Full-Text Political Transcripts May 2, 2018: Remarks by President Donald Trump at the National Teacher of the Year Reception

POLITICAL TRANSCRIPTS

TRUMP PRESIDENCY & 115TH CONGRESS:

Remarks by President Trump at the National Teacher of the Year Reception

Source: WH, 5-2-18

East Room

4:38 P.M. EDT

THE PRESIDENT:  What beautiful singing I just heard from the glee club.  Thank you very much.  That was so beautiful.  Thank you.  (Applause.)  Good afternoon.  I’m thrilled to be here with so many friends and colleagues and distinguished educators for our annual National Teacher of the Year celebration.

I’d like to thank Secretary of Education Betsy DeVos for joining us, along with Secretary of Labor Alex Acosta.  Thank you very much, Betsy and Alex.  Thank you.  (Applause.)

And a very special thanks, again, to the Glee Club of the Walter B. Patterson Elementary School.  Brilliant talent, and great voices.  Big future.  Big future.  (Applause.)

Finally, congratulations to all of the Teachers of the Year representing their respective states, territories, and the District of Columbia.  Very, very special people.  Very important.

We’re joined by three amazing finalists for National Teacher of the Year: Amy Anderson, Jonathan Juravich, and Kara Ball.  Where’s Kara Ball?  Where is Kara?  Please stand up.  Jonathan, stand up.  All three, please stand up.  (Applause.)  That’s a great job.  Thank you, Kara.  Thank you.  Thank you, Jonathan.  Beautiful.  Thank you.  (Applause.)  I just met — we took pictures backstage, and it was my great honor.  It’s a tremendous achievement.

And it’s also my honor to host all of you — your families, your amazing friends — all right here at the White House.  A very, very special place.  We all agree.  You were saying before just how special it was, and it’s special.  Every time I walk into it or go to sleep upstairs — (laughter) — I say, “This is a very, very great place.”

Each of you has dedicated your lives to our nation’s single most important resource: our children.  Every President since Harry Truman has honored the National Teacher of the Year, and I’m proud to continue this tradition with this year’s recipient: Mandy Manning, of the state of Washington.  Great state.  Thank you.  Fantastic, Mandy.  (Applause.)  Outstanding job by Mandy — by everybody.  But outstanding job by Mandy.  Thank you.

Having begun her teaching career in the Peace Corps almost two decades ago, I know that Mandy will be pleased to see Dr. Jody Olsen, Director of the Peace Corps, joining us in her honor.  Thank you very much, Doctor.  Appreciate it.  Thank you.  Thank you.  (Applause.)

Mandy took her passion for education from the Peace Corps to Joel E. Ferris High School in Spokane, Washington, where she has been teaching English and math for the past six years.

Her incredible devotion has earned her the adoration — total adoration, actually — and respect of students and colleagues throughout her school district, community, and the entire state.

Teachers like Mandy play a vital role in the well-being of our children, the strength of our communities, and the success of our nation.

The job of a teacher is not only to instruct the next generation of workers, but the next generation of citizens to teach our children to care for others, to think for themselves, to love their country, to be proud of our history, and to be true pillars of their families and their communities.  Such an important job.  There is no more important job.

We have teachers to thank for identifying and nurturing the boundless potential of America’s youth.  Sometimes, all it takes to begin the next great American success story is a teacher who really, really cares.

The legacy of a good teacher extends through many lifetimes.  As the great author Henry Adams once said, “A teacher affects eternity.”  So true.

To Mandy and all of the amazing educators here today: Your tireless dedication doesn’t just inspire your students, it inspires all of us.  And I can tell you, it very much inspires me.  We honor you and every citizen called to the noble vocation of teaching.

Now, it is my privilege to present Mandy with the National Teacher of the Year Award.  This is a truly special award.  And, Mandy, congratulations.  (Applause.)

(The award is presented.)  (Applause.)

THE PRESIDENT:  Well, I just want to thank everybody again for being here.  I want to really wish you the best, for Mandy and for all of this incredible talent.  And that’s what it is.  This is talent.

I just want to say God bless you.  And God bless America.  Congratulations.  Thank you all very much.  Thank you.  Thank you.  (Applause.)

END

4:44 P.M. EDT

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Education April 17, 2018: McGill professors sign an open letter supporting students over complaints of sexual misconduct

HEADLINE NEWS

Headline_News

EDUCATION

McGill professors sign an open letter supporting students over complaints of sexual misconduct

By Bonnie K. Goodman, BA, MLIS

McGill University students are getting some support from their professors in their fight with the administration over sexual misconduct by professors in the Faculty of Arts. About 150 professors signed an open letter and sent it to administration officials on Monday, April 16, 2018, supporting the students’ grievances against the administration. The letter comes after the Student Society of McGill University (SSMU) published an open letter demanding an external investigation, and staged a walkout protesting the administrations’ inaction over the misconduct of five professors in the Faculty of Arts. Tomorrow, Tuesday April 17, McGill students will be hosting a town hall meeting to discuss the issue.

The 148 professors made it clear that they support the SSMU’s call for an external investigation, their timeline to have it completed by June and the establishment of a single sexual violence policy covering both misconducts by students and faculty. The professors, who signed came from all the university’s faculties, not just Arts. They declared, “We stand in support of the students who have come forward with their experiences and with the student representatives and advocates who have supported these students.”

The professors wrote in the letter, “As teachers, we have a commitment to upholding a learning environment where students feel safe, supported and able to challenge themselves. It would be in violation of this duty for us not to add our voices to those of the students.” The professors also acknowledged that professor-student relationships should be prohibited. They wrote, “We believe that sexual relationships between students and faculty who are in a position to influence their academic and professional progress should be banned.”

The professors also reminded the administration that the issue affects the entire McGill community and the universities reputation. The professors pointed out to the administration, they have to “publicly acknowledge the fact that this issue affects the entire McGill community and the university’s reputation.”

The professors claim that the university has to keep in check professors that abuse their power because it also affects other faculty members. They indicated, “The lack of transparency concerning how complaints are handled against faculty members, who abuse their positions of power in this way, creates a toxic work and learning environment, and often places an invisible burden on other faculty members.”

History professor Shannon Fitzpatrick spoke to CBC News about the faculty’s open letter. Fitzpatrick finds it troubling that the administration is ignoring students complaints. Fitzpatrick told CBC, the administration is “actively shutting down a line of communication. That to me goes against the university’s mission of critical inquiry into social problems.”

Last Wednesday, April 11, 2018, a week after publishing an open letter to the university administration, students staged a walkout over the administration ignoring repeated calls over professors’ inappropriate and sexually violating behavior in the Faculty of Arts. McGill students were joined by neighboring Concordia University students, who have been dealing with complaints against professors in their Creating Writing program, which go back nearly 20 years. Around 1,000 students walked out of their classes at 2 p.m. and protested in front of the James Administration Building at McGill’s downtown campus in community square. The joint protest was organized by both schools students societies; Concordia Student Union and Students’ Society of McGill University (SSMU).

Two weeks ago, on Wednesday, April 4, 2018, the SSMU published an open letter addressed to the administration calling for an investigation into the way the university and Faculty of Arts have been dealing sexual violence and harassment complaints against professors. The letter has been signed by over 2000 students and over 85 clubs and other student societies. The letter accuses administration officials of ignoring complaints against professors in the Faculty of Arts.

McGill students want an investigation conducted by a third-party investigation into the method McGill deals with complaints. They want the third-party to review and interview students who made informal and formal complaints to the Dean of Arts against professors for the last five years and review if tenure committees are aware of any complaints. The SSMU wants the findings by this June. They are also demanding McGill to have an inclusive sexual violence policy that addresses professor-student relationships and misconduct complaints against professors. Now the SSMU has added a threat to motivate the administration; they act by Monday, April 23, or the SSMU will file a complaint at the Quebec Ministry of Education that McGill is in violation of Bill 151, the law requiring a single sexual assault policy for Quebec universities.

For the past few years, there have been rumblings about five professors that have misused their positions among both the students and faculty. The professors are in five different departments in the Faculty of Arts; history, philosophy, political science, psychology and the Institute of Islamic Studies. Among the offenses are “holding office hours in bars with underage students, to routinely sleeping with students who are in their classes, to being in abusive relationships with students they’re supervising.” Additionally, the professors would “make sexually suggestive comments in person and in e-mails.”

Apparently, the situation with these professors is an “open secret” everyone knows what is happening, but nothing is being done to stop these professors from running amok. The McGill Daily in their article, “We have always known about McGill’s predatory professors” wrote that the survey they conducted confirmed decades of sexual misconduct and that students have used a word-of-mouth system. The Daily sent out this survey April 9, receiving “dozens” of testimonies from the word-of-mouth system going back to 2008 according to the article. Unfortunately, professors have been blurring the lines for many years before at McGill, and there have been more than the five at the heart of students’ protests now.

Students have been writing anonymous accounts of the misconduct for years in the Daily. This past year, however, the protests are louder because one of the accused professors are up for tenure, which led to student letters to his department and a grassroots protest movement this past fall semester.

Despite the knowledge of the misconduct, students, however, are and have been discouraged from filing complaints by the Faculty of Arts. The complaints process at McGill has not and still does not deal with complaints against professors, especially those who engage in relationships with students, despite a revised sexual violence policy passed in 2016.

McGill students have been looking to Concordia for inspiration and to show McGill, an investigation is needed and a policy enforced to address professor-student relationships. Seeing the quick action at Concordia, made McGill’s students take an active and official stand against the administration’s lax treatment of professors who abuse their power.

Tomorrow students are going to continue their protest with a town hall meeting at 6 p.m. The meeting will allow students “to share stories, concerns, thoughts and questions” and to discuss what else the SSMU can do to convince the administration to act. The event is closed to the public and the media, and can only be attended by current McGill undergraduate and graduate students.

Bonnie K. Goodman BA, MLIS (McGill University), is a journalist, librarian, historian & editor. She is a former Features Editor at the History News Network & reporter at Examiner.com where she covered politics, universities, religion and news. She has a dozen years experience in education & political journalism.

