofteenagers. Dr. Blum?
11:43
.. )
'-
Robert Blum discusses research that underscores the importance of teens
being connected to their families and the community.
10)
Clearly a close relationship with a parent - like the one Edd and Edwin
enjoy - makes a great deal ofdifference in the health ofteens. But we
alsoknow,from the YMCA poll' and our opening video and, I'm afraid,
also from our own experience,. that time together isn't always easy to
achieve. .And all too often, .it's work that gets in the way.
\
..: .'
01
. ....... Our next speaker who is in the audience today, is one the nation's.
· ·leadingauthoritfes'bn\;'ofk cmdfa~ily issues: Ellen,Galinsky'is the co
founder andpresident ofthe Families and Work Institute, which conducts
pioneering studies on the ways that jobs and homelife interrelate. Her
recent book, Ask the Children, challenged some ofthe conventional
wisdom about children's views oftheir parents work. Ellen, it is good to
see you again~ Tell us, what can employers do to help their employees
parent teenage children?
11:47
11:49·
MRS. CLINTON comments and introduces Ellen Galinsky, President of'
the Work and Family Institute, who will speak from the audience.
1~
Ellen Galinsky spe~ about the need for employers to think
creatively about ways to help parents ofteens connect with their
children.
�11:52
MRS. CLINTON co~ents and introduces Judith McHale, President and
, COO ofDiscovery Communications, who will speak from the audience.
"":: :''-'j
:
For too 10nK, our national dialogue about work and family has focused
only on parenting young children. We now know how important parents
are even in the lives ofteenagers about to become adults. Ellen, thank you
for your leadership in this effort,
,.'-~'
,
"
Another area parents 'are askingforhelp with is monitoring their teens'
television and internet use. As I mentioned earlier, I believe we need a
unifonrz rating system that will tell parents in a simple and consistent way
whether the material their children want to view is appropriate. ' Until we ' '
have such a system in place, we at least have a variety ofrating systems to
rely on. Unfortunately, many parents don't know about them, andfind
them confusing and therefore unhelpful. We also know,from the poll
released this morning, that parents think they are supervising their
, hildren's internet use, but their teenage children teli a different story. I
c
am hopeful that the Task Force on Tools for Parents and Teens in the
'
, Media Age will address this important point.
Our next speaker will speak about the responsibility ofthe industry to
develop tools for parents to better understand and monitor the new media.
Judith McHale is the President and Chief Operating Officer ofDiscovery
,Communications and chair ofthe board ofthe National Campaign to End
Youth Violence. We have asked her to share her views regarding the role
ofthe media in addressing youth violence.
<)
'. ,".
11:54
11 :57
1" [:Tj
Judith McHale discusses the media's role in addressing youth
violence.'
,
,MRS. CLINTON comments and introcluces, Susan Bales, President of the,
Frameworks Institute, who willspeak fromthe audience.
Another concern that is often brought up about the media is the way young
people are depicted -that unrealistic images ofwomen and girls inspire
unhealthy dieting and eating disorders; that racial stereotypes abound;
that sex and violence are too common and caring and communication too
rare.
,Our next speaker has studied these issues and drawn some interesting
conclusions about the implications ofthe media's depiction ofteens.
Susan Bales is the President ofFrame Works Institute, a project ofthe
College University Resource Institute, which conducts communications
research on social issues. Tell us, Ms. Bales, is there a danger in the
'
media's portrayal ofyoungpeople today?
\
�,.
11:59
. <:)
.. -
Susan Bales discusses research on the IIledia's treatment of teens .
and how it differs from reaiity~
12:02
MRS. CLINTON comments and introduces Geoff Canada, author of Fist,
Stick, Knife, Gun and founder of the RheedlanCenters for Children .and
Families.
One reason, I think, the media has such an influence in our views ofyouth
is that so many adults never come in contact with a young person - a
·majority ofadults have no personal interaction with teenagers
whatso.ever.
.
In contrast, our next speaker has given his life over to helping the children
in his community succeed. Geoff Canada is President and CEO ofthe
· Rheedien Centers for Children and Families, and the author ofFist Stick
Knife Gun: A Personal History of Violence in America. He is a hero to
many for his groundbreaking work in Harlem, and is here to tell us what
community organizations can do ta. help especially those 'children who live
· in destitute conditions.
12:04
\1.0 Geoff Canada speaks about the role ofcolllIl1unity in the life of a
teenager, particularly in the inner city.
12:08
.
,.\,
.
;
MRS. CLINTON comments and introduces Harvard anthropologist Dr.
Katherine Newman, author ofNo Shame in My Game: The Working Poor
· in the Inner City, if time permits .
I can't thinkof another program that has done such a comprehensive job
making sure that the youth they serve have access to all the fundamental
resources they need. I also commend you for using AmeriCorps members
. .so creatively - therehayebeen more than 150,000 Americans in .
