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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 Governor, 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 Office Building Room 100 (Red)
Ensuring that Hispanic Students Achieve English Proficiency
Eisenhower Executive Office Building Room 180 (Orange)
Eliminating the Achievement Gap
Vice President's Ceremonial Office Room 274 (Yellow)
Increasing the Rate of High School Completion
Eisenhower Executive Office 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, Congressman (D-TX)
Honorable Guillermo Linares, Chairman, White House 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
DRAFT-DRAFT-DRAFT-DRAFT
WHITE HOUSE STRATEGY SESSION:
IMPROVING HISPANIC STUDENTS ACHIEVEMENT
June 15, 2000
Roundtable Participants
10 mate
6 female
1. President Clinton
2. Secretary Riley
3. Gov. Glendening
4. Guillermo Linares
5. Congressman Hinojosa
6. Senator Bingaman
7. AFT Teacher (Tom Gammon)
8. NEA Teacher< Lily Eskelsen)
9. Principal (Maria Tukeva or Migdania Vega)
10. Superintendent (Joe Olchefske from Seattle or Anthony Amato from Hartford)
11. Chief State School Officer (David Driscoll - Tentative)
12. HEC Representative Delia Pompa)
13. Higher Education Representative Juliet Garcia)
14. Early Childhood Education Representative Flo Abel)
15. Business Representative (John Kernan, Founder and CEO Lightspah)
16. Other HEC/Student/Stakeholder Student ar Yanguine
Calia Munez caraze
Other Possibilities
Raul Izaguirre* or Cecilia Munoz (NCLR)
Discovery Espanol CEO
John Quinones (Journalist)
Rob Reiner* (Producer, founder of I Am Your Child Foundation)
Nicholas Lehman* (Journalist)
POTUS
*Have not confirmed attendance
Biyanan
Hinojosa
Riley
Glendening
Hinogosc
Guilermo
C+- Bigaman Coc. Bustamente
niley
Press Leaves
G-illerm cince)
Mayor O'Neil
600. 6leadening
PHOTOCOPY
PRESERVATION
WHITE HOUSE STRATEGY SESSION:
IMPROVING HISPANIC STUDENT ACHIEVEMENT
Program Draft 6/14/2000 7:30 a.m.
2:25 pm
(
) escorts participants to head table.
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 (TBD) 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 Goal 1 (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 of Hispanic 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:
Ne-ly
"Migdania, as I understand it,
% of your students enroll with limited English
the
proficiency, yet your school has some of the highest academic achievement in the
intern get #S
county, including your English language reading scores. Based on your experience,
what are some of the 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):
to no2 put t
"Hartford has been making some great strides in improving the educational
achievement of all students. Your district (statistics on student achievement). What are
the key strategies that are working in Hartford that schools and districts across the
N
better
country should be using to leverage this kind of improvement?
nt.
niet are Hispanic #s
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 of Hispanic 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 of college to all Americans, and it's
working. 66% of Americans are now going directly to college from after high school
graduation (compared to what when we took office?). But roughly 1/3 of Hispanic
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
2:25pm
(
) escorts 15 participants to head table.
2:30pm
THE PRESIDENT is announced into room. THE PRESIDENT proceeds to
table and takes seat.
Option: The 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 # 1
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 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 of Hispanic
families in early childhood programs?"
Others who could be called upon for this issue:
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 Education Council and Executive Director,
National Association of Bilingual Educators
"Delia, how can we get more information to parents to help them get their
children off to a healthy start?"
3:18pm
Guillermo Linares makes summary points from discussion on Goal 1.
Guillermo outlines Goal #2.
GOAL #2
3:20pm
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:
"Migdania, as I understand it,
% of your students enroll with limited English
proficiency, yet your school has some of the 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, California
"David, how do we ensure that even students who enter U.S. 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 (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 of all 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 of improvement?