Education April 8, 2018: McGill University now has their #MeToo movement moment as students protest lothario professors 

HEADLINE NEWS

Headline_News

EDUCATION

McGill University now has their #MeToo movement moment as students protest lothario professors

By Bonnie K. Goodman, BA, MLIS

Montreal universities are now being drawn into the #MeToo movement forced to confront years of sexual harassment and assault that was pushed under the table. First, it was Concordia University, now McGill University is getting barraged for their handling of complaints. On Thursday, April 4, 2018, the Student Society of McGill University (SSMU) published an open letter calling for an investigation into the way the university and Faculty of Arts have dealing sexual violence complaints against professors. The letter has been signed by nearly 1,500 students and over 50 clubs and other student societies. The letter accuses administration officials of ignoring complaints against professors in the Faculty of Arts and they are demanding a third-party investigation. The letter and calls are a long time in the making as students and professors have been writing and commenting about the actions of these professors in the Faculty of Arts, who engaged in so called consensual and unwanted inappropriate behavior against students for years.

The president of SSMU and its societies and five vice presidents addressed the letter to Principal Suzanne Fortier, Provost Christopher Manfredi, and Dean of Students Chris Buddle. The letter recounted the situation at the university, but did not name any professors, although students have been naming the professors in unofficial capacities for years. Neither does the letter describe the professors’ actions, although the chatter is quite loud on online forums, personal blogs and the student press, everyone on campus knows who these offenders are.

The letter claims, “These professors continue to teach and to supervise, in some cases teaching mandatory first year courses, leaving vulnerable the students who have not yet been warned about the predatory behaviours of certain professors. It has also been the case that student representatives over this past year have brought up these concerns multiple times to many different members of administration. It was clear that the majority of the administration who were met with knew which professors students are concerned about. And despite our expressing anxiety over the safety and well being of a particular student in one case – no action was taken.”

Connor Spencer, vice-president of external affairs for the Students’ Society of McGill University had a press conference on Thursday, April 5, clarifying the allegations. According to Spencer there are five professors that have misused their positions. The professors are in five different departments in the Faculty of Arts; history, philosophy, political science, psychology and the Institute of Islamic Studies. Among the offenses are “holding office hours in bars with underage students, to routinely sleeping with students who are in their classes, to being in abusive relationships with students they’re supervising.” Additionally, the professors would “make sexually suggestive comments in person and in e-mails.”

Apparently, the situation with these professors is an “open secret” everyone knows what is happening, but nothing is being done to stop these professors from running amok, while students are being discouraged from filing complaints. Spencer told CBC News, “Everyone’s aware of where the problems are, and no one’s doing anything to address it, year after year.” Spencer explained to the Globe and Mail, “Everyone knows the names of the professors and it’s shared among students.” The problem has been happening for at least five years with these specific professors. Spencer recounted that female students have been warning incoming students with a list of professors “whose classes I was not to take.” Female students were warned to never be alone with these professors. Spencer told the Globe and Mail, “If she did take their courses, she was told never to go to their offices ‘if I wanted to keep myself safe.’”

Despite everyone in the university, from the students to the administration know about the problems, the administration refuses to take any actions, because of the lack of formal complaints. Spencer recounted to the Globe and Mail, “We’ve spoken about specific cases with administrators in meetings and still nothing has been done, even though they know that these are reoccurring issues.” Spencer told the Montreal Gazette the SSMU wants the university to take the problem seriously, “We are hoping with this open letter to change the culture of understanding and show (the administration) they need to investigate when there are serious problems that compromise the safety and well being of students … whether or not there are official complaints.”

The SSMU’s letter is a means to force the administration to launch an investigation. The SSMU letter also asked for a remedy to the ongoing problem, their solution a third-party investigation into the method McGill deals with complaints. They want the third-party to review and interview students who made informal and formal complaints to the Dean of Arts against professors for the last five years and review if tenure committees are aware of any complaints. The SSMU wants the findings by this June.

The SSMU made the request in their letter, “We understand that the Faculty of Arts is not the only faculty that has a problem with professors who abuse their power, and we hope that an external investigation into Arts will set a precedent so that in the future McGill will act when they become aware of departmental issues and that above all they will begin to prioritize the safety of their students before the legal liability or reputation of the institution.”

When asked to respond by the press Vice-Principal Louis Arseneault (Communications and External Relations) declined to comment. Arseneault only gave a generic politically correct response in a statement, saying, “McGill University has put in place staff, resources, policies and opportunities for individuals and groups to come forward with their concerns and complaints. These are matters we take very seriously. Every report or complaint of sexual misconduct, abuse of authority through sexual misconduct or ‘predatory behaviour’ that contains sufficiently detailed facts is investigated. If there are findings of sexual misconduct of any kind, appropriate measures are taken, following due process.” Arseneault cited privacy laws in the investigation, stating, “Because of Quebec law concerning privacy, the University cannot disclose when it is conducting investigations, nor reveal any results. Thus, the fact that results are not disclosed is not evidence that investigations did not occur or that they were faulty.”

Provost and Vice-Principal Manfredi also sent a personal responseto Spencer, insisting, “Every report and complaint of misconduct that contains sufficient details is investigated.” Manfredi told Spencer, “As you know from your own work on the Sexual Violence Policy Implementation Committee and from McGill administrators’ ongoing, direct engagement with SSMU executives – yourself included – McGill has in place extensive resources, skilled staff, and robust policies to address matters of sexual violence and to support survivors.”

Despite the university being on defensive as to investigating sexual misconduct complaints, the process deters students from filing a complaint or if they start they usually stop. As Spencer pointed out, “it’s so labour-intensive and retraumatizing.” As with women who file complaints against men in positions of power many are worried they would not be believed. The university has also in past situations attempted to discredit claims that are filed as a deterrent for students filing complaints. The complaints process is also steeped in confidentiality, it is meant to help the students, but does more to protect a an accused faculty member.

Student Geneviève Mercier-Dalphond writing in a March 2016, McGill Daily article entitled, “The vicious circle of professor-student relationships A follow-up investigation of McGill’s policies on sexual harassment” discussed the problems confidentiality in the process causes. Mercier-Dalphond explained, “On a broader level, it sends a message that normalizes student-professor relations, and sets an example for other professors that they can get away with this kind of inappropriate behaviour.”

In December 2016, McGill revised their sexual violence policy, Policy against Sexual Violence, to comply with Quebec’s new Bill 151, requiring schools to have a consolidated sexual violence policy (SVP) including addressing professor-student relationships by 2019. The new SVP deals with violence by the whole McGill community, especially students and operates under the Student Code of Conduct. The policy can “reprimand, expel or suspend a student.” The new policy was three years in the making, and was supposed to have a “survivor-centred approach.” Additionally, the policy “establishes measures that McGill will adopt with respect to prevention, education, support, and response to sexual violence.” The university also created a new sexual assault centre, “dedicated to sexual violence education and response.”

At the time the new policy was passed by the university senate; the students still had misgivings about how complaints would be handled under the new rules. Erin Sobat, the vice-president of university affairs for the SSMU during the 2016-17 academic year commented at the time to CBC News, “What it doesn’t do is address the disciplinary process past the process of filing a report.” Labour laws in Quebec, prohibit the publication of the procedures. The only way to file a complaint against a professor is by filing a complaint for” harassment, violence of coercion.”

The new policy also failed to address professor-student relationships, and complaints against professors; a central problem at the heart of the complaints against one of the professors the open letter is directed. The new SVP says very little about these relationships, writing, “an abuse of a relationship of trust, power or authority, such as the relationship between a professor and their student,” and agreeing they cannot be consensual. The only way to file a complaint against a professor is by filing a complaint for” harassment, violence of coercion.” The complaints are then processed through the Regulations Relating to Employment of Tenure Track and Tenured Academic Staff. Labour laws in Quebec, prohibit the publication of the procedures. The process is so complicated that it dissuades students from filing. Connor explained to the Montreal Gazette, “You have to consult at least six documents full of policy jargon after you’ve just experienced a trauma, and you are not really sure about wanting to do this, anyway. That would discourage anyone from coming forward.”

In December 2017, the McGill Tribune editorial board wrote an opinion piece opposing the lack of policy for such complaints entitled, “McGill’s sexual violence policy lacking on professor-student relationships.” They emphasized what an important gap this is in policy since these relationships cannot be consensual. The board pointed to the conflict of interest with such relationships, and indicated why. The board expressed, “Of more dire ethical concern is the question of consent in these relationships. The power differential between students and professors is enormous—whether acting as an intro-course lecturer or a master’s research supervisor, a professor has substantial control over their students’ success at McGill, and, by extension, their career prospects upon graduation. Given this compromised capacity to object to unwanted sexual advances, it is unethical for a professor to initiate any relationship with a student directly beneath them.”

The #MeToo movement is altering the definition of consent, especially there is a difference power between the two parties in evolved, such as professors getting involved in relationships, and sexually with their students. Students who believe they are getting involved consensually with professors seem to forget, with such a power difference, these relationships can never truly be consensual, because there is no equality. Mercier-Dolphand in the McGill Daily explained, “The student’s power in this dynamic is not comparable, and talking of equality between consenting adults in this case ignores the power differential on which the relationship is built.”

Recently, even former White House intern Monica Lewinsky in a March 2018, Vanity Fair article entitled, “Emerging from the ‘House of Gaslight’ in the age of #metoo” re-examined her relationship with former President Bill Clinton. Lewinsky persistently claimed it was consensual and she was not a victim, but she is currently reconsidering it in light of the #MeToo movement. Lewinsky expressed, “I now see how problematic it was that the two of us even got to a place where there was a question of consent. Instead, the road that led there was littered with inappropriate abuse of authority, station, and privilege. (Full stop.)”

A former Associate Dean of Arts at York University, Shirley Katz wrote a policy paper on the very issue published in University Affairs in 2000, entitled “Sexual Relations Between Students and Faculty.” To Katz there cannot be consent because of professors’ “power over students” as the nature of role. Katz concludes the power difference is always there making consent in the traditional way impossible for students. Katz wrote, “because the professor’s powers affect the student’s life in a significant way, […] the student cannot say no to the relationship, so her consent is actually coerced compliance.”

