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From YouTube: Excellence in Education: Lessons From Massachusetts
Description
This session was held Aug. 7, 2017, at NCSL's 2017 Legislative Summit in Boston.
For a number of years, Massachusetts has topped national and international rankings for student achievement in math, science and English Language Arts. This has been the result of a strategic vision set years ago by education officials in Massachusetts and policies and practices put in place to meet that goal. Learn more about student achievement in the state and the successful strategies used to earn it a top spot in the world.
A
Welcome
to
this
session,
and
forgive
me
if
I
get
to
be
a
little
bit
teacher
issue,
because
I
was
a
teacher
for
thirty
years
and
I'm.
Never
shy
about
asking
people
to
hey
be
here,
be
in
the
moment,
be
aware
of
what's
going
on
and
make
love
a
little
bit
less
than
that
thing
in
front
of
you
with
a
screen
on
it.
That
would
be
really
a
good
way
to
get
started
so
welcome.
We
are.
We
are
really
excited
about
this
panel.
A
Bob
and
I
are
pleased
to
be
the
moderators
for
today,
and
we
know
this
is
going
to
be
a
good
session,
much
of
which
will
depend
on
your
interaction
because
we
know
we
have
great
panel.
Is
here
but
I'm,
George,
Eliot
and
I
am
a
state
senator
from
Arkansas
and
before
I
was
a
senator
and
part
of
the
time
when
I
was
in
the
house.
I
was
a
high
school
English
speech,
communications
teacher
and
it
was
the
career
that
I
dearly
loved.
A
It
prepared
me
for
the
legislature
more
than
anything
else,
because
I
was
so
used
to
dealing
with
lots
of
attitudes,
lots
of
different
selects.
All
the
time,
so
this
was
just
old
hat
for
me
by
the
time
I
got
to
the
legislature,
but
one
of
the
things
I
always
always
wanted
to
do
as
a
teacher
is
to
be
was
to
be
world
class,
and
so
one
of
the
things
I
was
always
pushing
for
so
always
wake
up
every
day
and
not
be
satisfied
with
where
I
was
as
a
teacher
and
where
we
were
in
education.
A
So
when
we
had
the
opportunity
to
be
a
part
of
the
NCSL
international
study
group
that
you've
heard
so
much
about
I
mean
this
was
an
opportunity
for
me
in
a
consistent,
coherent
way
being
a
part
of
taking
a
look
at
what
other
nations
who
perform
in
the
top
10
on
the
peace
exams,
how
great
they're
doing
and
understand
what
they're
doing
and
and
come
to
the
absolute
certainty,
but
at
places
like
Estonia
could
do
this.
If
Poland
could
do
it,
if
Finland
could
do
it
and
then
our
very
own
Massachusetts
could
do
it.
A
A
A
We
will
just
tend
to
go
our
own
separate
ways
and
fail
to
do
what
we
ask
everybody
else
to
do.
Set
yourself
on
a
course
be
resilient,
exercise
grit
and
not
give
up
on
it.
So
I
am
so
pleased
today
to
not
just
have
to
talk
about
other
high-performing
countries,
but
to
be
here
in
the
Commonwealth
and
learn
from
Massachusetts.
What
Massachusetts
has
done
so
I
look
forward
to
a
great
engaging
conversation.
A
It
feels
like
I'm
going
to
be
as
excited
today
as
I
was
when
I
was
a
teacher,
because
all
your
smiling
faces
are
there
and
ready
to
go
so
welcome
to
this
session,
and
now
I
will
turn
it
over
to
my
co-moderator
representative
Bob
Bain
in,
and
we
have
become
a
couple
and
doing
these
kind
of
things.
So
just
look
at
us
as
an
old
married
couple
when
we
start
bickering
up
here.
That's.
B
In
fact,
I
think
I
think
was
in
Chicago
last
year,
when
we
were
doing.
Maybe
it
was
one
of
the
other
NASA
forms
we
were
at.
We
were
on
a
panel
together
and
somebody
afterwards,
I,
don't
know
who
the
Republicans
and
the
Democrats
are,
because
we
have
kind
of
blended
and
frankly,
that's
one
of
the
things
I
think
about
this
international
study
and
what
we're
going
to
talk
about
today,
the
kind
of
divides
the
partisanship
and
really
focuses
on
what's
best
for
kids,
and
how
can
we
really
get
there
and
it
really?
B
As
you
know,
we
had
a
have
had
a
number
of
breakouts
already.
Some
of
them
have
been
very
passionate,
maybe
somewhat
controversial,
but
this
really
I
think
is
going
to
give
us
an
opportunity,
Joyce
and
I
think
we're
both
in
Washington
this
past
December,
when
the
piece
of
results
were
released,
and
next
we're
on
a
panel
did
some
discussion
as
far
as
that's
concerned,
so
I'm
very
excited
to
be
here.
B
It's
great
that
Massachusetts
has
been
able
to
be
a
leader
and
provide
us
some
insight
as
to
what
they've
done
over
the
last
several
decades
to
really
propel
themselves
to
the
forefront
I'm
going
to
reduce
the
speakers,
but
before
I
do
that
I
also
want
to
bring
to
your
attention
and
pardon
me
for
thumbing.
Through
some
pages
we
are
going
to
ask
you
to
tweet
questions,
we're
going
to
be
technologically
advanced
I
guess.
Hopefully,
technology
works
to
NCSL
education.
B
So
if
you
have
questions
any
time
during
a
tweet
is
right
there
any
time
during
the
discussion
feel
free
to
tweet
those
questions
so
that
we
can
maybe
change
our
script
a
little
bit
and
interject
questions
that
might
be
appropriate
and
timely
at
the
time.
So
please
do
so
I'm
going
to
introduce
our
speakers.
I
don't
want
to
have
a
lot
of
reza
big
bio,
but
we'll
get
started
david
driscoll
former
commissioner
of
massachusetts,
reps
of
alan
spice
alice,
and
I
have
also
become
very
close.
B
We
are
co-chairs
now,
but
we
met
really
on
the
International
Study
Committee
as
well:
jim
Peyser,
Secretary
of
Education
here
in
Massachusetts,
and
then
Paul
RHIB,
Ravel
Francis
couple,
professor
of
practice
of
educational
policy
and
administration,
Harvard
Graduate
School
of
Education
Massachusetts.
That's
not
easy
to
say,
but
quite
a
long
title.
So
with
that
I'll
turn
it
back
over
to
Joyce
secretary.
A
Plays
are
you
get
the
very
first
question
and
I'm
sure
it's
something
everybody
wants
to
know
about?
How
did
what
did
Massachusetts
do
to
get
to
this
position?
How
are
you
maintaining
it?
What
kind
of
gains
have
you
seen
that
you
think
should
especially
be
highlighted
and
what
you
think
Massachusetts
needs
to
go
from
here
and
if
the
governor
has
any
particular
ideas
that
he
wants
to
push
from
this
point
on
well,.
C
That's
action
yeah.
Thank
you
for
giving
me
the
only
question
that
will
be
answered.
Therefore,
up
here,
I'll
just
keep
talking
until
we're
done.
Maybe
what
I'll
try
to
do
is
I
know.
We've
been
seeing
some
data
up
on
the
screen
here,
maybe
I'll
just
sort
of
do
a
quick
synopsis,
maybe
for
the
viewers
at
home
or
on
their
laptops
kind
of
some
of
the
some
of
the
data
around
the
performance
levels
of
Massachusetts
and
then
I'd
like
to
also
talk
I.
C
C
C
There's
degrees
and
higher,
so
there's
a
lot
of
there's
a
lot
of
good
news
to
report
and
I
could
probably
go
on
with
some
of
it,
but
I
think
more
important
than
that
is
the
ground
that
we
haven't
yet
covered,
because
not
all
the
news
is
good.
So,
since
2007,
if
you
looked
at
our
nape
results,
they're
essentially
flat
has
effectively
been
no
change
in
our
nape
results
in
either
English
or
in
reading
or
in
math.
And
when
you
look
at
our
fourth-grade
MKS
results
in
reading
and
math.
C
At
50%
proficiency,
we
have
the
largest
achievement
gap
in
the
country
when
you
compare
Hispanic
students
to
white
students
when,
in
eighth
grade
reading
gaps
in
eighth
grade,
math
have
grown
over
the
last
decade,
based
on
nape
results,
and
although
we
have
seen
significant
gains
across
the
board
in
all
the
different
subgroups,
the
gains
have
been
much
faster
among
among
white
students
and
non
low-income
students
about
one
third
of
our
high
school
graduates.
Our
public
school
high
school
graduates
who
go
on
to
a
public
college
or
university
require
remediation,
mostly
in
math.
C
We
have
rel
and
higher
ed.
We
have
relatively
low
on
time
completion
rates
not
abnormally
low
relative
to
national
standards,
but
we're
still
in
the
50%
range,
and
we
have
back
in
the
in
the
economy
and
in
the
workforce.