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
decisions play 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 of Hispanic 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-Brownsville
"Juliet, how do expectations and challenging coursework effect high school
completion rates?
Sen. Bingaman
"TBD"
4:03pm
Guillermo Linares makes summary points from discussion on Goal 4.
Guillermo 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 experienced first-hand the extraordinary value of higher
education. Yet the role of the 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
of higher education?"
4:18pm
Guillermo Linares makes summary points from discussion on Goal 5 and turn
program over to THE PRESIDENT.
4:20pm
THE PRESIDENT provides closing remarks and asks participants to move to the
State Dinning room for a reception.
4:30pm
Program concludes.
WHITE HOUSE STRATEGY SESSION ON
EDUCATIONAL EXCELLENCE 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 Gammon)
8. NEA Teacher (Lily Eskelsen)
9. Principal (Maria Tukeva or Migdania Vega)
10. Superintendent (Joe Olchefske from Seattle or Anthony Amato from Hartford)
11. Chief State School Officer (David Driscoll)
12. HEC 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)
Discovery Espanol CEO
John Quinones (Journalist)
Rob Reiner* (Producer, founder of I Am Your Child Foundation)
James Traub* (Journalist)
Nicholas Lehman* (Journalist)
*Have not confirmed attendance
EMBARGOED UNTIL JUNE 15, 2000 10AM
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
Program 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 of parents and teens
speaking about their lives.
10:15
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.
10:16
MRS. CLINTON speaks. MRS. CLINTON introduces THE
PRESIDENT.
10:26
THE PRESIDENT speaks. THE PRESIDENT introduces Ben Casey,
Dallas YMCA.
10:40
Ben Casey makes remarks.
10:44
THE PRESIDENT makes closing remark and departs.
10:45
MRS. CLINTON introduces topic of panel (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 of two panels this morning will focus on an important question -
who are today's teens and what do they need? One thing we do know
about teenagers today - they are the most racially and ethnically diverse
group of teenagers in our nation's history.
But as we celebrate their diversity, we also know that this group has much
in common. The President is fond of quoting 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 of race, economic
status, or region, families have many of the same concerns.
I have been doing quite a bit of traveling lately and talking to many
different families, many different parents of teens. And I am hearing that
parents of all backgrounds are worried about violence, and drugs, and the
quality of education their children are receiving. And they are a little
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-les]
is a psychology professor and research scientist at the University of
Michigan. Much of her 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 of Brain Imaging at the Child
Psychiatry Branch of the National Institute of Mental Health. He is also a
practicing clinician who has written extensively in medical and science
journals on the biological basis of behavioral, cognitive and emotional
disturbances. He will share with us his recent work on healthy brain
development of adolescents.
Let's start with Dr. Eccles.
10:47
2
Jacquelynne Eccles discusses adolescent development, including the
stages, peer cues, behavioral pressures, and the need for independence.
10:51
MRS. CLINTON comments and introduces Jay Giedd, a scientist at the
National Institute of Mental Health.
Now let's hear from Dr. Giedd who will help us understand what may be
going on in the brains of young teenagers.
10:53
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.
10:57
MRS. CLINTON comments and introduces Angela Diaz, Director of the
Mt. Sinai Adolescent Health Center, who will speak from the audience.
Of course, 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 if we 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 of life
may be equally important, but with an important difference - the teens
themselves have a measure of control 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 of the Department of
Pediatrics at Mount Sinai School of Medicine, and the Director of Health
Services for the Children's Aid Society in New York City. Dr. Diaz, what
can you tell us about the health care needs of teens?
10:59
4
Angela Diaz discusses the health care needs of teens she sees in
her work and the challenges serving them.
11:02
MRS. CLINTON comments and introduces Karen Pittman, of the
International Youth Foundation.