Jason M. Opal, associate professor in the Department of History and Classical Studies at McGill commented in the 2015 McGill Daily article, “Let’s talk about teacher,” a student’s anonymous recount of her sexual relationship with one of the professors accused of inappropriate behavior. Opal concurred, the power dynamic affects consent. Opal wrote there are “profound inadequacies of ‘consent’ as a moral and social category.” Continuing, he said, “consent is better than coercion: that is the best thing we can say about it. Opal concluded that the professor student relationship is “inherently problematic, usually exploitative, and often predatory.” The unequal predatory nature is the reason professors involved have to face sanctions and punishments from the university, because they have an obligation to protect their students.

Some of the accounts coming from McGill describe sexual relationships, but they are not the only inappropriate ones. Others blur the line, friendships and emotional relationships that can tether on sexual harassment or impropriety, but avoid the messy sexual dynamic that is easier to prove crossed a line. Even if broken boundaries are easily proved, the university has not been kind to students filing complaints against professors after such relationships. They are not given the same weight as unwanted and forced sexual harassment and assault committed by other students. Universities have been enacting policies that prohibit any personal relationships between students and professors, especially if they are in as position to grade them for some timer already. McGill has yet to address the issue even after revising their sexual assault policy..

Students had a right to be concerned about the revised SVP seeing what is transpiring with the five Arts professors and the way complaints have been brushed aside. The SSMU has been working on an additional policycovering misconduct from students in McGill’s clubs and societies. Closing the “loophole” would make students more comfortable making complaints against fellow students. It would allow the SSMU clubs and societies to remove or sanction someone that has a complaint filed against them, even banning them from the SSMU building. Additionally, it would provide mandatory training in defining and preventing sexual assault for all SSMU associated university clubs and societies.

For over two years there has been rumblings of complaints of transgressions by professors in the Faculty of Arts, particularly, the Department of Political Science, incidentally Provost Manfredi’s old department and the Institute of Islamic Studies. Apparently, there are claims that there is a serial sexual harasser in the department of political science and a serial lothario in the Institute of Islamic Studies. This professor in the Islamic Studies is a central reason for the students and SSMU’s uproar over the university’s mishandlings of professors’ inappropriate behavior.

Former McGill political science professor Stephen Saideman, who taught at the department from 2002 to 2012 wrote about the actions of a professor in his department. Saideman repeatedly wrote about this particular professor in a number of blog posts. In his blog post entitled, “McGill’s Shame Continues” from March 2016, he specifically revealed that this professor was teaching Middle East and peace building studies in the department. Saideman explained in his post why he did not expose the name of the professor. The former McGill professor commented, “I have repeatedly referred to a particular serial sexual harasser […] but obliquely so. Why obliquely so? Because I am not sure what the consequences are for me of violating the confidentiality agreements of a place I used to work and because I didn’t want people to speculate about who received this guy’s unwanted attention.”

A student did successfully file a complaint this particular professor; however, the so-called punishment was hardly enough to deter him from continuing harassing students. Saideman recounted, “[the University] did find in favour of the student, and the provost found that something inappropriate happened at the time, but that it did not fit the definition at the time of sexual harassment. I do believe this is a failure on the part of that provost.” All the university did was change the professor’s office to one where he can be monitored and prevented him from taking on graduate students. In barely no time, the department lapsed, he was back in his old office, and supervising graduate students, even female ones.

In 2016, Saidemen claimed the major problem with the complaints process was confidentiality and the university refusing to name guilty professors. During his time at McGill Saideman used to discourage students from studying that area, as the only means of deterrence he could do. Saideman told the McGill Daily, “The core problem is how McGill has handled it. It was all treated confidentially, which has the effect of protecting the perpetrator…. the job of the University is to protect students.” Saideman was surprised that he was still teaching, saying, “I simply don’t understand why McGill has not fired him yet.”

Another story that brought out the problem of the professor accused of sleeping with his students was an anonymous article in the McGill Daily of a student recounting her nearly two-year affair with this professor, the one supposedly from the Institute of Islamic Studies The article published in September 2015 was entitled, “Let’s talk about teacher I slept with my professor and here’s why it shouldn’t have happened in the first place.” The explicit article described how this professor-student relationship developed from office-hour meetings to a working and sexual relationship that tore this student apart with the conflicting roles they played. In her recount, the working relationship played a prominent role in their developing relationship. The work relationship was the legitimate way for them to spend time in his office behind closed doors; a common excuse professors use to justify publicly their inappropriate involvement with a student. After the second year, the student discovered he had been sleeping with other students as well she was not the only one, but one of many.

The student described this professor as she saw him after everything ended, “He was a predator. He was a manipulator. He was a liar. He was using young women as vessels for self-validation. He was abusing his power, and he had no intention of stopping.” She also discovered this professor, “slept with, propositioned, sent inappropriate emails to, or generally made uncomfortable” other female students. The complaints process was daunting and these students feared retribution and reprisals that are so common so they did file. The article published nearly three-years-ago indicated that at that time there where problems also with five professors in different departments, “who had reputations of either serially harassing or sleeping with their students.” The student recounted, “Where some professors were concerned, students spoke of the incidents like they were common knowledge.”

At that point, there were no formal complaints filed against that professor. This fall the students were fed up with this Islamic Studies’ professor at the heart of this scandal as he was up for tenure this academic year, so they initiated their own grassroots protest. At the start of this academic year, stickers were posted in the women’s bathrooms with the Islamic Studies professor’s name, warning other female students. According to the McGill Daily, “Noting that the professor is up for tenure this semester, the stickers urged students to send testimonies of abusive behaviour from faculty and staff to zerotolerance@riseup.net.” The professor in question responded with a denial, saying, “Anonymous accusations have been posted around campus about me that are categorically untrue and constitute defamation. I am deeply committed to doing my part to make every student feel safe in my classroom and on McGill’s campus.”

The university administration seemed to have backed up the professor with Angela Campbell, the Associate Provost (Policies, Procedures and Equity) writing a defending statement that admonished the students who revealed the professor publicly. Campbell stated, “The University takes all complaints of misconduct seriously.” Continuing Campbell expressed, “Survivors can and should report through the appropriate channels,” and “McGill’s administration disapproves of attempts to address such matters through anonymous posters such as [the stickers] found on campus and is taking measures to remove these.”

Additionally, in the Winter 2017 semester the 2016-2017 executive leaders of the World Islamic and Middle East Studies Student Association (WIMESSA) Sent an open letter objecting to the professor to Robert Wisnovsky, Director of the Institute of Islamic Studies. The letter read, “We (WIMESSA execs) believe that the department is partially not taking this seriously, because they don’t think many undergrads personally care,” read the preamble to the open letter. “There is also no ‘paper trail’ of student concern which makes the department less accountable to the university.” WIMESSA asked the department not to grant the professor tenure, writing, “It is disconcerting that such an abuse of power appears to be going unreprimanded. As it stands, women are at a disadvantage within the Islamic Studies department, and this inequality needs to be corrected. For these reasons, WIMESSA vehemently encourages the impending tenure committee to deny [the professor] tenure.”

The program director never publicly responded, and this year’s WIMESSA executives issued a statement. The statement backtracked and avoided mentioning the particular professor. The executives wrote, “In light of recent events regarding the Islamic Studies Institute, we want to extend our services to the community and support our students in any way we can. […] Sexual violence is a serious issue that we do not tolerate and we recognize the institutional violence that this inherently causes. […] This is a matter that we are taking very seriously and we are working as much as we can within our power to ensure transparency and accountability.”

It is too easy for the lines to be blurred in academia. For professors they are presented with wide-eyed naive students in awe, many enamored with the professors’ charm, sophistication and brilliance, and they easily take advantage of the situation. Many of the young faculty members are often less than then ten years older than the students they teach, for others they never want to see themselves as older than the students. They behave as friends, buddies cross the line into sexual harassment, sexual relationships, but the power dynamic is always there. Professors and students are never equals and it is inappropriate for them to think it is even possible.

Research has proven that power alters the minds of men, making them believe they have the right to behave in the controlling manner that leads to sexual harassment and assault. They believe they have a privilege to behave the way they do and many fail to see how wrong they are. The #MeToo movement in a short six months has swept through the entertainment industry, politics, business and journalism. The movement gave a voice and credibility to women who for years had experienced harassment, abuse and assault in the hands of men in positions of power and then suffered in silence fearing reprisals.

Now it is sweeping academia, but there are set backs. Tenure has always given professors an extra boost in their power, giving them an air of invincibility. Tenure has and is still protecting professors preventing universities from firing professors who behave inappropriately with students. Professors, however, believe universities owe their students to deal with the accused professors, not just fire them, which would allow them to continue their behavior elsewhere. The SSMU’s open letter wants an investigator to examine tenure and tenure-track professors as well, to see if complaints against professors are presented to the tenure committee and to see whether tenure status “can be reassessed following formal complaints against a faculty member.”

The students realize tenure cannot be overturned and the system changed overnight, but they do believe there should be consequences for tenured professors. Spencer commented to the Montreal Gazette, “Right now, if a prof has tenure, they are untouchable. Some of the profs (who are the subjects of repeated complaints) have tenure and some don’t. For the ones who do have tenure, why would anyone bring a complaint forward? … It’s not about, one complaint, therefore fire them, but we need to explore what a procedure for processing complaints against a tenured prof looks like.”

In Montreal, there have already been cracks in that invincibility. This past January at neighboring Concordia University, former students and graduates of the school’s creative writing program came forward against four professors without tenure with allegations going back two decades. The university acted swiftly and dismissed three of the living professors, then launched an investigation. Within two weeks the university issued guidelines on how to deal with professor-student relationships acknowledging there is a “conflict of interest” and an “imbalance of power.”

The events at Concordia inspired SSMU to take action now, and force the university to confront the way they have been dealing or not dealing with complaints against these five repeat offending professors. Spencer commented the press, “We were told that it couldn’t happen, and then we looked over at our neighbour and they were doing it, so we didn’t accept that anymore…I thought, ’If not now, then when,’ If something doesn’t happen now, I don’t know when it’s going to happen.”

Bonnie K. Goodman BA, MLIS (McGill University), is a journalist, librarian, historian & editor. She is a former Features Editor at the History News Network & reporter at Examiner.com where she covered politics, universities, religion and news. She has a dozen years experience in education & political journalism.