.'. AmeriCorps since it was createdfive ye~rs ago, and most~f them are
involved in meeting the needs ofyoung people"':" tutoring, mentoring, and
organizing them in community service.
Let us consider anothe~ topic that is very pertinent to young people today
- afterschool and summer jobs. In fact, four out offive youth hold a job at"
one time or another while they are in schoql.While some may view paid
· employment as a way to teach teens important lessons about the value of
money and the ethic ofwork, others worry that teens are spen.ding too
much' time on the job, to the detriment oftheir school work, social·
relationships, and family connections.
Our next speaker, Harvard Anthropologist Katherine Newman, has
studied the experience oflow-wage workers in low-income communities.
Her book is entitled "No Shame In My Game, " and I am eager to hear her
..
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. ",
. '
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perspective on, what employers ofyouth can dO to make sure their
experience contributes to their future success, instead ofensuring their
future failure. '
')
· Katherine Newman speaks about the responsibility of employers
12:10
· of youth to do more to help them succeed. [OPTIONAL
SPEAKER]
,
"
12:13
MRS. CLINTON cominents and introduces Jay Engeln, Principal of the
Year, iftime permits~
.
.
r '
. '
•
, A comprehensive approach to helping teens succeed ofcourse demands
the involvement ofmiddle and high schools.' When I think abput the
connectedness" Dr. Blum spoke of, think with dismay about the ' . ,
,
enormous size ofso many ofour nation's high schools, where it's too easy
, for students to becomefacesin a crowd. 1also think about how important
it is for parents to be i'nvolved in their children's education. - isn't it
interesting that both parents and teens rated education so high on their list
ofimportant issues in the YMCA poll? But so often, 'middle and high
schools offer few avenues for family involvement. ' "
.
"
U
'
,
.
;
Our next speaker knows something about high school. He is the Met
LifelNational Association ofSecondary School Principals "principal of
the year." His. school, the William J. Palmer High School in Colorado
Springs has a slogan, "Together we'can make a difference." Tell us, Mr.
Engeln.[Eng-el-linJ, what do you recommend schools do to "make a
, difference"?'
.
"
Jay Engeln discusses the importance of parent involvement in
J2:15
· middle and high 'school, high school reform, and afterschool
programs. [OPTIONAL SPEAKER]
.
12:18
'.
' .
MRS. CLINTON ~omments and introduces Gabriella Contr~ras, age 14.
Ten years ago, I worked on a report by the WT Grant Foundation
Commission on Work, Family, and Citizenship. The report made wide
ranging policy recommendations directed at the halfofall young people
who didn't go on to college. Many ofthese recommendations - improved
, school,..to-work programs, increased access to college, and expanding ,
opportunities/or youth to serve - have been important efforts by the·
Clinton Administration., This last point, youth service, hasn't gotten the "
headlines .other initiatives have.' But it is nonetheless central to our
strategy to make service the universal experience ofall young Americans,
regardless oftheir background. Research shows that service increases,
students' sense ofresponsibility, acceptance ofcultural diversity, work
, orientation, college aspirations, and school achievement. And study after
'<
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"
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..
'
.
study shows that serving others can be a powerful antidote tofeelings' of '
helplessness or.alienation~ ..
.
Our last speaker knowsfirsthand how service can define and transform a
. life. Gabriella Contreras.is fourteen, but she has been setii'ng' an: example
.for others since she was a tilij child. She came to us through Donna
Shalala's Girl Power project, a national campaign to encourage girls.
aged nine to fourteen to 'make the most oftheir lives. Gabriella, tell us
wkat )'oung peop~e. cczn do to help themselves and their peers.
.
12:20
1+
,
,"
Gabri~lIa Contreras speaks about her own experience with youth· .
violence in her community and ways youth can be resources for other' .
'.~~"
.
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•
12:23
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. MRS. CLINTON comments and provides closingcominents.
Mentions
breakouts arid lunch, invites satellite downlinks to continue talking and·let
us know what they conclude." .
.
.
.
I'm sorry we don't have time for more discussion. This morning';
program has certainly given us a great deal to thillk about.. I'm sure that
.. this afternoon's breakout'sessions will allowfor lively debates..We will
say goodbye :now tt? our friends·who are participating via satellite. PI?ase
proceed to the State Dining'Room/or lunch. . .
.
.
12:30 .
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.Break for lunch.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Andrew Rotherham - Education Series
Creator
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36329">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Identifier
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2011-0103-S
Description
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The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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Adobe Acrobat Document
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171 folders in 12 boxes
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Paper
Dublin Core
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Title
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Script (HSS) [Hispanic Strategy Session]
Creator
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Domestic Policy Council
Andrew Rotherham
Education Series
Identifier
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2011-0103-S
Is Part Of
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Box 8
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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William J. Clinton Presidential Library & Museum
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Reproduction-Reference
Date Created
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8/22/2013
Source
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2011-0103-Sa-script-hss-hispanic-strategy-session
612954