Significant
skills
gaps
such
that
the
people
who
are
the
young
people
who
are
coming
out
of
high
school
who
are
coming
out
of
college,
are
not
prepared
for
many
of
the
jobs
that
are
currently
in
demand
and
in
the
workplace
and
in
a
place
like
Massachusetts,
which
is
at
an
information,
rich
knowledge,
intensive
technology,
intensive
economy.
C
So
we've
got
a
lot
of
serious
problems
that
remain
in
front
of
us
and
that
in
many
cases
we
have
not
made
much
headway
on
over
the
last
25
years
and
in
some
cases,
have
gotten
a
little
bit
worse.
On
top
of
that,
I
would
say
is
the
consensus.
The
sort
of
bipartisan
consensus
that
I
was
talking
about
earlier.
That
has
been
the
hallmark
of
education.
Reform
in
Massachusetts
is
starting
to
fray.
I.
C
Think
that
you
know
the
core
elements
of
education
reform
here,
and
this
is
true
around
the
country
I
think,
but
its
world-class
standards,
rigorous
assessments,
accountability
for
results,
equitable
funding
and
an
expansion
of
options
and
parental
choice,
including
charter
schools.
That
combination
of
things
had
really
been
sort
of
again,
I
think
a
consensus
among
among
the
the
political
class
among
education
reformers
in
the
state
for
many
years
that
has
been
fraying.
C
Some
of
you
I
think
are
probably
aware
that
we
had
a
ballot
question
last
fall
on
charter
schools
to
expand
or
to
increase
the
cap
kind
of
across
the
board,
and
that
failed
quite
significantly,
and
the
the
tone
of
that
debate
was
very
different
from
the
tone
that
we've
seen
in
education
reform
again
over
the
last
2025
years.
So
all
of
that
is
to
say
that
we
have
some
significant
challenges
in
front
of
us
notwithstanding
our
success
and
in
in
one
case
in
very
significant
case,
I
think
that
success
is
part
of
our
problem.
C
Andy
Grove,
one
of
the
the
sort
of
famous
CEO
of
Intel,
has
said
that
success
breeds
complacency
and
that
only
the
paranoid
succeed
and
that's
really
where
we
are
right.
Now
we
have
a
general
I
would
say,
generally
speaking,
a
sense
of
complacency
about
our
success
and
as
a
result,
we
need.
The
first
thing
we
need
to
do
going
forward
is
to
reclaim
that
sense
of
urgency
not
easy
to
do,
but
I
think
that's
our
that's
our
biggest
challenge
and
beyond
that
I
think
we
need
to.
C
We
need
to
strengthen
or
rebuild
some
of
the
foundation
stones
of
our
education
reform.
Going
back
to
the
beginning,
we
need
to
strengthen
the
quality
of
early
childhood
education.
We
need
to
create
more
pathways,
especially
in
stem
and
career
oriented
fields,
for
students
in
middle
to
school
in
high
school,
and
we
need
to
improve
and
and
make
significant
headway
around
college
affordability
and
completion.
I.
Think
those
things
just
to
sort
of
put
some
labels
on
it
would
be
kind
of
the
leading
topics
and
the
leading
items
on
the
governor's
agenda
going
forward.
B
You
very
much
for
your
comments
and
thoughts.
Obviously
I
think
you
probably
bring
back
some
reality
to
it.
I
mean
we're
all
there,
except
what
your
success
looks
like
with,
like
you
said,
but
success
comes
challenges
as
well:
David
and
Paul.
You
both
played
important
roles
in
getting
Massachusetts
where
it
is
today
in
terms
of
being
successful
in
Pisa,
tell
us
about
how
this
effort
began
and
what
was
the
impetus
for
change,
and
maybe
who
led
this
effort
as
well
as
how
did
various
state
local
policymakers
come
together
and
establish
this
vision?
Okay,.
D
A
lot
is
going
to
rely
on
you
and
what
you
do
in
your
state,
capitols
and
I'm
sure
that's
a
message
that
you're
thinking
a
lot
about
in
these
days
and
finally
I'm
a
former
Secretary
of
Education
in
Massachusetts
I'm,
a
Democrat
Jim
just
gave
a
set
of
remarks
with
which
I
agree
with
virtually
everything
that
he
said,
including
the
phrase
that
we
often
used
to
use
when
I
was
in
office.
Doing
well
isn't
good
enough,
so
we
approached
a
panel
like
this
with
considerable
humility.
D
We
aren't
at
all
means
all
if
we're
to
judge
our
performance
on
the
basis
of
all
means
all
we
failed
to
achieve
our
goal
thus
far.
Despite
25
years
of
hard
effort
and
some
good
progress
of
which
we're
proud,
I
I
began
being
involved
with
education
reform
in
Massachusetts
through
various
school
business
partnership
activities
that
I
was
engaged
in
and
worked
with.
Many
members
of
the
business
community
I
had
the
good
fortune
to
meet
a
man
was
our
leader
and
we
created
together.
He
and
I
an
organization
called
the
Massachusetts
Business
Alliance
for
education.
D
His
name
was
Jack
Rennie.
He
and
I
co-chaired
a
partnership
committee
for
the
state
department
of
education
when
Massachusetts
in
the
mid
1980s
was
second
only
to
California
and
the
absolute
number
of
school
business
partnerships
we
had
and
many
of
our
business
partners.
I
was
an
educator,
but
many
of
our
business
partners
had
come
from
learning
about
education
through
the
nation
at
risk
report
and
feeling
that
sense
of
urgency.
D
That
Jim
spoke
about
that
drove
them
to
go
out
and
find
out
more
about
public
schools
and
volunteer
in
their
local
communities
and
realize,
after
some
years
of
doing
this,
that,
while
that
kind
of
partnership
was
necessary
to
developing
an
understanding,
it
was
insufficient
to
bring
about
the
kinds
of
changes
that
they
saw
when
they
observe
what
was
going
on
inside
school
systems.
What
they
saw
were
school
systems
that
had
no
clear
goals
had
no
real
accountability
systems
had
no
human
resource
development
system,
how
to
largely
demoralize,
particularly
in
the
most
challenging
areas.
D
D
In
terms
of
you
know
the
cost
of
living
or
the
price
of
wages
or
natural
resources,
things
of
that
nature.
Our
future
depends
on
brain
power
and
having
the
talent
to
do
the
jobs
that
they
needed
to
have
was
their
main
interest
so,
coming
together,
they
recognized
some
of
the
same
factors
that
Jim
talked
about.
We
need
standards,
we
need
accountability,
we
need
to
keep
track
of
performance.
We
need
to
have
choice
within
a
largely
monopolistic
system.
We
need
to
pay
more
attention
to
chronic
under
performance.
D
Not,
coincidentally,
we
had
a
state
equity
lawsuit,
proceeding
in
our
courts
at
the
time,
and
there
was
a
lot
of
apprehension
in
the
legislature,
though
no
decision
prior
to
the
education
reform
act
that
said,
Massachusetts
school
finance
system
was
woefully
out
of
whack,
where
we
could
have
in
one
of
our
cities,
the
city
of
Holyoke,
student-teacher
ratios,
running
in
the
1
to
50,
neighborhood
and
in
other
communities
quite
comfortable
ratios.
Something
was
wrong
with
the
finance
system.
D
So
in
the
Education
Reform
Act
of
1993,
we
effectively
doubled
the
state's
commitment
to
education
financially
over
a
seven-year
period
and
built
in
a
spreadsheet
into
the
Education
Reform
Act
that
specify
the
different
components.
Well,
there's
a
long
tortured
legislative
history
about
moving
from
the
original
introduction,
the
bill
to
its
final
passage,
but
suffice
it
to
say
it
was
passed
in
the
spring
of
1993,
signed
by
the
governor
in
June
of
1993.
D
The
court
decision
came
down
literally
weeks
after
that
accepted
the
Education
Reform
Act
of
1993
as
the
remedy,
and
then
the
bill
basically
I
was
on
the
board
of
education.
At
that
time,
the
bill
essentially
went
to
the
Department
of
Education.
We
hired
a
brand
new
commissioner
at
the
time
on
the
board.
D
One
is
leadership,
the
kinds
of
people
that
we
had
in
Bob,
antonucci
and
Dave
Driscoll
and
in
our
great
colleague
the
late
Mitchell
Chester
leading
education
reform
in
the
Commonwealth
was
critical
as
well
as
leadership
throughout
in
the
legislature
in
the
media
in
the
philanthropic
sector,
in
some
of
our
community-based
organizations
in
our
superintendents
leadership
was
critical.
Persistence
was
critical.
We
kept
after
it
and
the
kind
of
collegiality
doing
reform
with
the
field,
not
to
the
field
and
having
this
kind
of
dialogue
and
agreeing
to
disagree.
D
E
So
I'm
going
to
take
it
from
when
the
law
passed
and
then
we
had
this
implementation
issue,
but
I
want
a
couple
of
things
that
Paul
said
certainly
most
important,
and
this
leadership
issue
is
very
important.
We
had
a
Republican
governor,
surprised,
everybody
bill,
weld
who
was
a
little
different
in
his
approach
and
and
he
appointed
as
chair
of
the
board,
a
Democrat,
a
lawyer
who
really
deserves
a
lot
of
credit,
Mattie
captain
as
well
as
Paul
and
other
members
of
the
board.