Education April 8, 2018: McGill University now has their #MeToo movement moment as students protest lothario professors 

HEADLINE NEWS

Headline_News

EDUCATION

McGill University now has their #MeToo movement moment as students protest lothario professors

By Bonnie K. Goodman, BA, MLIS

Montreal universities are now being drawn into the #MeToo movement forced to confront years of sexual harassment and assault that was pushed under the table. First, it was Concordia University, now McGill University is getting barraged for their handling of complaints. On Thursday, April 4, 2018, the Student Society of McGill University (SSMU) published an open letter calling for an investigation into the way the university and Faculty of Arts have dealing sexual violence complaints against professors. The letter has been signed by nearly 1,500 students and over 50 clubs and other student societies. The letter accuses administration officials of ignoring complaints against professors in the Faculty of Arts and they are demanding a third-party investigation. The letter and calls are a long time in the making as students and professors have been writing and commenting about the actions of these professors in the Faculty of Arts, who engaged in so called consensual and unwanted inappropriate behavior against students for years.

The president of SSMU and its societies and five vice presidents addressed the letter to Principal Suzanne Fortier, Provost Christopher Manfredi, and Dean of Students Chris Buddle. The letter recounted the situation at the university, but did not name any professors, although students have been naming the professors in unofficial capacities for years. Neither does the letter describe the professors’ actions, although the chatter is quite loud on online forums, personal blogs and the student press, everyone on campus knows who these offenders are.

The letter claims, “These professors continue to teach and to supervise, in some cases teaching mandatory first year courses, leaving vulnerable the students who have not yet been warned about the predatory behaviours of certain professors. It has also been the case that student representatives over this past year have brought up these concerns multiple times to many different members of administration. It was clear that the majority of the administration who were met with knew which professors students are concerned about. And despite our expressing anxiety over the safety and well being of a particular student in one case – no action was taken.”

Connor Spencer, vice-president of external affairs for the Students’ Society of McGill University had a press conference on Thursday, April 5, clarifying the allegations. According to Spencer there are five professors that have misused their positions. The professors are in five different departments in the Faculty of Arts; history, philosophy, political science, psychology and the Institute of Islamic Studies. Among the offenses are “holding office hours in bars with underage students, to routinely sleeping with students who are in their classes, to being in abusive relationships with students they’re supervising.” Additionally, the professors would “make sexually suggestive comments in person and in e-mails.”

Apparently, the situation with these professors is an “open secret” everyone knows what is happening, but nothing is being done to stop these professors from running amok, while students are being discouraged from filing complaints. Spencer told CBC News, “Everyone’s aware of where the problems are, and no one’s doing anything to address it, year after year.” Spencer explained to the Globe and Mail, “Everyone knows the names of the professors and it’s shared among students.” The problem has been happening for at least five years with these specific professors. Spencer recounted that female students have been warning incoming students with a list of professors “whose classes I was not to take.” Female students were warned to never be alone with these professors. Spencer told the Globe and Mail, “If she did take their courses, she was told never to go to their offices ‘if I wanted to keep myself safe.’”

Despite everyone in the university, from the students to the administration know about the problems, the administration refuses to take any actions, because of the lack of formal complaints. Spencer recounted to the Globe and Mail, “We’ve spoken about specific cases with administrators in meetings and still nothing has been done, even though they know that these are reoccurring issues.” Spencer told the Montreal Gazette the SSMU wants the university to take the problem seriously, “We are hoping with this open letter to change the culture of understanding and show (the administration) they need to investigate when there are serious problems that compromise the safety and well being of students … whether or not there are official complaints.”

The SSMU’s letter is a means to force the administration to launch an investigation. The SSMU letter also asked for a remedy to the ongoing problem, their solution a third-party investigation into the method McGill deals with complaints. They want the third-party to review and interview students who made informal and formal complaints to the Dean of Arts against professors for the last five years and review if tenure committees are aware of any complaints. The SSMU wants the findings by this June.

The SSMU made the request in their letter, “We understand that the Faculty of Arts is not the only faculty that has a problem with professors who abuse their power, and we hope that an external investigation into Arts will set a precedent so that in the future McGill will act when they become aware of departmental issues and that above all they will begin to prioritize the safety of their students before the legal liability or reputation of the institution.”

When asked to respond by the press Vice-Principal Louis Arseneault (Communications and External Relations) declined to comment. Arseneault only gave a generic politically correct response in a statement, saying, “McGill University has put in place staff, resources, policies and opportunities for individuals and groups to come forward with their concerns and complaints. These are matters we take very seriously. Every report or complaint of sexual misconduct, abuse of authority through sexual misconduct or ‘predatory behaviour’ that contains sufficiently detailed facts is investigated. If there are findings of sexual misconduct of any kind, appropriate measures are taken, following due process.” Arseneault cited privacy laws in the investigation, stating, “Because of Quebec law concerning privacy, the University cannot disclose when it is conducting investigations, nor reveal any results. Thus, the fact that results are not disclosed is not evidence that investigations did not occur or that they were faulty.”

Provost and Vice-Principal Manfredi also sent a personal responseto Spencer, insisting, “Every report and complaint of misconduct that contains sufficient details is investigated.” Manfredi told Spencer, “As you know from your own work on the Sexual Violence Policy Implementation Committee and from McGill administrators’ ongoing, direct engagement with SSMU executives – yourself included – McGill has in place extensive resources, skilled staff, and robust policies to address matters of sexual violence and to support survivors.”

Despite the university being on defensive as to investigating sexual misconduct complaints, the process deters students from filing a complaint or if they start they usually stop. As Spencer pointed out, “it’s so labour-intensive and retraumatizing.” As with women who file complaints against men in positions of power many are worried they would not be believed. The university has also in past situations attempted to discredit claims that are filed as a deterrent for students filing complaints. The complaints process is also steeped in confidentiality, it is meant to help the students, but does more to protect a an accused faculty member.

Student Geneviève Mercier-Dalphond writing in a March 2016, McGill Daily article entitled, “The vicious circle of professor-student relationships A follow-up investigation of McGill’s policies on sexual harassment” discussed the problems confidentiality in the process causes. Mercier-Dalphond explained, “On a broader level, it sends a message that normalizes student-professor relations, and sets an example for other professors that they can get away with this kind of inappropriate behaviour.”

In December 2016, McGill revised their sexual violence policy, Policy against Sexual Violence, to comply with Quebec’s new Bill 151, requiring schools to have a consolidated sexual violence policy (SVP) including addressing professor-student relationships by 2019. The new SVP deals with violence by the whole McGill community, especially students and operates under the Student Code of Conduct. The policy can “reprimand, expel or suspend a student.” The new policy was three years in the making, and was supposed to have a “survivor-centred approach.” Additionally, the policy “establishes measures that McGill will adopt with respect to prevention, education, support, and response to sexual violence.” The university also created a new sexual assault centre, “dedicated to sexual violence education and response.”

At the time the new policy was passed by the university senate; the students still had misgivings about how complaints would be handled under the new rules. Erin Sobat, the vice-president of university affairs for the SSMU during the 2016-17 academic year commented at the time to CBC News, “What it doesn’t do is address the disciplinary process past the process of filing a report.” Labour laws in Quebec, prohibit the publication of the procedures. The only way to file a complaint against a professor is by filing a complaint for” harassment, violence of coercion.”

The new policy also failed to address professor-student relationships, and complaints against professors; a central problem at the heart of the complaints against one of the professors the open letter is directed. The new SVP says very little about these relationships, writing, “an abuse of a relationship of trust, power or authority, such as the relationship between a professor and their student,” and agreeing they cannot be consensual. The only way to file a complaint against a professor is by filing a complaint for” harassment, violence of coercion.” The complaints are then processed through the Regulations Relating to Employment of Tenure Track and Tenured Academic Staff. Labour laws in Quebec, prohibit the publication of the procedures. The process is so complicated that it dissuades students from filing. Connor explained to the Montreal Gazette, “You have to consult at least six documents full of policy jargon after you’ve just experienced a trauma, and you are not really sure about wanting to do this, anyway. That would discourage anyone from coming forward.”

In December 2017, the McGill Tribune editorial board wrote an opinion piece opposing the lack of policy for such complaints entitled, “McGill’s sexual violence policy lacking on professor-student relationships.” They emphasized what an important gap this is in policy since these relationships cannot be consensual. The board pointed to the conflict of interest with such relationships, and indicated why. The board expressed, “Of more dire ethical concern is the question of consent in these relationships. The power differential between students and professors is enormous—whether acting as an intro-course lecturer or a master’s research supervisor, a professor has substantial control over their students’ success at McGill, and, by extension, their career prospects upon graduation. Given this compromised capacity to object to unwanted sexual advances, it is unethical for a professor to initiate any relationship with a student directly beneath them.”

The #MeToo movement is altering the definition of consent, especially there is a difference power between the two parties in evolved, such as professors getting involved in relationships, and sexually with their students. Students who believe they are getting involved consensually with professors seem to forget, with such a power difference, these relationships can never truly be consensual, because there is no equality. Mercier-Dolphand in the McGill Daily explained, “The student’s power in this dynamic is not comparable, and talking of equality between consenting adults in this case ignores the power differential on which the relationship is built.”

Recently, even former White House intern Monica Lewinsky in a March 2018, Vanity Fair article entitled, “Emerging from the ‘House of Gaslight’ in the age of #metoo” re-examined her relationship with former President Bill Clinton. Lewinsky persistently claimed it was consensual and she was not a victim, but she is currently reconsidering it in light of the #MeToo movement. Lewinsky expressed, “I now see how problematic it was that the two of us even got to a place where there was a question of consent. Instead, the road that led there was littered with inappropriate abuse of authority, station, and privilege. (Full stop.)”

A former Associate Dean of Arts at York University, Shirley Katz wrote a policy paper on the very issue published in University Affairs in 2000, entitled “Sexual Relations Between Students and Faculty.” To Katz there cannot be consent because of professors’ “power over students” as the nature of role. Katz concludes the power difference is always there making consent in the traditional way impossible for students. Katz wrote, “because the professor’s powers affect the student’s life in a significant way, […] the student cannot say no to the relationship, so her consent is actually coerced compliance.”