I have known Karen Pittman for many years - when she was at the
Children's Defense Fund promoting an adolescent policy agenda, and
later when she agreed to serve as the Director of the President's Crime
Prevention Council. She is a sociologist by training and a nationally
recognized leader in the field of youth development, who helped to launch
America's Promise. She is currently the Senior Vice President of the
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
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 will speak from the audience.
It's about time we heard from a young person, isn't it? 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
6
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 - I understand they are the parents of three teenagers. I'm sure
much of our 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 behalf of children, most
recently as spokespeople for the Afterschool Alliance. Danny and Rhea,
what can you tell us about raising responsible and resourceful teenagers?
11:15
7,8
Danny DeVito and Rhea Perlman speak about their experience as
parents of teenagers 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, Edd Speaker, 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 Washington Post families reporter.
We will now turn our attention to what parents can do to help their
teenage children through adolescence. My good friend, Dr. David
Hamburg, who was instrumental in planning this conference and who is
one of the 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 winning journalist 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
9
Laura Sessions Stepp outlines what we know about good parenting of
teenagers. She then introduces Edd and Edwin Speaker.
11:32
MRS. CLINTON comments and introduces Edd and Edwin Speaker.
11:34
10
Edd Speaker discusses his experience as a parent and introduces his son,
Edwin, who will speak from the audience.
11
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 I
Competent?" - clearly Edd and Edwin are not only competent, but
examples for us all in overcoming challenges with heart and
determination.
Our next speaker, Dr. Robert Blum [Blumm], is the Director of the
Division of General Pediatrics and Adolescent Health at the University of
Minnesota, and the co-investigator for the seminal National Longitudinal
Study on Adolescent Health, known as "Add Health. This important
research holds important information about the influence of social factors
and connections to the health of teenagers. Dr. Blum?
11:43
12
Robert Blum discusses research that underscores the importance of teens
being connected to their families and the community.
Clearly a close relationship with a parent - like the one Edd and Edwin
enjoy - makes a great deal of difference in the health of teens. But we
also know, 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.
Our next speaker who is in the audience today, is one of the nation's
leading authorities on work and family issues. Ellen Galinsky is the co-
founder and president of the Families and Work Institute, which conducts
pioneering studies on the ways that jobs and homelife interrelate. Her
recent book, Ask the Children, challenged some of the conventional
wisdom about children's views of their 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
MRS. CLINTON comments and introduces Ellen Galinsky, President of
the Work and Family Institute, who will speak from the audience.
11:49
13
Ellen Galinsky speaks about the need for employers to think
creatively about ways to help parents of teens connect with their
children.
11:52
MRS. CLINTON comments and introduces Judith McHale, President and
COO of Discovery Communications, who will speak from the audience.
For too long 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 of teenagers about to become adults. Ellen, thank you
for your leadership in this effort.
Another area parents are asking for help with is monitoring their teens'
television and internet use. As I mentioned earlier, I believe we need a
uniform 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 of rating systems to
rely on. Unfortunately, many parents don't know about them, and find
them confusing and therefore unhelpful. We also know, from the poll
released this morning, that parents think they are supervising their
children's internet use, but their teenage children tell a different story. I
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 of the industry to
develop tools for parents to better understand and monitor the new media.
Judith McHale is the President and Chief Operating Officer of Discovery
Communications and chair of the board of the National Campaign to End
Youth Violence. We have asked her to share her views regarding the role
of the media in addressing youth violence.
11:54
121 [T]
Judith McHale discusses the media's role in addressing youth
violence.
11:57
MRS. CLINTON comments and introduces Susan Bales, President of the
Frameworks Institute, who will speak from the audience.
Another concern that is often brought up about the media is the way young
people are depicted - that unrealistic images of women 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 of the media's depiction of teens.
Susan Bales is the President of Frame Works Institute, a project of the
College University Resource Institute, which conducts communications
research on social issues. Tell us, Ms. Bales, is there a danger in the
media's portrayal of young people today?
11:59
15
Susan Bales discusses research on the media's treatment of teens
and how it differs from reality.