E
The
board
was
I,
think
13
at
the
time,
13
members,
including
a
student-
and
you
know
once
the
legend.
As
you
know,
once
the
legislature
finishes
it.
Many
of
you
know.
Once
the
legislature
finishes
its
work,
its
then
goes
out
to
be
implemented
and
I've
heard
many
people
say
that
they
never
run.
They
never
recognized
the
bill
after
it
gets
passed
and
implemented
that
nothing
like
they
thought
they
passed.
E
There
were
two
things
there
was
the
grand
bargain,
which
was
we
were
going
to
give
you
the
tools,
but
we
expect
results,
and
the
other
thing
was
we're
all
in
this
together
and
pardon
the
ancient
reference,
but
he
used
to
say
we're
all
going
to
have
to
drink
a
little
castor
oil
as
we
get
into
the
boat,
and
that
actually
was
true.
There
were
things
for
everybody
to
dislike,
but
but
there
were
better
things
to
like,
and
so
it
was
that
combination
that
allowed
us
to
move
forward
and
keep
faith
with
with
what
was
developed.
E
So
it
was
very
important
what
what
the
the
whole
passage
of
the
law
and
the
process
I
joined
in
June
of
1993
Bob
Anthony
C,
as
Paul
mentioned,
was
a
very
pragmatic,
local
superintendent.
Most
of
us,
as
superintendent
said,
he's
never
going
to
get
the
job.
You
know,
isn't
theoretical
enough
he's
not
and
I
never
hit
a
doctorate,
but
he
didn't
have
the
pedigree
some
of
the
other
candidates
had,
but
mighty
did
us
and
the
board
did
a
smart
thing.
E
They
had
them
do
a
strategic
plan
and
he
blew
everybody
out
of
the
water
because
he
understood
education
and
so
his
only
problem
was
he
couldn't
get
a
deputy,
no
superintendent
wanted
it.
You
have
to
go
work
for
the
state
and
who
wants
to
work
for
the
state.
I
had
a
six
year
contract,
he
told
me
to
come,
get
less
money,
I
had
four
kids
at
the
time,
two
of
them
in
college
and
come
get
less
money
with
no
security.
He
worked.
I
said
this
is
going
to
work
anyway.
E
E
E
So
really,
when
you
think
about
it,
it
was
a
wonderful
law
based
on
a
lot
of
good
policy
and
etc,
as
Paul
mentioned
Kentucky.
But
now
how
do
you
implement
it
and
how
do
you
do
it
in
a
fair
way
and
I
think
what
Bob
and
I
did
as
Paul
alluded
to
was
that
combination
and
I
like
to
say
and
I've
got
a
book
coming
out?
Harvard
education,
press
I've
got
a
book
coming
out.
E
We
knew
how
to
move
the
tumblers
back
and
forth
between
imposing
policy
and
direction,
but
also
going
back
and
checking
with
the
troops
to
see
to
it,
whether
it
made
sense
or
not
and
I
think
that
combination
was
vital
as
we
move
forward.
The
reason
it
didn't
pass
muster
would
have
an
education
press,
they
marketed
it
and
young
people
don't
even
know
what
we're
talking
about
they're
all
digital
safes.
Now
they
don't
know
about
the
tumblers
I.
E
E
So
that
was
that
issue
with
respect
to
educators,
the
law
required
teachers
to
do
a
certain
amount
of
professional
development
in
order
to
keep
their
license
before
the
law.
Once
a
teacher
was
certified,
they
never
had
to
do
anyway
and
of
course,
most
states
requires
some
kind
of
CEUs
or
something
so
that
was
different
and
we
introduced.
E
They
introduced
the
idea
of
a
teacher
test
that
we
had
never
had
a
teacher
test
prior
to
the
law,
so
that
was
in
the
educator
area
and
in
the
case
of
schools
and
districts,
we
looked
around
the
country
and
saw
a
state
that
we
thought
was
doing
something
very
interesting
and
very
valuable,
and
that
was
Texas,
and
that
was
having
this
system
whip.
I.
You
had
to
make
adequate
yearly
progress.
We
might
have
heard
of
that,
and
so
what
happened?
E
Was
we
implemented
No
Child
Left
Behind
before
it
became
law,
but
we
did
it
our
way,
which
was
to
put
the
endpoint
to
win
a
hundred
percent
of
the
kids.
You
know
that
heaven,
when
a
hundred
percent
of
the
kids
are
proficient,
we
put
it
all
the
way
out
back
in
I'm
forgetting
the
year,
but
it
was
probably
98
or
so
we
put
it
out
to
2020.
So
the
amount
of
progress
of
school
had
to
make,
and
even
the
district
was
small
enough-
that
if
you
didn't
make
it,
you
could
make
it
the
next
year.
E
I
think
that
was
one
of
the
real
flaws
of
No
Child
Left
Behind.
They
use
the
date
and
I
talked
to
Senator
Kennedy
about
it.
It
was
a
typical.
The
Republicans
wanted
one
day
the
Democrats
wanted
another,
so
they
chose
the
year
in
the
middle.
It
was
just
too
steep
a
climb
for
for
most
states,
so
that
was
it.
And
finally,
the
question
was:
what
about
the
relationship?
Is
there
a
way
to
define
the
relationship
between
the
districts
and
the
schools
and
the
state
we
certainly
didn't
want
to
top
down?
And
all
that?
E
So
we
talked
about
that.
Our
job
was
to
set
the
conditions
by
which
schools
and
districts
could
then
operate.
I'll
just
give
you
a
couple
of
examples
of
how
that
played
out
and
you'll
be
pleased
to
know.
We
had
a
lot
of
failure.
We
had
some
luck,
so
this
is
not
just
you
know,
Massachusetts
just
simply
doing
things.
E
We
had
this
issue
of
teachers
having
to
do
so
much
professional
development
and,
as
you
know,
there's
a
lot
of
complaints
title
to
another
professional
development
for
teachers.
People
complain
that
it's
not
very
effective
in
their
own
personal
koreas,
drive-by
workshops,
you
know,
left-brain
right-brain
becomes
a
thing,
so
everybody
has
workshops
on
left,
brain
and
right
brain.
E
So
we
really
in
fact
Bob
used
to
go
out
in
the
highways
and
byways.
He
has
a
place
down.
Cape
Cod.
He
used
to
get
sand
on
his
his
proposed
changes
to
the
student,
a
teacher
CEU,
so
to
speak.
We
got
a
lot
of
input
from
teachers,
so
that's
the
way
that
we
operated.
We
implemented
from
what
the
law
required
us
to
do,
but
we
kept
checking
in
to
see
whether
or
not
it
was
working
the
way
we
were
doing
it.
E
It
was
interesting
that
the
union's
sometimes
would
complain
about
the
frameworks
and
the
testing
and,
of
course,
MKS
and
the
truth
was.
We
never
gave
a
em
caste
test
in
which
classroom
teachers
hadn't
reviewed
along
with
us,
hadn't
reviewed
every
question
hadn't
been
on.
They
were
on
the
bias
committees,
etc.
So
we
we
did
a
lot
to
make
sure
that
we
kept
people
involved
and
included
in
the
process
as
we
went
along.
So
we
were
fortunate.
E
We
have
wonderful
teachers,
as
you
all
do,
if
you
can
get
them
energized
and
moving
in
the
right
direction
and
that's
what
this
law
did.
It
really
verified
the
dignity
and
mobility
of
teaching.
It
did
provide,
as,
as
Paul
said,
two
billion
dollars
in
new
money
to
set
the
foundation
budget,
which
was
very,
very
helpful,
allowing
schools
to
have
reasonable
class
sizes,
etc,
and
so
I'm
going
to
stop
there
and
we'll
open
up
for
questions.
But
that
was
a
pragmatic
way
of
implementing
this
law.
Well,.
A
Thanks
so
much
for
that
I
have
heard
you
talk
a
number
of
times.
Both
of
you
did
a
great
job
by
the
way,
the
good
history,
a
number
of
times,
Mr
Driscoll
about
everybody's
staying
in
their
Lane,
so
repeted,
Pais
I,
think
that's
a
great
segue
to
my
asking
your
question
to
you
about
legislators,
and
is
it
possible
for
us
to
identify
our
lanes
and
stay
in
it
over
a
sustained
period
to
make
sure
we
do
move
ahead?
A
So
if
you
would
just
talk
to
us
a
bit
about
you
know
what
is
the
history
of
what
the
alleged,
how
the
legislature
actually
interacted
with
this
process
and
legislation
that
passed
and
what
has
been
the
posture,
the
legislature
going
forward
and
keeping
a
legislature
focused
on
something
for
25
years
without
there
being
a
major
falling
out
of
the
lanes?
That
would
be
interesting
for
I'm
sure
most
many
of
us
in
here
legislators.
So
we
really
are
going
to
appreciate
your
answer
on
that.
Thank
you.
Thank.