Jason M. Opal, associate professor in the Department of History and Classical Studies at McGill commented in the 2015 McGill Daily article, “Let’s talk about teacher,” a student’s anonymous recount of her sexual relationship with one of the professors accused of inappropriate behavior. Opal concurred, the power dynamic affects consent. Opal wrote there are “profound inadequacies of ‘consent’ as a moral and social category.” Continuing, he said, “consent is better than coercion: that is the best thing we can say about it. Opal concluded that the professor student relationship is “inherently problematic, usually exploitative, and often predatory.” The unequal predatory nature is the reason professors involved have to face sanctions and punishments from the university, because they have an obligation to protect their students.

Some of the accounts coming from McGill describe sexual relationships, but they are not the only inappropriate ones. Others blur the line, friendships and emotional relationships that can tether on sexual harassment or impropriety, but avoid the messy sexual dynamic that is easier to prove crossed a line. Even if broken boundaries are easily proved, the university has not been kind to students filing complaints against professors after such relationships. They are not given the same weight as unwanted and forced sexual harassment and assault committed by other students. Universities have been enacting policies that prohibit any personal relationships between students and professors, especially if they are in as position to grade them for some timer already. McGill has yet to address the issue even after revising their sexual assault policy..

Students had a right to be concerned about the revised SVP seeing what is transpiring with the five Arts professors and the way complaints have been brushed aside. The SSMU has been working on an additional policycovering misconduct from students in McGill’s clubs and societies. Closing the “loophole” would make students more comfortable making complaints against fellow students. It would allow the SSMU clubs and societies to remove or sanction someone that has a complaint filed against them, even banning them from the SSMU building. Additionally, it would provide mandatory training in defining and preventing sexual assault for all SSMU associated university clubs and societies.

For over two years there has been rumblings of complaints of transgressions by professors in the Faculty of Arts, particularly, the Department of Political Science, incidentally Provost Manfredi’s old department and the Institute of Islamic Studies. Apparently, there are claims that there is a serial sexual harasser in the department of political science and a serial lothario in the Institute of Islamic Studies. This professor in the Islamic Studies is a central reason for the students and SSMU’s uproar over the university’s mishandlings of professors’ inappropriate behavior.

Former McGill political science professor Stephen Saideman, who taught at the department from 2002 to 2012 wrote about the actions of a professor in his department. Saideman repeatedly wrote about this particular professor in a number of blog posts. In his blog post entitled, “McGill’s Shame Continues” from March 2016, he specifically revealed that this professor was teaching Middle East and peace building studies in the department. Saideman explained in his post why he did not expose the name of the professor. The former McGill professor commented, “I have repeatedly referred to a particular serial sexual harasser […] but obliquely so. Why obliquely so? Because I am not sure what the consequences are for me of violating the confidentiality agreements of a place I used to work and because I didn’t want people to speculate about who received this guy’s unwanted attention.”

A student did successfully file a complaint this particular professor; however, the so-called punishment was hardly enough to deter him from continuing harassing students. Saideman recounted, “[the University] did find in favour of the student, and the provost found that something inappropriate happened at the time, but that it did not fit the definition at the time of sexual harassment. I do believe this is a failure on the part of that provost.” All the university did was change the professor’s office to one where he can be monitored and prevented him from taking on graduate students. In barely no time, the department lapsed, he was back in his old office, and supervising graduate students, even female ones.

In 2016, Saidemen claimed the major problem with the complaints process was confidentiality and the university refusing to name guilty professors. During his time at McGill Saideman used to discourage students from studying that area, as the only means of deterrence he could do. Saideman told the McGill Daily, “The core problem is how McGill has handled it. It was all treated confidentially, which has the effect of protecting the perpetrator…. the job of the University is to protect students.” Saideman was surprised that he was still teaching, saying, “I simply don’t understand why McGill has not fired him yet.”

Another story that brought out the problem of the professor accused of sleeping with his students was an anonymous article in the McGill Daily of a student recounting her nearly two-year affair with this professor, the one supposedly from the Institute of Islamic Studies The article published in September 2015 was entitled, “Let’s talk about teacher I slept with my professor and here’s why it shouldn’t have happened in the first place.” The explicit article described how this professor-student relationship developed from office-hour meetings to a working and sexual relationship that tore this student apart with the conflicting roles they played. In her recount, the working relationship played a prominent role in their developing relationship. The work relationship was the legitimate way for them to spend time in his office behind closed doors; a common excuse professors use to justify publicly their inappropriate involvement with a student. After the second year, the student discovered he had been sleeping with other students as well she was not the only one, but one of many.

The student described this professor as she saw him after everything ended, “He was a predator. He was a manipulator. He was a liar. He was using young women as vessels for self-validation. He was abusing his power, and he had no intention of stopping.” She also discovered this professor, “slept with, propositioned, sent inappropriate emails to, or generally made uncomfortable” other female students. The complaints process was daunting and these students feared retribution and reprisals that are so common so they did file. The article published nearly three-years-ago indicated that at that time there where problems also with five professors in different departments, “who had reputations of either serially harassing or sleeping with their students.” The student recounted, “Where some professors were concerned, students spoke of the incidents like they were common knowledge.”

At that point, there were no formal complaints filed against that professor. This fall the students were fed up with this Islamic Studies’ professor at the heart of this scandal as he was up for tenure this academic year, so they initiated their own grassroots protest. At the start of this academic year, stickers were posted in the women’s bathrooms with the Islamic Studies professor’s name, warning other female students. According to the McGill Daily, “Noting that the professor is up for tenure this semester, the stickers urged students to send testimonies of abusive behaviour from faculty and staff to zerotolerance@riseup.net.” The professor in question responded with a denial, saying, “Anonymous accusations have been posted around campus about me that are categorically untrue and constitute defamation. I am deeply committed to doing my part to make every student feel safe in my classroom and on McGill’s campus.”

The university administration seemed to have backed up the professor with Angela Campbell, the Associate Provost (Policies, Procedures and Equity) writing a defending statement that admonished the students who revealed the professor publicly. Campbell stated, “The University takes all complaints of misconduct seriously.” Continuing Campbell expressed, “Survivors can and should report through the appropriate channels,” and “McGill’s administration disapproves of attempts to address such matters through anonymous posters such as [the stickers] found on campus and is taking measures to remove these.”

Additionally, in the Winter 2017 semester the 2016-2017 executive leaders of the World Islamic and Middle East Studies Student Association (WIMESSA) Sent an open letter objecting to the professor to Robert Wisnovsky, Director of the Institute of Islamic Studies. The letter read, “We (WIMESSA execs) believe that the department is partially not taking this seriously, because they don’t think many undergrads personally care,” read the preamble to the open letter. “There is also no ‘paper trail’ of student concern which makes the department less accountable to the university.” WIMESSA asked the department not to grant the professor tenure, writing, “It is disconcerting that such an abuse of power appears to be going unreprimanded. As it stands, women are at a disadvantage within the Islamic Studies department, and this inequality needs to be corrected. For these reasons, WIMESSA vehemently encourages the impending tenure committee to deny [the professor] tenure.”

The program director never publicly responded, and this year’s WIMESSA executives issued a statement. The statement backtracked and avoided mentioning the particular professor. The executives wrote, “In light of recent events regarding the Islamic Studies Institute, we want to extend our services to the community and support our students in any way we can. […] Sexual violence is a serious issue that we do not tolerate and we recognize the institutional violence that this inherently causes. […] This is a matter that we are taking very seriously and we are working as much as we can within our power to ensure transparency and accountability.”

It is too easy for the lines to be blurred in academia. For professors they are presented with wide-eyed naive students in awe, many enamored with the professors’ charm, sophistication and brilliance, and they easily take advantage of the situation. Many of the young faculty members are often less than then ten years older than the students they teach, for others they never want to see themselves as older than the students. They behave as friends, buddies cross the line into sexual harassment, sexual relationships, but the power dynamic is always there. Professors and students are never equals and it is inappropriate for them to think it is even possible.

Research has proven that power alters the minds of men, making them believe they have the right to behave in the controlling manner that leads to sexual harassment and assault. They believe they have a privilege to behave the way they do and many fail to see how wrong they are. The #MeToo movement in a short six months has swept through the entertainment industry, politics, business and journalism. The movement gave a voice and credibility to women who for years had experienced harassment, abuse and assault in the hands of men in positions of power and then suffered in silence fearing reprisals.

Now it is sweeping academia, but there are set backs. Tenure has always given professors an extra boost in their power, giving them an air of invincibility. Tenure has and is still protecting professors preventing universities from firing professors who behave inappropriately with students. Professors, however, believe universities owe their students to deal with the accused professors, not just fire them, which would allow them to continue their behavior elsewhere. The SSMU’s open letter wants an investigator to examine tenure and tenure-track professors as well, to see if complaints against professors are presented to the tenure committee and to see whether tenure status “can be reassessed following formal complaints against a faculty member.”

The students realize tenure cannot be overturned and the system changed overnight, but they do believe there should be consequences for tenured professors. Spencer commented to the Montreal Gazette, “Right now, if a prof has tenure, they are untouchable. Some of the profs (who are the subjects of repeated complaints) have tenure and some don’t. For the ones who do have tenure, why would anyone bring a complaint forward? … It’s not about, one complaint, therefore fire them, but we need to explore what a procedure for processing complaints against a tenured prof looks like.”

In Montreal, there have already been cracks in that invincibility. This past January at neighboring Concordia University, former students and graduates of the school’s creative writing program came forward against four professors without tenure with allegations going back two decades. The university acted swiftly and dismissed three of the living professors, then launched an investigation. Within two weeks the university issued guidelines on how to deal with professor-student relationships acknowledging there is a “conflict of interest” and an “imbalance of power.”

The events at Concordia inspired SSMU to take action now, and force the university to confront the way they have been dealing or not dealing with complaints against these five repeat offending professors. Spencer commented the press, “We were told that it couldn’t happen, and then we looked over at our neighbour and they were doing it, so we didn’t accept that anymore…I thought, ’If not now, then when,’ If something doesn’t happen now, I don’t know when it’s going to happen.”