12:02
MRS. CLINTON comments and introduces Geoff Canada, author of Fist,
Stick, Knife, Gun and founder of the Rheedlan Centers for Children and
Families.
One reason, I think, the media has such an influence in our views of youth
is that so many adults never come in contact with a young person - a
majority of adults have no personal interaction with teenagers
whatsoever.
In contrast, our next speaker has given his life over to helping the children
in his community succeed. Geoff Canada is President and CEO of the
Rheedlen Centers for Children and Families, and the author of Fist 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 to help especially those children who live
in destitute conditions.
12:04
16
Geoff Canada speaks about the role of community in the life of a
teenager, particularly in the inner city.
12:08
MRS. CLINTON comments and introduces Harvard anthropologist Dr.
Katherine Newman, author of No Shame in My Game: The Working Poor
in the Inner City, if time permits.
I can't think of 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 Ameri Corps members
so creatively - there have been more than 150,000 Americans in
AmeriCorps since it was created five years ago, and most of them are
involved in meeting the needs of young people - tutoring, mentoring, and
organizing them in community service.
Let us consider another topic that is very pertinent to young people today
- afterschool and summer jobs. In fact, four out of five youth hold a job at
one time or another while they are in school. While some may view paid
employment as a way to teach teens important lessons about the value of
money and the ethic of work, others worry that teens are spending too
much time on the job, to the detriment of their school work, social
relationships, and family connections.
Our next speaker, Harvard Anthropologist Katherine Newman, has
studied the experience of low-wage workers in low-income communities.
Her book is entitled "No Shame In My Game," and I am eager to hear her
perspective on what employers of youth can do to make sure their
experience contributes to their future success, instead of ensuring their
future failure.
12:10
[18]
Katherine Newman speaks about the responsibility of employers
of youth to do more to help them succeed. [OPTIONAL
SPEAKER]
12:13
MRS. CLINTON comments and introduces Jay Engeln, Principal of the
Year, if time permits.
A comprehensive approach to helping teens succeed of course demands
the involvement of middle and high schools. When I think about the
"connectedness" Dr. Blum spoke of, think with dismay about the
enormous size of so many of our nation's high schools, where it's too easy
for students to become faces in a crowd. I also think about how important
it is for parents to be involved in their children's education - isn 't it
interesting that both parents and teens rated education so high on their list
of important issues in the YMCA poll? But so often, middle and high
schools offer few avenues for family involvement.
Our next speaker knows something about high school. He is the Met
Life/National Association of Secondary 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-lin], what do you recommend schools do to "make a
difference"?
12:15
Jay Engeln discusses the importance of parent involvement in
[19]
middle and high school, high school reform, and afterschool
programs. [OPTIONAL SPEAKER]
12:18
MRS. CLINTON comments and introduces Gabriella Contreras, 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 half of all young people
who didn't go on to college. Many of these recommendations - improved
school-to-work programs, increased access to college, and expanding
opportunities for 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 of all young Americans,
regardless of their background. Research shows that service increases
students' sense of responsibility, acceptance of cultural diversity, work
orientation, college aspirations, and school achievement. And study after
study shows that serving others can be a powerful antidote to feelings of
helplessness or alienation.
Our last speaker knows firsthand how service can define and transform a
life. Gabriella Contreras is fourteen, but she has been setting an example
for others since she was a tiny 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 of their lives. Gabriella, tell us
what young people can do to help themselves and their peers.
12:20
17
Gabriella Contreras speaks about her own experience with youth
violence in her community and ways youth can be resources for other
youth.
12:23
MRS. CLINTON comments and provides closing comments. Mentions
breakouts and 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's
program has certainly given us a great deal to think about. I'm sure that
this afternoon's breakout sessions will allow for lively debates. We will
say goodbye now to our friends who are participating via satellite. Please
proceed to the State Dining Room for lunch.
12:30
Break for lunch.
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