F
You
so
I
came
to
the
came
to
the
state
legislature
about
ten
years
after
the
1993
legislation
was
passed
in
2003,
just
coincidentally
I
had
been
elected
to
a
school
committee,
which
is
what
we
call
school
boards
in
Massachusetts
in
March
of
1993,
so
I
saw
I
was
in
position
to
see
the
implementation
on
the
ground
and
then
come
to
the
legislature
a
significant
amount
of
time
later
that
the
law
had
been
implemented
and
we
were
starting
to
see
results.
In
fact,
it
was
the
first
year
that
the
graduation
requirement
would
have
gone.
F
It
did
go
into
into
effect
and
I'm
sure
the
Commissioner
may
or
may
not
remember.
This
I
came
as
someone
who
thought
that
was
not
necessarily
a
great
idea.
Having
spent
time
in
the
legislature
and
worked
I.
Think
the
legislature
over
this
period
of
time
has
worked
very
collaboratively
with
the
administration
and
the
department
and
I
think
that
has
been
very
helpful
in
sticking
with
the
the
goals
and
objectives
of
the
legislation,
as
well
as
the
various
ways
in
which
the
legislation
was
implemented.
F
I
would
say
that
I
agree
with
what
has
already
been
set
up
here,
which
is
that
the
having
having
the
right
responsibility
in
the
right
place,
I'm,
not
sure
those
were
the
words
that
were
used,
but
it
has
been
the.
From
my
perspective,
it
has
been
the
the
experts
and
the
educators
in
the
department
who
have
had
the
responsibility
for
developing
the
standards,
for
example,
approved
by
the
board,
but
the
legislature
has
not
been
the
entity
that
has
developed
the
standards
or
the
frameworks
we
from
time
to
time.
Bills
are
filed.
F
That
attempt
to
have
the
legislature
dictate
some
of
those
things,
but
I
think
we
have
resisted
the
temptation
to
have
the
legislature
make
those
kinds
of
decisions,
so
I
think
there
I
think
there
are
two
significant
things
here
that
it's
important
to
focus
on.
One
is
the
I
would
call
not
just
bipartisan
but
non
partisan
aspect
of
all
of
this
work.
I
I
do
agree
with
secretary
Peyser,
but
that
maybe
is
beginning
to
fray
and
I,
and
I
also
think
that
success
is
problematic
in
that.
If
we,
the
focus
now
I
think
from
both.
F
This
has
been
true
of
both
the
Patrick
administration,
as
well
as
the
current
Baker
administration.
I
think
the
focus
has
been
on
trying
to
improve
those
schools
and
districts
where
we
continue
to
see
low
performance,
but
in
there
there
is
a
little
bit
of
pushback
when
we
are
promoting
some.
What
I
would
call
tweaking
of
the
current
legislation
to
address
some
of
the
problems
in
that?
F
C
Had
one
one
quick
thing:
the
legislature
did
undertake
a
pretty
significant
reform
in
2010
and
Paul
was
quite
active
in
that
and
I.
You
know
what,
among
other
things,
what
it
did.
It
clarified
the
authority
of
the
state,
the
Department
elementary
and
secondary
education
to
intervene
in
low
performing
districts,
as
as
the
chairwoman
was
just
talking
about
and
has
been
tremendously
important
and
valuable
as
a
tool
for
enabling
the
state
to
take
action.
C
Take
effective
action
when
the
sort
of
general
reform
strategies
that
are
being
pursued
are
not
making
a
difference
for
in
children's
academic
achievement
or
school
performance.
So
again,
I.
You
know,
I
have
to
compliment
the
legislature,
not
only
in
keeping
in
their
lane,
as
as
the
chairwoman
was
saying,
but
also
in
getting
involved
in
productive
ways
when
the
existing
or
underlying
law
wasn't
delivering
the
results
we
all
needed
to
expect.
It
did.
D
Else,
yeah
I
wanted
to
make
what
just
one
quick
comment.
Also
on
the
legislative
history
that
I
didn't
talk
about
Dave
made.
The
point
and
I
should
have
emphasized
this
more
about
the
grand
bargain.
We
had
a
field
here
as
a
result
of
something
called
proposition
two-and-a-half,
which
was
our
version
of
California's
Proposition
13,
that
limited
local
property
taxes
and
local
school
districts
in
the
1980s
were
starving,
and
so
they
came
forward
and
said.
D
We
need
the
legislature
to
refinance
the
legislature
product
by
the
business
community
said
well,
we'll
consider
refinancing
if
you
in
turn
will
agree
to
a
set
of
reforms
that,
under
ordinary
circumstances
you
may
not
have
agreed
to-
and
that
was
that
was
the
essence
of
the
grademark
of
the
grand
bargain.
But
there
was
another
aspect
to
that,
which
was
the
people
would
stick
with
it.
So,
as
they've
mentioned,
there
was
an
Reform
Act.
D
That
was
something
in
it
for
everyone
to
dislike,
but
presumably
more
for
everybody
to
like
some
people
approached
it
with
the
idea
of
will
go
along
with
this
until
it
passes
and
then
will
loop
back
around
to
the
legislature
and
get
them
to
change
it.
You
know
they'll
change,
all
the
things
that
we
don't
like,
and
the
legislature
I
think
was
remarkable
in
its
restraint
in
not
giving
in
to
that,
because
there
were
many
efforts
made
to
do
that
kind
of
thing
and
folks
said
no,
we
got
to
stick
with
this.
D
We
were
helped
again
by
the
court
holding
our
feet
to
the
fire,
at
least
on
the
finance
provisions
of
it.
But
the
legislature
said
now:
we've
got
to
stick
with
this
for
long
enough,
till
we've
really
learned
lessons
by
2010.
We
thought
we've
learned
some
significant
lessons,
so
we
put
up
a
bill
that
changing
things
that
Jim
just
described,
but
the
legislature
was
great
in
being
restrained
in
making
changes
as.
C
Aisle
I
mean
it
was
one
of
the
things
talking
about
the
financing
part
is
we
did
get
lucky
on
the
timing,
that
state
revenues
and
the
state
economy
was
booming
at
a
time
when
this
investment
was
was
going
into
effect,
so
we
were
lucky
to
sort
of
get
get
through
the
window
of
really
strong
economic
growth
in
order
to
fully
fund
the
foundation
formula.
So.
E
David
II
do
I,
add
well
missing
just
two
quick
points.
The
very
first
task,
major
task
we
had
as
a
department
was
to
develop
curriculum
frameworks,
and
so
we
engaged
a
lot
of
teachers
and
department,
heads
curriculum
leaders
and
by
the
way,
legislators
and
business
leaders
on
our
committees,
and
so
you
know,
we've
got
this
tremendous
responsibility,
everybody's
expecting
us
to
lead
the
country,
and
we
put
these
things
together
and
we
had
no
idea
whether
they
were
going
to
be
good
at
behead.
E
You
have
to
just
put
faith,
and
so
we
put
out
the
English
English
language,
arts
and
math
frameworks,
and
we
got
an
A
from
the
aft,
the
Union
and
an
a
from
Fordham
Institute,
which
is
a
conservative,
think
tank
in
Washington
DC.
So
we
thought
we
did
pretty
well
when
I
look
back
at
those
frameworks
which
will
create
a
or
five
to
eight
nine
to
twelve,
where
they
were
fluffy,
okay,
but
they
did
the
job.
So
that
was
important.
E
The
second
thing
we
have
a
tremendous
staff
in
assessment
and
they
determined
early
on
that
we
were
going
to
use
nape
now
nape
is
an
assessment
framework.
It's
not
a
curriculum
framework,
so
you
can't,
you
can't
teach
the
nape,
you
know
in
a
classroom
kind
of
thing,
but
we
were
going
to
set
our
standards
at
eight,
so
we
paid
a
lot
of
attention
to
proficiency
according
to
nape
and,
as
you
know,
one
of
the
real
flaws
of
No
Child
Left
Behind
was
allowing
states
sorry
to
set
your
own
standards.
E
D
Isn't
to
mention
one
fact:
I
want
to
bring
out
about
the
implementation
at
the.
In
the
example
he
gave
about
fashioning
the
standards
the
department
actually
went
about
paying
teachers
in
virtually
every
school
district
in
the
Commonwealth
to
meet
after
school
to
contribute
their
suggestions
to
the
curriculum
frameworks.
So
right
from
the
beginning,
the
signal
was
sent.
We're
doing
this
with
you.
We
want
your
input.
We
want
you
to
help
us
shape
this
with
a
theory
of
action
that
people
support
what
they
helped
create
and
we
on
the
board
had
public
hearings.
D
We
had
lots
of
public
hearings,
we
had
over
a
hundred
thousand
inputs
of
one
kind
or
another
to
the
original
frameworks,
but
the
met
it
wasn't
just
the
content
or
what
it
was
the
substance
of
it,
but
it
was
how
it
was
done
that
I
think
made
a
big
difference
in
establishing
the
atmosphere
from
that
point.
Going
forward.