Bonnie K. Goodman BA, MLIS (McGill University), is a journalist, librarian, historian & editor. She is a former Features Editor at the History News Network & reporter at Examiner.com where she covered politics, universities, religion and news. She has a dozen years experience in education & political journalism.

Full Text Political Transcripts February 4, 2017: President Trump’s Second Week of Action

POLITICAL TRANSCRIPTS

TRUMP PRESIDENCY & 115TH CONGRESS:

President Trump’s Second Week of Action

Source: WH, 2-4-17

PRESIDENT TRUMP’S SECOND WEEK OF ACTION

  • 7: Presidential Actions to Make America Great Again
  • 4: Diplomatic conversations with foreign leaders to promote an America First foreign policy.
  • 4: Meetings to get input from workers and business leaders on jumpstarting job creation.
  • 2: Events for the nomination of Judge Gorsuch to the Supreme Court
  • 2: Events to commemorate African American History Month
  • 2: Members of President Trump’s Cabinet sworn in.
  • 1: Bill signed into law
  • 1: Meeting with cyber security experts
  • 1: Commemoration of American Heart Month
  • 1: Speech at the National Prayer Breakfast
  • 1: Letter of Recognition for National Catholic Schools Week

Following Through On His Promise To The American People, President Trump Nominated Judge Neil Gorsuch To The Supreme Court

  • On Tuesday, President Trump nominated Judge Neil Gorsuch to become Associate Justice on the Supreme Court, filling the seat left behind by the late Justice Antonin Scalia.
  • The next day, President Trump met with various stakeholders to thank them for their input in making such an important decision.

President Trump Continued To Drain The Washington Swamp And Further Protect All Americans

PROTECTING AMERICANS: President Trump signed two executive memoranda to protect Americans and sanctioned the world’s largest state sponsor of terrorism in Iran.

  • On Friday, the Trump administration sanctioned twenty-five individuals and entities that provide support to Iran’s ballistic missile program and to the Islamic Revolutionary Guard Corps’ Quds Force.
  • Last Saturday, President Trump ordered a 30-day review and development of a new plan to defeat ISIS.
  • Last Saturday, to better get advice and information needed to ensure the safety and security of the American people, President Trump signed an executive order that modernized the National Security Council and the Homeland Security Council.

DRAINING THE SWAMP: President Trump used the power of his office to promote government transparency, preventing lobbying influence, and limiting regulatory overreach.

  • Last Saturday, President Trump signed an executive order establishing new ethics commitments for all Executive branch appointees to limit the influence of lobbyists and Washington insiders.
  • On Monday, President Trump signed an executive order to reduce government regulations by requiring two existing regulations to be ended if a new one is approved.
  • On Tuesday, President Trump signed into law the “GAO Access And Oversight Act Of 2017” (H.R.72) allowing the Government Accountability Office to gather records from all federal agencies so it can be more responsive to civil action.

President Trump Continued To Put Jobs Front And Center Through Two Executive Actions And Holding Four Stakeholder Meetings With Labor And Business Leaders

FREEING UP THE FINANCIAL SYSTEM: President Trump made two Presidential actions to better enable the financial system to promote job creation and serve all Americans

  • On Friday, President Trump signed an executive order to regulate the financial system in a way that protects consumers while promoting economic growth and job creation.
  • On Friday, President Trump issued a memorandum to prevent the unintended consequences of financial fiduciary rules from limiting economic opportunity and American’s investments.

HEARING FROM STAKEHOLDERS: Throughout the week, President Trump met with labor and business leaders to get input on how best to jumpstart job creation for all Americans.

  • On Monday, President Trump met with small business owners to get input on how to spur job creation and help businesses like theirs succeed.
  • On Tuesday, President Trump met with leaders in the pharmaceutical industry to discuss how jobs can be brought back to America and reduce prices so all Americans can afford quality healthcare.
  • On Thursday, President Trump met with the executives of Harley-Davidson and union representatives to encourage American manufacturing.
  • On Friday, President Trump met with his economic advisory council to discuss ways to deliver jobs to all Americans.

To Start African American History Month, President Trump Honored The History Of The African American Community And Their Vast Contribution To American Society

  • On Wednesday, President Trump met with African American community leaders to honor their contribution and listen to their input on what can be done to improve the lives of all Americans.
  • The same day, President Trump signed a proclamation honoring February 2017 as Black History Month.

Despite Historic Democratic Obstructionism, President Trump Continued To Get His Cabinet Nominees Confirmed By Congress

  • On Tuesday, Elaine Chao was sworn in as President Trump’s Secretary of Transportation.
  • On Wednesday, Rex Tillerson was sworn in as President Trump’s Secretary of State.

President Trump Held Three Conversations With Foreign Leaders To Promote American Interests Around The Globe

  • On Sunday, President Trump spoke with King Salman bin Abd Al-Aziz Al Saud of Saudi Arabia on creating safe zones in Syria and Yemen to help refugees and strict enforcement of the Joint Comprehensive Plan of Action on Iran.
  • On Sunday, President Trump spoke with the Abu Dhabi Crown Prince Sheikh Muhammad bin Zayid Al Nuhayyan of the United Arab Emirates to reaffirm the strong partnership between both countries and combating radical Islamic terrorism.
  • On Sunday, President Trump spoke with Acting President Hwang Kyo-ahn of the Republic of Korea on the important of the their mutual alliance and defending against North Korea.
  • On Thursday, President Trump met with King Abdullah II of Jordan where he conveyed the U.S.’s commitment to Jordan’s stability and defeating ISIS.

To Further Protect America’s Cyber Security, President Trump Met With Experts

  • On Tuesday, President Trump held a listening session with cyber security experts to help fulfill his campaign promise of securing America against cyber threats.

President Trump Spoke At The National Prayer Breakfast

  • On Thursday, President Trump continued to champion repealing the Johnson Amendment to allow representatives of faith to speak freely and without retribution.

President Trump Commemorated American Heart Month

  • On Friday, President Trump proclaimed February 2017 as American Heart Month.

President Trump Recognized National Catholic Schools Week

  • On Friday, President Trump issued a letter recognizing National Catholic Schools week.

In Two Weeks Of Action, The President Has Been Relentless In This Effort To Make America Great Again

  • 21 Presidential Actions
  • 16 Meetings With Foreign Leaders
  • 10 Stakeholder Meetings
  • 6 Cabinet Members Sworn-In
  • 4 National Proclamations
  • 3 Agency Visits
  • 2 Speeches
  • 1 Legislation signed into law
  • 1 Supreme Court Nomination
  • 1 Manufacturing Initiative Launch
  • 1 Thank-You Reception
  • 1 Letter Of Recognition

Full Text Political Transcripts January 6, 2017: First Lady Michelle Obama’s Farewell Speech to the Nation

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & 114TH CONGRESS:

Michelle Obama’s Final Remarks as First Lady

Source: Time, 1-6-17

OBAMA: Hey! (Applause.) What’s going on? (Applause.) Thank you all so much. You guys, that’s a command — rest yourselves. (Laughter.) We’re almost at the end. (Laughter.) Hello, everyone. And, may I say for the last time officially, welcome to the White House. Yes! (Applause.) Well, we are beyond thrilled to have you all here to celebrate the 2017 National School Counselor of the Year, as well as all of our State Counselors of the Year. These are the fine women, and a few good men — (laughter) — one good man — who are on this stage, and they represent schools from across this country.

And I want to start by thanking Terri for that wonderful introduction and her right-on-the-spot remarks. I’m going to say a lot more about Terri in a few minutes, but first I want to take a moment to acknowledge a few people who are here.

First, our outstanding Secretary of Education, John King. (Applause.) As well as our former Education Secretary, Arne Duncan. (Applause.) I want to take this time to thank you both publicly for your dedication and leadership and friendship. We couldn’t do this without the support of the Department of Education under both of your leadership. So I’m grateful to you personally, and very proud of all that you’ve done for this country.

I also want to acknowledge a few other special guests we have in the audience. We’ve got a pretty awesome crew. As one of my staff said, “You roll pretty deep.” (Laughter.) I’m like, well, yeah, we have a few good friends. We have with us today Ted Allen, La La Anthony, Connie Britton, Andy Cohen — yeah, Andy Cohen is here — (laughter) — Carla Hall, Coach Jim Harbaugh and his beautiful wife, who’s a lot better looking than him — (laughter) — Lana Parrilla, my buddy Jay Pharoah, Kelly Rowland, Usher —

AUDIENCE MEMBER: Woo!

MRS. OBAMA: Keep it down. (Laughter.) Keep it together, ladies. Wale is here. And of course, Allison Williams and her mom are here.

And all these folks are here because they’re using their star power to inspire our young people. And I’m so grateful to all of you for stepping up in so many ways on so many occasions. I feel like I’ve pestered you over these years, asking time and time again, “Well, where are you going to be?” “I’m going to be in New York.” “Can you come? Can you come here? Can you do this? Can you take that? Can you ask for that? Can you come? Can we rap? Can we sing?” (Laughter.) So thank you all so much. It really means the world to this initiative to have such powerful, respected and admired individuals speaking on behalf of this issue. So congratulations on the work that you’ve done, and we’re going to keep working.

And today, I especially want to recognize all these — extraordinary leadership team that was behind Reach Higher from day one. And this isn’t on the script so they don’t know this. I want to take time to personally acknowledge a couple of people. Executive Director Eric Waldo. (Applause.) Where is Eric? He’s in the — you’ve got to step out. (Applause.) Eric is acting like he’s a ham, but he likes the spotlight. (Laughter.) He’s acting a little shy. I want to recognize our Deputy Director, Stephanie Sprow. Stephanie. (Applause.) And he’s really not going to like this because he tries to pretend like he doesn’t exist at all, but our Senior Advisor, Greg Darnieder. (Applause.) There you go. Greg has been a leader in education his entire life. I’ve known him since I was a little organizer person. And it’s just been just a joy to work with you all. These individuals, they are brilliant. They are creative. They have worked miracles with hardly any staff or budget to speak of — which is how we roll in the First Lady’s Office. (Laughter.) And I am so proud and so, so grateful to you all for everything that you’ve done. So let’s give them a round of applause. (Applause.)

And finally, I want to recognize all of you who are here in this audience. We have our educators, our leaders, our young people who have been with us since we launched Reach Higher back in 2014. Now, when we first came up with this idea, we had one clear goal in mind: We wanted to make higher education cool. We wanted to change the conversation around what it means and what it takes to be a success in this country. Because let’s be honest, if we’re always shining the spotlight on professional athletes or recording artists or Hollywood celebrities, if those are the only achievements we celebrate, then why would we ever think kids would see college as a priority?

So we decided to flip the script and shine a big, bright spotlight on all things educational. For example, we made College Signing Day a national event. We wanted to mimic all the drama and excitement traditionally reserved for those few amazing football and basketball players choosing their college and university teams. We wanted to focus that same level of energy and attention on kids going to college because of their academic achievements. Because as a nation, that’s where the spotlight should also be — on kids who work hard in school and do the right thing when no one is watching, many beating daunting odds.

Next, we launched Better Make Room. It’s a social media campaign to give young people the support and inspiration they need to actually complete higher education. And to really drive that message home, you may recall that I debuted my music career — (laughter) — rapping with Jay about getting some knowledge by going to college. (Laughter and applause.)

We are also very proud of all that this administration has done to make higher education more affordable. We doubled investments in Pell grants and college tax credits. We expanded income-based loan repayment options for tens of millions of students. We made it easier to apply for financial aid. We created a College Scorecard to help students make good decisions about higher education. And we provided new funding and support for school counselors. (Applause.) Altogether, we made in this administration the largest investment in higher education since the G.I. Bill. (Applause.) And today, the high school graduation rate is at a record high, and more young people than ever before are going to college.

And we know that school counselors like all of the folks standing with me on this stage have played a critical role in helping us get there. In fact, a recent study showed that students who met with a school counselor to talk about financial aid or college were three times more likely to attend college, and they were nearly seven times more likely to apply for financial aid.

So our school counselors are truly among the heroes of the Reach Higher story. And that’s why we created this event two years ago, because we thought that they should finally get some recognition. (Applause.) We wanted everyone to know about the difference that these phenomenal men and women have been making in the lives of our young people every day. And our 2017 School Counselor of the Year, Terri Tchorzynski, is a perfect example.

As you heard, Terri works at the Calhoun Area Career Center, a career and technical education school in Michigan. And here’s what Terri’s principal said about her in his letter of recommendation. He said, “Once she identifies a systemic need, she works tirelessly to address it.”

So when students at Terri’s school reported feeling unprepared to apply for higher education, Terri sprang into action to create a school-wide, top-to-bottom college-readiness effort. Under Terri’s leadership, more students than ever before attended workshops on resume writing, FAFSA completion — yes, I can now say FAFSA — (laughter) — and interview preparation. I can barely say it. (Laughter.) They did career and personal — personality assessments. They helped plan a special college week. And they organized a Military Day, hosting recruiters from all branches of our armed forces. And because of these efforts, today, 75 percent of Calhoun’s seniors now complete key college application steps, and Terri’s school has won state and national recognition.

And all of this is just one small part of what Terri does for her students each day. I can go on and on about all the time she spends one-on-one with students, helping them figure out their life path. Terri told us — as you heard, she told us about one of those students, so we reached out to Kyra. And here’s what Kyra had to say in her own words. Kyra wrote that “Mrs. Tchorzynski has helped me grow to love myself. She helped me with my doubts and insecurities.” She said, my life has changed “for the better in all aspects.” Kyra said, “She held my hand through my hardest times.” She said, “Mrs. Tchorzynski is my lifesaver.” That’s what Kyra said. (Laughter.)

And this is what each of you do every single day. You see the promise in each of your students. You believe in them even when they can’t believe in themselves, and you work tirelessly to help them be who they were truly meant to be. And you do it all in the face of some overwhelming challenges — tight budgets, impossible student- counselor ratios — yeah, amen — (laughter) — endless demands on your time.

You all come in early, you stay late. You reach into your own pockets — and see, we’ve got the amen corner. (Laughter.) You stick with students in their darkest moments, when they’re most anxious and afraid. And if anyone is dealing with a college [high school] senior or junior, you know what this feels like. These men and women show them that those kids matter; that they have something to offer; that no matter where they’re from or how much money their parents have, no matter what they look like or who they love or how they worship or what language they speak at home, they have a place in this country.

And as I end my time in the White House, I can think of no better message to send our young people in my last official remarks as First Lady. So for all the young people in this room and those who are watching, know that this country belongs to you — to all of you, from every background and walk of life. If you or your parents are immigrants, know that you are part of a proud American tradition — the infusion of new cultures, talents and ideas, generation after generation, that has made us the greatest country on earth.

If your family doesn’t have much money, I want you to remember that in this country, plenty of folks, including me and my husband — we started out with very little. But with a lot of hard work and a good education, anything is possible — even becoming President. That’s what the American Dream is all about. (Applause.)

If you are a person of faith, know that religious diversity is a great American tradition, too. In fact, that’s why people first came to this country — to worship freely. And whether you are Muslim, Christian, Jewish, Hindu, Sikh — these religions are teaching our young people about justice, and compassion, and honesty. So I want our young people to continue to learn and practice those values with pride. You see, our glorious diversity — our diversities of faiths and colors and creeds — that is not a threat to who we are, it makes us who we are. (Applause.) So the young people here and the young people out there: Do not ever let anyone make you feel like you don’t matter, or like you don’t have a place in our American story — because you do. And you have a right to be exactly who you are. But I also want to be very clear: This right isn’t just handed to you. No, this right has to be earned every single day. You cannot take your freedoms for granted. Just like generations who have come before you, you have to do your part to preserve and protect those freedoms. And that starts right now, when you’re young.

Right now, you need to be preparing yourself to add your voice to our national conversation. You need to prepare yourself to be informed and engaged as a citizen, to serve and to lead, to stand up for our proud American values and to honor them in your daily lives. And that means getting the best education possible so you can think critically, so you can express yourself clearly, so you can get a good job and support yourself and your family, so you can be a positive force in your communities.

And when you encounter obstacles — because I guarantee you, you will, and many of you already have — when you are struggling and you start thinking about giving up, I want you to remember something that my husband and I have talked about since we first started this journey nearly a decade ago, something that has carried us through every moment in this White House and every moment of our lives, and that is the power of hope — the belief that something better is always possible if you’re willing to work for it and fight for it.

It is our fundamental belief in the power of hope that has allowed us to rise above the voices of doubt and division, of anger and fear that we have faced in our own lives and in the life of this country. Our hope that if we work hard enough and believe in ourselves, then we can be whatever we dream, regardless of the limitations that others may place on us. The hope that when people see us for who we truly are, maybe, just maybe they, too, will be inspired to rise to their best possible selves.

That is the hope of students like Kyra who fight to discover their gifts and share them with the world. It’s the hope of school counselors like Terri and all these folks up here who guide those students every step of the way, refusing to give up on even a single young person. Shoot, it’s the hope of my — folks like my dad who got up every day to do his job at the city water plant; the hope that one day, his kids would go to college and have opportunities he never dreamed of.

That’s the kind of hope that every single one of us — politicians, parents, preachers — all of us need to be providing for our young people. Because that is what moves this country forward every single day — our hope for the future and the hard work that hope inspires.

So that’s my final message to young people as First Lady. It is simple. (Applause.) I want our young people to know that they matter, that they belong. So don’t be afraid — you hear me, young people? Don’t be afraid. Be focused. Be determined. Be hopeful. Be empowered. Empower yourselves with a good education, then get out there and use that education to build a country worthy of your boundless promise. Lead by example with hope, never fear. And know that I will be with you, rooting for you and working to support you for the rest of my life.

And that is true I know for every person who are here — is here today, and for educators and advocates all across this nation who get up every day and work their hearts out to lift up our young people. And I am so grateful to all of you for your passion and your dedication and all the hard work on behalf of our next generation. And I can think of no better way to end my time as First Lady than celebrating with all of you.

So I want to close today by simply saying thank you. Thank you for everything you do for our kids and for our country. Being your First Lady has been the greatest honor of my life, and I hope I’ve made you proud.

Education December 14, 2016: Harvard College’s most selective early action admissions year for Class of 2021

HEADLINE NEWS

Headline_News

EDUCATION

By Bonnie K. Goodman

harvard_shield_wreathDecember is the first time of the academic year high school senior’s heart’s get broken as they discover of they are offered early action or decision admission to the university of their choice. No colleges are more selective in the process than the Ivy League. Harvard University released their Class of 2021 data on Tuesday, Dec. 13, 2016, announcing they admitted just 938 students or 14.5 percent of their early applicant pool.

As has been the trend, Ivy League, and elite universities are becoming more selective, and their early action admission rates are falling even though some might be accepting more students after receiving, even more, applications. This year is no different if Harvard’s numbers are an indication the Ivy League and elite universities are on track for their most selective year as they choose the Class of 2021. So much so they last year’s most selective school Stanford University refused to even release their early admissions data for the Class of 2021.

On Tuesday, Harvard announced they admitted just 938students out of 6,473 applications to their early admissions program for the Class of 2021. Their admissions represented just 14.5 percent of the applicant pool down only 0.3 percent from last year. Harvard admitted a smaller percentage of students than last year to the Class of 2021 when they admitted 914 students out of 6,167 applicants representing 14.8 percent. In total, Harvard only accepted 5.2 percent of applicants in the regular admission cycle to the Class of 2020 out of 39,000 applicants.

William R. Fitzsimmons, dean of admissions and financial aid, commented on the record number of early admissions’ applicants and the process. Fitzsimmons expressed, “Early admission appears to be the ‘new normal’ now, as more students are applying early to Harvard and peer institutions than ever before.” The Admissions Dean explained the perfect recipe for a Harvard acceptance, “At the same time, we have continued to stress to applicants, their families, and their guidance counselors that there is no advantage in applying early to Harvard. The reason students are admitted – early or during the regular action process – is that their academic, extracurricular, and personal strengths are extraordinary.”

Harvard’s Class of 2021 is even more diverse than last year. More women were accepted representing 48 percent up from last year’s 47.4 percent for the Class of 2020. More minorities were admitted as well, 12.6 percent of African-American applicants were admitted this year up last year’s 9.4 percent. Fitzsimmons commented, “It does appear, say relative to the time when we gave up early admission, that there is greater ethnic and greater economic diversity in early pools these days, and therefore, in the admitted pool.”