B
Okay,
actually,
what
you've
reflected
on
kind
of
brings
back
to
the
International
Study
Committee,
the
no
time
to
lose
report
that
we
released
last
year
and
we
actually
have
four
takeaways.
This
is
not
on
my
handout
but
the
floor
takeaways.
What
we're
number
it
states
need
to
develop
high
quality,
early
childhood
education
and
provide
more
services
for
kids
at
poverty.
Trying
to
mitigate
number
two
was
we
need
to
improve
the
teacher
workforce.
B
We
really
need
to
increase
the
rigor
of
our
teacher
prep
programs
and
really
make
education
a
profession
and
suppose
to
where
we
are
kind
of
day,
with
more
of
an
industrial
model.
Number
three
was
better
alignment
with
career
tech,
ed
and
number
four.
Was
that
any
of
those
changes?
You
can't
do
one
and
expect
that
that
you
can
walk
away
and
say
I've
fixed
the
problem,
and
it
sounds
to
me
like
you,
are
much
more
strategic
in
the
way
you
developed
your
policies.
My
question
understanding,
you
know
where
you
have
been.
B
What
you've
done
is:
where
are
you
going
to
go
in
the
next
ten
years?
Obviously,
you've
shared
secretary
Weiser
you've
shared
some
of
those
shortfalls
and
even
though
you've
got
great
results.
Where
does
Massachusetts
go
in
the
next
ten
years,
and
can
you
give
those
of
us
in
the
room
that
aren't
from
Massachusetts
some
ideas
that
we
could
take
back
to
our
states
that
you
think
would
be
helpful
in
terms
of
implementing
that
I'd.
C
Of
all
I
just
want
to
comment
on
the
framework
and
the
four
items
that
you
just
mentioned:
I
think
those
are
all
absolutely
dead-on,
I,
don't
know
if
they're
the
only
things
that
matter,
but
they
they
matter
a
lot
and
in
that
context,
I
think
they're
highlights
a
couple
of
shortcomings
on
our
part.
First,
even
though
there
were
new
standards
put
in
place
for
teachers,
both
in
terms
of
requirements
for
professional
development
and
we're
to
maintain
you're.
C
Essentially,
your
tenure
professional
teacher
status,
teacher
testing
on
the
front
end
to
make
sure
that
that
incoming
teachers
at
a
minimum
had
a
Content
knowledge
in
their
field
sufficient
to
their
grade
level.
But
you
know
honestly
I
think
we
are
not.
We
have
not
made
much
progress
in
the
quality
and
coherence
of
teacher
education
in
the
Commonwealth.
It's
very
much
the
same
and
I
think
in
many
ways,
as
it
was
before
informed
by
our
standards
informed
by
standards
for
students
and
standards
for
teachers,
but
I
think
still
very
inadequate
to
the
task.
C
D
Most
of
my
current
work
at
Harvard
I
had
something
called
the
education
redesign
lab
is
devoted
to
really
answering
this
question
as
well
as
we
did
in
Massachusetts.
Why
didn't
we
get
closer
to
our
goal
of
all
means
all?
Was
it
the
goals
that
we
got
wrong?
Was
it
just
too
ambitious,
too
naive
and
I?
Think
for
both
moral
reasons,
it's
the
right
thing
to
do,
and
for
economic
reasons
it
continues
to
be
an
absolute
necessity
to
our
prospering.
As
a
society,
then
I
asked
question:
is
it
the
state?
You
know?
D
Is
it
the
strategies
that
we
use
to
achieve
the
goal?
Were
they
wrong
or
somehow
misguided?
And
it
feels
to
me
like
they
were
absolutely
the
right
strategies
for
what
we
had
at
the
time
and
we
had
a
consensus
around
these:
the
need
for
standards
and
assessment
and
accountability
and
all
the
strategies
that
we've
mentioned
here.
School
choice
focus
on
data
focus
on
teachers
and
teaching
and
so
forth,
but
that
was
necessary
but
not
sufficient
to
get
us
there.
D
So
I
come
to
the
delivery
system
and
in
my
view,
we
have
a
early
20th
century
delivery
system
designed
for
a
purpose
that
it
was
never
built
for.
In
those
days,
we
were
trying
to
get
90%
of
people
who
are
in
school
into
low
skill,
low
knowledge,
routine
factory,
work
kinds
of
occupations,
and
we
basically
used
that
same
framework
that
same
delivery
system
and
are
still
using
it
125
years
after
it
was
built.
D
So
my
work
is
mostly
about
how
do
we
build
in
our
cities
and
states
systems
of
opportunity
and
support
that,
for
example,
make
summer
learning
and
summer
enrichment,
which
we
know
from
the
data,
is
critically
important
in
either
making
or
closing
achievement
gaps
available
to
everyone,
irrespective
of
their
income?
How
do
we
make
the
mental
health
supports
that
I
hear
so
many
superintendents
complaining
about
not
having
in
their
school
districts
available
to
every
child,
irrespective
of
income?
D
How
do
we
make
nutrition,
solid
nutrition
available
to
all
those
things
that
those
of
us
who
have
privilege
routinely
do
for
our
young
people
that
enable
them
to
learn
when
they
get
to
school?
We
have
underestimated
the
impact
of
poverty
and
I
think
that
as
we
go
forward,
I'm
a
wholehearted
supporter
of
all
the
strategies
we've
talked
about
from
early
childhood
right
on
through
you
know,
school
to
career
and
career
pathways
and
things
of
this
nature.
But
we
need
to
personalize
education.
D
We
need
to
meet
kids
where
they
are
and
give
them
what
they
need
inside
and
outside
of
school.
We
need
to
integrate
Health
and
Human
Services
in
order
to
directly
attack
those
problems
that
prevent
kids
from
coming
to
school
and
in
the
first
place
and
learning
and
being
attentive
when
they
get
there.
And,
finally,
we
need
to
level
the
playing
field
with
respect
to
out
of
school
enrichment
in
summers,
after-school,
etc.
Well,.
A
We
have
invited
people
to
ask
questions
on
Twitter
and
/.
What
you
were
just
saying
here
is
a
question
about
the
achievement
gap
that
maybe,
since
we
have
had
a
good
answer,
I
think
in
some
ways
one
of
the
rest
of
you
might
want
to
comment
on
it.
But
the
question
is:
what
do
you
attribute
the
current
achievement
gap
and
how
do
you
hope
to
close
the
achievement
gap?
E
So
all
these
issues
of
poverty
I
mean
how
you
going
to
teach
a
kid
is
times
tables
when,
when
you
know
he's
not
he's
not
getting
a
meal
and
so
forth,
and
so
on.
So
so,
on
the
one
hand
I
think
we
have
to
understand
so
when,
when
people
set
up
school
and
district
systems
to
the
low-performing
and
taking
over
the
low-performing
and
all
that
I
think
sometimes
we
skip
over
the
complexities.
E
I
mean
it's
not
rocket
science
or
figure
out
who
are
going
to
be
the
low-performing
schools
and
districts
they're,
not
in
Wayland
and
Wellesley
they're
in
Holyoke
and
Lawrence,
so
yeah.
So
so
you
have
to
cut
it
in
half
and
cut
it
in
half
again,
it's
not
just
the
schools,
and
the
same
is
true
of
the.
Even
though
we
have
a
system,
that's
screwed
up,
as
as
Paul
has
mentioned,
I
mean
what
system
pays
people
according
to
how
long
they've
been
there
on
how
good
they
are.
E
What
system
goes
from
September
to
June,
as
if
kids
still
work
on
farms,
I
used
to
walk
into
schools?
How
many
kids
work
on
farms?
So
you
know
we're
stuck.
People
know
that
go
through
schools
of
Education
higher
education
programs
that
once
they
go
into
the
classroom,
this
is
really
not
much
that
they
learned
at
the
campus,
that's
going
to
help
them,
etc.
So,
there's
a
lot
of
things
to
fix,
but
I
do
think.
We
need
to
pay
attention
to
the
good
things
that
are
happening.
E
One
of
the
things
I
have
complaints
about
with
the
choice
and
chatter
and
I
support
them.
Is
it's
not
that's.
Not
all
there
is
I
mean
95%
of
the
kids
are
in
regular
schools,
so
you
can't
become
a
choice.
A
holic
here
we're
not
going
to
get
the
adjust
through
choice,
I
think
it's
important
in
Java.
Schools
have
been
tremendous
here
in
Massachusetts
and
I
voted
yes,
but
so
I
think
it's
it's.
We've
got
to
get
back
to
realizing.
E
We
can't
keep
bashing
teachers
and
the
profession
and
the
system
because
there's
a
lot
of
good
there.
You
know
we
talk
about
achievement
being
level
or
flat
in
America.
If
you
look
at
the
long
term,
nape
results,
but
if
you
disaggregate
those
results,
in
fact,
each
subgroup
is
doing
better
than
it's
ever
done.
Whites,
blacks,
Hispanics
and
Hispanics
a
scoring
where
whites
did
20
years
ago.
So
there
is
some
good
news.
On
the
other
hand,
as
Jim
pointed
all
these
kids
that
need
remediation
after
they
leave
high
school,
etc.
E
So
my
the
long
point
is
that
it's
very
complicated
and
we've
got
to
stop
polarizing
that
it's
all
bad
and
we've
got
to
fix
it
all
or
it's
all
wonderful.
We
don't
have
to
fix
anything.
We've
got
to
get
into
the
mess
which
includes
these
issues
of
poverty
that
are
and
they're
expensive,
as
well.
I.
Think
in
my
own
personal
opinion,
I
do
think
we
need
to
put
more
money
into
the
system
as
well.
E
F
Like
to
just
follow
up
on
that,
a
little
bit
I
agree
with
everything
that
is
going
to
sit
here.
Looking
going
forward
in
building
on
what
both
Paul
and
Dave
have
said,
I
think
there's
no
question
that
and-
and
the
legislature
certainly
focused
on
doing
more
with
early
education,
and
that
will
address
some,
not
all,
but
some
of
the
experiences,
the
out-of-school
experiences
that
the
middle
and
upper-class
students
have
the
that
Paul
referenced.
F
I
also
think
that
we
need
to
move
towards
longer
years
and
days
in
certain
districts
or
other
kinds
of
summer
and
out-of-school
time,
programs
to
level
the
playing
field,
one
with
respect
to
the
money-
and
this
is
I-
think
something
that
is
a
question.
We
really
really
have
to
pay
get
more
information
on.
We
Massachusetts
recently
completed
a
study
on
looking
at
whether
our
foundation
budget
that
was
created
back
in
1993
as
part
of
what's
been
referred
to
as
the
grand
bargain
was
sufficient
and
I
think
this
is
very
interesting.
F
Conclusions
came
from
that
commission,
the
first
and
the
one
that
gets
the
most
attention
is
that
the
foundation
budget
underfunded
a
couple
of
key
components.
Significantly.
The
most
the
most,
the
largest
of
which
was
what
we
provide
the
number
we
provide
for
employee
benefits,
but
the
other
piece
of
information
that
came
out
of
that
of
that
review
was
that
if
you
look
at
all
the
districts,
you
see
and
I
think
this
is
very
interesting.
You
see
districts
that
spend
a
lot
of
money
and
get
very
good
results.
F
You
see
districts
that
don't
spend
much
money
and
get
very
poor
results,
but
you
see
districts
that
do
not
spend
a
whole
lot
of
extra
money,
get
very
good
results
and
then,
and
have
demographics
that
reflect
the
schools
that
we
typically
think
of
as
examples
of
where
the
achievement
gap
is
most
acute.
What
we
don't
have
is
the
data
that
shows
what
are
those,
what
are
those
schools
doing
that
others
are
not
I,
believe
anecdotally,
anecdotally.
F
It
is
a
lot
of
what
we've
just
been
talking
about
in
terms
of
having
longer
days
longer
years,
better
preparedness
among
the
faculty,
some
more
teacher
input
in
terms
of
decision
making,
I
think
decision
making
at
the
at
the
school
level,
and
it
is
proven
to
be
very
effective
if
you
have
good
leadership.
So
I
think
we
have
to
really
focus
on
what
works
and
providing
funding
to
allow
us
to
do
what
works,
and
we
see
that
in
in
some
district
schools.
F
C
B
C
Charter
schools
here
are
the
same
as
terms
everywhere
really
they're,
independently
managed
public
schools
they're
authorized
here,
which
is
a
little
bit
different
than
a
lot
of
states
by
the
board
of
elementary
and
secondary
education.
Only
so
they're
authorized
only
at
the
state
level.
We
have
I
think
something
on
the
order
of
80
to
85
charter
schools
currently
operating
in
the
state
they
serve
about
4
percent
or
so
of
the
total
school
population.
The
you
know
getting
back
to
what
I
was
just
talking
about
in
terms
of
empowering
educators
at
the
school
level.
C
C
That's
you
know,
there's
no,
there's
no
simple
formula:
they
don't
all
look
the
same,
but
I
think
it
to
that
basic
construct
and
context
that
have
made
them
work
again,
getting
back
to
what
we're
talking
about
in
terms
of
transit,
translating
those
conditions
into
the
into
districts
and
into
non
charter
district
schools
I
think
it's
possible
to
do.
There
are
some
serious,
you
know
political
constraints.
Collective
bargaining
is
certainly
part
of
the
challenge.
C
I
think
it's
possible
to
do
the
the
chairwoman
here
has
a
bill
that's
pending
to
help,
expand
on
and
build
on
and
replicate
something
called
the
empowerment
zone
in
Springfield,
which
attempts
to
do
that
within
the
context
of
a
school
district.
I.
Think
it's
possible
I
think
it's
the
way.
We
need
to
go.
No.
B
G
Think
he's
a
wonderful
conversation.
I'm
representative,
Kelly
McCarthy
from
the
great
state
of
Montana
and
I
was
the
achievement
gap,
question
and
I.
Think
I
think
your
original
comment
had
had
alluded
to
the
jet,
the
gap
being
between
you
know:
white
students
and
Hispanic
students.
We
we
have
kind
of
a
similar
but
very
different
situation
in
Montana.
G
Well,
I
I
serve
the
largest
District
School
District
in
Montana
we're
about
10
percent
Native
American.
We
have
a
similar
achievement
gap.
My
wife
is
actually
one
of
the
thought
leaders
helping
to
close
that
moved
it
from
39
percent
graduation
rate
to
62
percent,
graduating
serration
weight
in
three
years
in
a
school
she
was
teaching
in
and
then
she's
now
moved
up
and
helping
other
schools.
G
But
what
we
found
there
was
that
it
was
a
cultural
issue
where
there's
historical
trauma
that
we're
still
dealing
with,
because
education
in
historical
contents
and
for
Native
Americans
was
not
a
positive
experience.
You
know
it's
where
you
got
ripped
from
your
family.
You
got
you
stripped
of
your
culture
and
so
you've
got
nobody
had
home.
Saying
hey
education
is
important,
because
education
was
a
horrible
experience
for
a
lot
of
their
parents
and
grandparents.
G
So
that's
how
we
started
addressing
it
is
understanding
what
the
cultural
undertones
you
know
underneath
it
and
in
making
the
schools
more
welcome,
so
they
didn't
feel
like
well
I'm,
not
on
the
reservation,
so
I
mean
some
whitefella
place.
Now
we
made
the
schools
more
open
and
inviting
to
them,
and
we've
hit
a
bit
of
a
bump
in
the
road
right
now.
I
think
there's
still
a
lot
of
work
to
do
but
I
think
that's
what
my
question
was
it?
G
Can
you
can
you
look
at
something
and
say:
oh
there's,
there's
something
more
like
like
you
were
talking
about,
sir
cut
it
in
half
and
cut
it
in
half
again,
there's
something
actually
more
to
this
than
them
than
what
we're
really
believing.
It
is
until
we
look
a
little
bit
deeper,
so
I
think
that's
what
my
question
was
and
you
can
you
identify
that
a
similar
situation
in
your
achievement
gaps
here
in
Massachusetts
Thanks,
my.
D
Another
way
of
saying
the
same
thing
in
our
public
education
leadership
program
in
Harvard,
we
emphasize
something
called
the
sort
of
core
triangle
at
the
heart
of
education.
The
essence
of
the
business
is
the
transaction
between
teacher
and
student
and
curriculum,
and
we
spent
a
lot
of
time
in
education,
reform
thinking
about
teachers,
and
we
spent
a
lot
of
time
arguing
and
thinking
about
the
curriculum.
D
I
give
is,
you
know,
we
know
well
from
our
research
on
early
childhood.
The
children
from
welfare
families
are
typically
going
to
have
heard
50
million
fewer
words
by
enter
by
the
time
they
enter
kindergarten
than
children
from
affluent
families,
and
yet
we
in
most
school
systems
treat
them
essentially
the
same
same
kind
of
instruction
same
quantity
of
time,
and
let's
just
hope
that
they'll
catch
up
when
the
research
tells
us
they
actually
don't
catch
up.
You
know
and
we,
the
same
thing
applies
to
learning
another
language.
D
We
assume
that
kids
are
going
to
get
it
they're,
going
to
get
it
by
osmosis,
we'll
bring
them
into
the
school
system
from
Somalia
and
grade
eight.
They
haven't
had
any
basic
education
and
core
subjects.
They
don't
speak,
English,
we'll
put
them
in
the
mainstream.
We
won't
give
them
any
extra
time,
or
you
know
particular
attention
and
we'll
assume
that
in
five
short
years,
they're
going
to
catch
up
in
the
core
subjects,
keep
pace
with
their
peers
and
while
they're
at
it
learn
English
and
adapt
culturally
to
the
whole
environment.
D
So
I
think
we've
got
to
go
the
direction
in
which
medicine
is
going
and
which
business
has
been
going
for
a
long
time
to
a
kind
of
customization
and
what
we
do
in
education
to
every
student
having
an
individualized
success
plan
that
takes
into
account
who
they
are
where
they
come
from
and
what
they
need
to
be
successful
again.
The
closest
analogue
I
can
give
to.
It
is
those
of
us
who
have
multiple
children
and
we
approach
each
of
our
children
in
a
different
way,
depending
on
who
they
are
and
what
they
need
and
I.
E
Is
that
not
neither
group
read
them
I
mean
you
had
states
adopting
good
states
adopting
the
common
core
within
a
couple
of
months
and
forget
all
the
politics
and
the
race
to
the
top,
and
some
of
those
things
that
happen
I
mean
the
fact
of
the
matter
was
they
were
put
out
there
by
people
who
were
thoughtful
and
and
then
they
should
have
been
thought
about
at
States
and
and
pushed
around
according
to
a
state?
And
that's
eventually
what
happened.
E
So
you
have
the
common
core
with
different
names
to
it
now,
but
we
spend
all
that
time.
I
mean
no
country
spends
all
that
time
on
the
standards.
That's
the
easy
part
I
used
to
say
to
me.
Well,
you
have
the
best
standards
of
the
country.
I'd
say,
look,
give
me
the
state
that
has
a
second
and
by
the
way,
what
state
has
the
second
best.
Of
course
they
don't
know,
they
don't
even
know
that
we
had
the
best
but
I'd
say
okay.
Well,
let's
say
it's
Oregon
will
take
Corrigan
standards.
E
I'll
take
them
tomorrow,
because
that's
not
the
issue.
I
mean
it's
nice
to
have
great
standards
and
we
develop
them
and
I
wouldn't
abandon
them
on
teachers.
But
that's
easy
part.
So
we
need
to.
We
need
to
establish
the
standards
and
do
the
all
that
stuff
and
get
out
of
the
way
and
then
get
at
the
hard
work
which
is
as
Paul
suggested,
is
meet
the
kids
where
they
are,
and
you
know,
I
was
in
a
school
in
Lynn
as
a
commissioner.
E
E
We've
got
to
use
some
common
sense
and
we've
got
to
recognize
the
impact
of
poverty,
and,
and
so
we
have
to
balance
that
it's
not
that
you
take
away,
you
don't
hold
them
to
standards,
but
you
meet
them
where
they
are
and
you
get
them
engaged
and
you
take
the
time
needed
seems
like
common
sense,
but
we
want
to
make
it
simple.
Well,.
A
I
wouldn't
ask
a
common-sense
question,
I
think
to
follow
up
on
that
and
I
noticed
a
lot
when
I
was
teaching
I
had
kids,
who
were
very
different
from
my
culture.
I
felt
it
was
my
responsibility,
it's
not
there.
It
still
are
mine,
but
vice
versa.
Iii
every
time
I
would
hear
a
teacher
say:
I,
don't
know
why
those
kids
don't
do
this.
That
don't
do
that.
I
think!
Well,
here's
an
opportunity
for
you
to
learn
that.
A
But
what
are
the
things
that
we
ran
into
early
on
and
I
still
kind
of
see
it
raising
its
head?
Now
you
can't
teach
kids
that
you
don't
know
and
understand
the
culture,
the
background
and
the
baggage
that
they
are
bringing
into
the
classroom
and
without
examining
your
own
baggage,
but
we
ran
into
issues
of
teachers
resisting
not
all,
but
resisting
what
we
call.
Then
you
know
cultural
competency,
training
and
that
seems
more
important.
Now
we're
going
to
cut
these
other
countries
don't
tiptoe
around.
This
is
common
sense.
A
We
have
to
know
these
things,
but
I
still
do
sense.
Many
times
and
I
hear
many
times.
Teachers
feel,
as
if
somebody's
saying
you
know,
you're
in
some
way
to
race
this
bigoted
elite
or
something
like
that.
Did
you
run
into
any
resistance?
Are
you
running
into
any
resistance
at
all?
Everybody
is
very
cooperative
and
understanding
that
you
have
to,
and
whatever
you
want
to
call
it
even
need
to
have
this
cultural
competency
to
do
your
job
and
do
it
very
well
I
I'd.
D
Say
I'll
just
speak
for
my
time
and
observing
this
period
of
reform.
Yes,
we
have.
We
certainly
have
the
kind
of
resistance
that
you
spoke
about
and
I.
You
know
I
tribute
a
lot
of
it
to
inertia.
In
other
words,
we
have
a
you
know.
We
have
a
system
that
functions
in
a
particular
way
and
lots
of
people
have
learned
how
to
survive
within
that
system
and
asking
anybody
to
make
changes
is
difficult.
Work
and
you've
got
to
make
it
somehow
safe
for
them
to
make
changes
so
I,
I,
guess
I've.
You
I've
you.
D
There
I
recognize
the
need
that
you're
talking
about
for
that
kind
of
cultural
sensitivity
and
understanding
and
I
think
it
goes
into
what
I
was
saying
earlier
about
meeting
kids
where
they
are.
You
have
to
know
where
they
are
in
the
first
place
in
order
to
meet
them
there
and
so
I
think
number
one.
Its
leadership
in
schools,
I
mean
where
I've
seen
cultural
competency
and
training
and
cultural
competency
work
best
is
where
you've
had
a
principal.
D
Who
believes
that
that's
important
and
sells
it
to
the
staff
and
the
staff
believes
it's
important
and
embraces
and
training
and
there's
a
lot
of
high
quality
training
and
that
domain
around?
There
certainly
is
here
in
Massachusetts,
but
secondly,
I.
Think
and
I
see
this
in
some
of
the
top
charter,
schools
that
have
really
placed
an
emphasis
on
getting
to
know
the
families.
D
We
can't
get
there
so
those
I've
admired
charter
schools,
as
well
as
mainstream
public
schools.
Where
I've
seen
it's
been
an
expectation
of
the
teachers,
you
call
the
fit.
You
call
the
family
regularly.
You
visit
the
home
twice
a
year.
You
get
to
know
the
parents
of
the
Guardians
River,
it
might
be
and
understand
more
about
that
child.
So
when
it
comes
to
meeting
them
where
they
are,
you
have
a
good
idea
where
they
are.
What
to
do.
H
I'll
make
this
real
quick
on,
because
you
keep
I've
heard
that
term
thrown
around
in
terms
of
charter
schools
several
times
today
and
I'm.
Just
wondering.
Are
you
defining
that
as
schools
that
deal
with
the
specified
areas,
or
are
you
just
talking
about
just
alternative
form
of
educating
a
child?
If
you
understand
what
I'm
saying
not
necessarily.
H
C
I'm
still
not
totally
sure
I
get
it
I
mean
just
to
be
clear.
What
char
school
here
is
a
is
a
publicly
authorized
public
school
open
to
all
students.
Missions
are
done
on
the
basis
of
lottery,
they're,
subject
to
basically
all
the
laws
and
regulations
governing
the
state.
They
tend
to
not
be
subject
to
the
local
requirements
of
the
local
school
committee
or
the
local
collective
bargaining
agreement,
so
they're
freer
to
operate
on
their
own,
but
within
the
context
of
state
law
and
regulation.
Okay,
I.
H
C
So,
charter
schools,
seventy
percent
of
charter
schools
are
in
urban
communities,
enroll
urban
students
they're
more
diverse
than
the
state
as
a
whole.
There
are
questions
about
their
the
level
of
diversity
compared
to
the
local
school
districts
where
they
exist.
In
some
cases
they
are
more.
They
have
more
concentrated
poverty
and
students
of
color.
In
some
cases,
less
they're
the
demographics
relative
to
special
needs
or
English
language
learner
status
or
language.
C
Minority
status
also
vary
from
schools
school
in
place
to
place
I,
don't
I
I'm
a
Trier
advocate
I
have
been
for
well
over
20
years
now
so
at
least
as
they're
implemented
here
I
can
speak
with
confidence
that
they're
not
at
all
about
resegregate
in
the
public
schools.
Indeed,
the
problem,
one
of
the
challenges
of
those
schools
were
sort
of
segregated.
If
you
will,
on
the
basis
of
residency
and
housing
patterns
and
an
income,
then
before
charter
schools
even
existed
and.
H
Doing
this,
and
just
as
a
quick
follow-up
to
that,
because
we're
dealing
with
funding
issues
in
Massachusetts
as
well
as
across
the
country,
do
you
see
competition
for
those
funds,
in
terms
of
because
the
debate
between
whether
those
funds
are
siphons
often
going
to
the
generic
public
schools
versus
the
charter
institutions
which
which,
which
in
some
areas
there
is,
is
a
competition
and
for
those
dollars,
particularly
in
the
public?
Alright,.
E
Look
there
are
people
who
will
argue
that
charter
schools
are
for
the
elite
that
they
cherry
pick
that
they
don't
you
know,
and
unfortunately,
a
majority.
The
people
in
Massachusetts
seem
to
agree
because
they
voted
down
the
expansion
of
charter
schools.
The
fact
is,
as
Gemma's
talked
about,
the
statistics
show
that
they
don't
cherry-pick.
In
fact,
they
may
have
a
lot
of
reason
and
so
forth,
but
but
the
point
you
raise
is
a
real
one,
even
though
I
would
argue
that
the
money
follows
the
child,
so
it
doesn't
get
siphoned
off
here
in
Massachusetts.
E
We
have
this
odd
situation
where
the
money
goes
to
the
local
community
and
then
goes
to
the
chata
school.
It's
a
long
story,
but
that's
the
way
it
goes
so
being
public.
Regular
public
schools
feel
like
they
take
at
people
taking
money
out
of
their
pocket.
It's
not
really
true,
it's
just
following
the
child,
but
that
was
a
huge
debate.
E
B
Actually
from
Indiana,
and
we
actually
have
a
lot
of
options
not
just
charge
about
your
innovation,
they
were
sold.
Everything
I
think
traditional
public
schools
would
argue
that
they
take
money.
Our
funding
formula
is
very
similar,
actually
different
than
Massachusetts,
because
in
Indiana
all
of
our
general
fund
dollars
come
from
the
state.
Eight.
We
do
not
have
any
general
fund
dollars
come
from
local
property
taxpayers,
so
we
follow
the
student
wherever
they
go.
B
So
if
I'm,
if
I
want
to
send
my
kid
to
the
traditional
public
school
across
my
school
district
lines,
I
can
do
that
and
the
state
will
pay
for
it
if
I
want
them
to
a
charter.
School
state
will
pay
for
that.
I
think
a
lot
of
and
I
would
agree
with
what
they're
saying
in
terms
of
population
they
serve.
A
lot
of.
It
depends
on
I
assume
on
the
way
the
law
is
created,
but
our
charter
schools
serve
a
higher
level
of
poverty
than
our
traditional
public
schools.
B
They
have,
they
do
not
cannot
demonstrate
on
special
ed
or
anything.
So
the
real
difference
is
regulations.
The
fact
that
they
aren't
required
to
collectively
bargain
and
the
fact
that
they
don't
have
attendance
zones,
the
other
thing
that
I
would
say
that
probably
differentiates
charge
schools
at
least
in
Indiana.
Is
they
don't
get
as
much
money
as
a
traditional
public
school,
because
we
do
have
property
tax
dollars,
go
into
for
debt
service,
capital
projects
and
transportation,
and
that
stays
with
the
traditional
public
school,
which
is
estimated
about
$3,000
per
pupil?
B
I
I
C
D
I
mean
I
think
we
have
to
you
know
we
think
a
lot
about
how
we
attract
people
to
the
profession
and
and
what
are
the
incentives
for
talented
young
people
to
go
into
particular
jobs
in
our
society
now.
Certainly,
compensation
is
one
of
them,
the
way
in
which
we
compensate
teachers,
not
just
how
much
money
they
make,
but
the
degree
to
which
they're
rewarded
for
being
top
performers.
D
A
lot
of
our
best
students
have
come
through
school
and
always
been
rewarded
in
some
way,
shape
or
form
for
being
top
performers,
and
they
get
into
the
education
field
and
excellence.
Isn't
rewarded,
failure
isn't
particularly
punished,
and
so
mediocrity
becomes
the
norm.
So
things
like
compensation,
I
think
are
critically
important.
Things
like
high
quality,
professional
development.
I
know
when
I
ask
my
students
at
Harvard
the
kind
of
professional
development
they
receive
in
general.
D
The
answers
are
disappointing
and
they
haven't
changed
much
over
20
25
years
of
asking
this
question:
do
they
have
high
quality
professional
development
that
helps
them
in
the
classroom,
be
more
effective
at
what
they
do.
Same
thing
applies
to
induction
I.
Think
we've
gotten
a
little
bit
better,
particularly
here
in
Massachusetts
over
the
years,
at
mentoring
and
inducting
people
into
our
field,
but
it's
an
area
in
which
we
have
a
lot
to
gain.
D
Jim
spoke
earlier
about
the
need
for
revisiting
teacher
education
and
making
it
more
responsive
to
the
needs
of
today's
students
in
today's
schools
and
educators.
Finally,
the
kind
of
supervision
and
evaluation
the
teachers
are
given.
It
tends
to
be
a
lot
of
very
superficial
drive
by
kind
of
evaluation
and
in
professional
development
I
mentioned
earlier,
and
the
critique
that
businesspeople
had
of
Education
one
of
the
one
of
the
things
that
most
struck
me
at
the
time
was
a
lot
of
our
CEOs
went
into
schools
and
said
you
have
no
human
resource
development
system.
D
You
spend
80
percent
of
your
money
on
people
on
talent,
but
you
have
no
real
system
for
developing
talent.
We
put
people
in
there
as
novices
with
more
or
less
slam
the
door
behind
them.
If
they
survive
three
years,
they
get
tenure
without
any
real
process
as
to
who
gets
it
or
who
doesn't
and
and
then
you
can
go
for
a
lifetime.
E
Added
one
note
that
I
think
was
very
important
about
our
law
and
the
success
that
we've
had
and
I
certainly
agree.
We've
been
a
long
way
to
go.
There
was
an
optimism.
Jack
Rennie
was
about
optimism.
He
had
five
children
of
his
own,
so
he's
very
active
in
his
local
schools
and
he
was
very
active
where
his
business
was,
but
he
went
into
the
school.
E
It
was
like
a
typical
business
guy
just
give
me
the
money
and
he
went
in
and
got
to
see
what
what
went
on
and
I
think
we're
making
a
mistake
in
a
lot
of
ways
in
this
country
today
by
looking
by
the
anger.
That's
there
and
looking
at
the
negativity
I
mean
you
can
blame
the
unions.
You
can
talk
about.
Good,
is
a
bad
teacher
here
and
so
forth,
but
we
all
know
that
the
wonderful
teachers
that
made
a
difference
in
our
lives-
and
you
know
all
these
people
that
go
into
education.
E
E
Think
you
need
to
think
about
that
when
you're
talking
about
state
law
and
state
policy,
we
can
all
spend
time
saying
this
doesn't
work
because
of
this
and
so
forth,
but
I
think
our
job
is
to
set
a
positive
law,
positive
laws
that
play
into
the
optimism
of
people
and
we'll
fix
things
as
we
go
along.
Certainly
there
are
there
are
there
are
problems?
Let
me
give
you
a
quick
example:
we
had
a
in
our
law.
E
It
took
away
ten
year
for
remember
the
grand
bargain
and
bonanzaville
castor-oil
it
took
away
ten
year
for
principles,
principles
used
to
have
tender
just
like
teachers.
Our
law
took
away
ten
year
for
principles.
The
idea
that
you
know
they
should
be
leaders
and
so
forth
is
a
lifetime
guarantee
for
leaders.
On
the
other
hand,
the
law
also
gave
them
the
right
to
pick
their
teachers,
not
the
superintendent
that
they
could
choose
the
faculty
in
their
building.
That
was
kind
of
the
trade-off,
and
we
would
have
people
come
to
us
and
say
you
know.
E
My
superintendent
said
to
me:
you
can
pick
your
teachers,
but
don't
forget
you
got
a
higher
so-and-so
who's
on
the
board,
nice
and
and
they'd
say
what
do
we
do
about
that
and
we
would
say:
look
if
you
want
to
spend
your
time
ripping
each
other
up
and
trying
to
find
the
cracks
in
the
law
and
trying
to
find
the
negative
way
in
the
back
way
around
things
and
so
forth.
You
be
I
guess,
but
this
law
is
about
a
lot
more
than
that.
You
can
fool
around.
You
could
trick
it.
E
B
How
have
you
created
differentiated
pay
and
career
ladders
in
education,
and
he
reflected
back
to
me
said
representing
you're
from
a
country,
a
capitalistic
country
who
uses
that
type
of
process
in
every
type
of
society
except
education?
We
recognize
that
teachers
aspire
to
move
up,
want
to
have
different
roles,
different
responsibilities
in
their
career,
and
they
need
to
be
compensated
for
it.
So
I
think
there's
a
lot
of
things.
We
could
do
to
improve
that
with
that.
I
want
to
ask
you
to
join
me,
but
to
thank
the
panel
for
their
in
Massachusetts.
A
Thank
you.
Thank
you
very
much.
You
know
I,
like
some
of
you.
I
want
to
do
two
things
in
my
life.
I
want
to
be
a
teacher,
so
I
am
always
optimistic
about
teaching
and
I
wanted
to
be
a
politician.
I
am
always
optimistic.
Most
of
the
time
about
a
better
politician.
I
think
you
don't
malign
something
and
then
say
come
do
some
of
this.
That's
why
we
have
people
right
now
who
won't
run
for
political
positions,
because
it's
maligned
so
much
so
just
keep
that
in
mind
and
speaking
of
politicians
and
making
policy.
A
The
next
responsibility
you
have
at
3:15
is
to
make
sure
you
go
and
participate
in
the
business
meeting,
that
is
in
room
210,
where
all
of
the
policies
are
going
to
be
discussed
and
I
want
to
add
my
thanks
to
this
panel
too.
You
have
just
been
stellar
today
and
far
as
I
can
tell
kept
everybody
awake,
we're
dismissed.
Thank
you.