There were, however, a decrease in diversity among other minority groups. Only 8.8 percent of Hispanics were admitted this year while last year 9.5 percent were admitted. Only 1.1 percent of Native American and Native Hawaiian were admitted down from last year’s 1.8 percent. The largest minority group accepted last year; Asian-Americans also saw a decrease in admissions with only 24.1 percent accepted down from 24.2 percent admitted last year through early action.

Early decision is binding, meaning a student who applies and then is accepted is required to attend the university or college, while early action is non-binding, a student can be accepted and then decide against going to that particular school and can turn down their admission offer. Applying for early admission is not without its risks either, some schools have policies where if a student is rejected in the early admission cycle, cannot reapply for regular admission, however, some universities who do not accept students that applied for early admission, automatically consider them for regular admission.

Full Text Political Transcripts October 17, 2016: President Barack Obama’s Speech on Education and Record High School Graduation Rates

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & 114TH CONGRESS:

 

Remarks by the President on Education

Source: WH, 10-17-16

Benjamin Banneker Academic High School
Washington, D.C.

11:21 A.M. EDT

THE PRESIDENT:  Hello, Bulldogs!  (Applause.)  Good to see you guys.  How’s everybody doing?  You all look good.  You look good.  (Applause.)  Hey!  How’s everybody?

Well, it is so nice to see you guys.  Everybody have a seat, though.  Have a seat.  I know you’ve been waiting here a while.  Good thing you all had your phones with you.  (Applause.)  As the father of two teenage daughters, I know the whole time you were just like, “And then he said — girl, I couldn’t believe it.”  (Laughter.)

Anyway, it’s so good to see you.  (Applause.)  A couple of people I want to acknowledge.  First of all, I want to thank our Secretary of Education, who has done outstanding work, John King is in the house.  (Applause.)  And then, my great friend and former Education Secretary and multiple winner of the three-on-three contest, as well as at the NBA All-Star Game — he can ball — Arne Duncan.  (Applause.)  We’ve got your mayor, Muriel Bowser is here.  Give her a big round of applause.  (Applause.)  Your representative, Eleanor Holmes Norton.  (Applause.)  And we are so grateful not only for their service to the country, but the amazing work they’re doing with their philanthropic work and America’s Promise, Colin and Alma Powell.  (Applause.)

So, by now you’ve settled into the new year.  Right?  Adjusted to classes.  You’re preparing for Spirit Week.  (Applause.)  Learning how to ballroom dance.  (Laughter.)  I remember having to do that.  Getting the nerve to text that cute girl or boy in your English class.  (Laughter.)  I don’t remember that; we did not have texts.  We had to send little notes.  And then we used to actually have to go up to somebody if we liked them and talk to them.  So that may happen to you someday.  (Laughter.)  Seniors are looking at colleges, taking tests, filling out all the forms.  (Applause.)  Malia just went through this, so I know how tough this is for you and for the parents.

But as I’m winding down my presidency — I was so impressed with Banneker the last time I was here in 2011 that I wanted to come back — (applause) — because you’re an example of a school that’s doing things the right way.  And I believe that if you’re going to be able to do whatever you want to do in your lives –- if you want to become a teacher, or a doctor, or start a business, or develop the next great app, or be President — then you’ve got to have great education.

We live in a global economy.  And when you graduate, you’re no longer going to be competing just with somebody here in D.C. for a great job.  You’re competing with somebody on the other side of the world, in China or in India, because jobs can go wherever they want because of the Internet and because of technology.  And the best jobs are going to go to the people who are the best educated — whether in India or China, or anywhere in the world.

So when I took office almost eight years ago, we knew that our education system was falling short when it came to preparing young people like you for that reality.  Our public schools had been the envy of the world, but the world caught up.  And we started getting outpaced when it came to math and science education.  And African American and Latino students, in part because of the legacy of discrimination, too often lagged behind our white classmates — something called the achievement gap that, by one estimate, costs us hundreds of billions of dollars a year.  And we were behind other developed countries when it came to the number of young people who were getting a higher education.  So I said, when I first came into office, by 2020 I want us to be number one again.  I want us to be number one across the board.

So we got to work, making real changes to improve the chances for all of our young people, from the time they’re born all the way through until they got a career.  And the good news is that we’ve made real progress.  So I just wanted to talk to you about the progress we’ve made, because you are the reason we’ve made progress — some outstanding young people all across the country.

We recently learned that America’s high school graduation rate went up to 83 percent, which is the highest on record.  That’s good news.  (Applause.)  More African American and Latino students are graduating than ever before.  (Applause.)  Right here in D.C., in just five years, the graduation rate in the District of Columbia public schools went from just 53 percent to 69 percent.  (Applause.)  So D.C.’s graduation rates grew faster than any other place in the country this year — this past year.  That’s something to be really proud of.  (Applause.)

Now, of course, here at Banneker, you graduated 100 percent of your seniors last year.  (Applause.)  One hundred percent.  It’s been a while since I did math, but 100 percent is good.  (Laughter.)  You can’t do better than that.  So what all these numbers mean is that more schools across D.C. and across the country are starting to catch up to what you guys are doing here, at this school.

Now, some of the changes we made were hard, and some of them were controversial.  We expected more from our teachers and our students.  But the hard work that people have put in across the country has started to pay off.

And I just want to talk to you a little bit about some of the things that we did.  It starts with our youngest learners.  High-quality early education is one of the best investments we can make, which is why we’ve added over 60,000 children to Head Start.  We called for high-quality preschool for every four-year-old in America.  And when I took office, only 38 states offered access to state-funded preschool.  Today, it’s up to 46. We’re trying to get those last holdouts to do the right thing.   And, by the way, the District of Columbia leads the nation with the highest share of children — nearly 9 out of 10 — in high-quality preschool.  And that’s a big achievement.  (Applause.)

We launched then a competition called Race to the Top, which inspired states to set higher, better standards so that we could out-teach and out-compete other nations, and make sure that we’ve got high expectations for our students.  D.C. was one of the winners of this competition.  It upgraded standards, upgraded curriculum, worked to help teachers build their skills.  And that, in part, is why D.C. has done so well.

We realized that in today’s world, when you all have a computer in your pocket in those phones, then you need to learn not just how to use a phone, you need to learn computer science.  So we’re working with private and philanthropic partners to bring high schools into the 21st century and give you a more personalized and real-world experience.  We’re bringing in high-speed internet into schools and libraries, reaching 20 million more students and helping teachers with digital learning.  And coding isn’t, by the way, just for boys in Silicon Valley, so we’re investing more in getting girls and young women and young people of color and low-income students into science and engineering and technology and math.  (Applause.)

And because we know that nothing is more important than a great teacher — and you’ve got some great teachers here, as well as a great principal at Banneker — (applause) — we have focused on preparing and developing and supporting and rewarding excellent educators.  You all know how hard they work.  They stay up late grading your assignments.  That’s why you got all those marks all over your papers.  They pull sometimes money out of their own pockets to make that lesson extra special.  And I promise you, the teachers here and the teachers around the country, they’re not doing it for the pay — because teachers, unfortunately, still aren’t paid as much as they should be.  They’re not doing it for the glory.  They’re doing it because they love you, and they believe in you, and they want to help you succeed.

So teachers deserve more than just our gratitude — they deserve our full support.  And we’ve got to make their lives easier, which is why we enacted a law to fix No Child Left Behind, which gives teachers more flexibility to spend more time teaching creatively than just spending all their time teaching to a test.  Give your teachers a big round of applause.  (Applause.)  They deserve it.

So we’ve made real progress, but here’s the thing — and I think all of you know this because you go to this great school

— a high school education these days is not enough.  By 2020, two out of three job openings require some form of higher education.  Now, that doesn’t always mean a four-year college degree, but it does mean — whether it’s a four-year university, or a community college, or some sort of training program — you’ve got to get a little bit more than just what you’re getting in high school.

It used to be that a high school job might be enough because you could go into a factory or even go into an office and just do some repetitive work, and if you were willing to work hard you could make a decent living.  But the problem is repetitive work now is done by machines.  And that’s just going to be more and more true.  So in order for you to succeed in the marketplace, you’ve got to be able to think creatively; you’ve got to be able to work with a team; you’ve got to be able to work with a machine and figure out how to make it tailored for the specific requirements of your business and your job.  All those things require some more sophisticated thinking than just sitting there and just doing the same thing over and over again.  And that’s why you’ve got to have more than just a high school education.

And if you doubt that, I just want to give you some statistics.  Compared to a high school diploma, just getting a degree from a two-year school, going to a community college and getting an associate’s degree could earn you more than $300,000 over the course of your lifetime.  And a four-year degree earns you a million dollars more than if you just had a high school degree.  Think about that.  A million dollars — that’s real money.

So one of the things that we’re trying to do is to make it easier for you to access free money for college — to figure out how you can pay for your college without having a mountain of debt.  And the key thing, as you know here at Banneker, but I want all the students around the country to do this — and Michelle and I and others have been really emphasizing this — is to fill out your FAFSA, the Free Application for Federal Student Aid.

How many people — how many seniors here have already filled out their FAFSA forms?  (Applause.)  All right.  How many seniors here have not filled out their FAFSA forms?  Fess up now.  (Laughter.)  You sure?  All right, I just want to make sure now.  And, juniors, you can start getting ready now.

Because what the FAFSA does is it puts you in the running for scholarships, grants, loans, work-study jobs, all to help you pay for college.  And we’ve made it simpler than ever.  And it’s available right now at FAFSA.gov — FAFSA.gov. And since this is one of the most important investments of your life, next year’s FAFSA is also going to direct you to something we created, called our College Scorecard.

Now, here’s what this is.  It gives you comprehensive information on every college in America.  Now, some of you who have started applying for colleges, you know about these college rankings, right?  It’s like, oh, this is the best school.  And some of that information is useful; some of it not so much.  But unlike traditional rankings that focus on which school has the fanciest dorm or the nicest football stadiums, or is the most expensive or the most exclusive, what our College Scorecard does is it focuses on some of the things that really matter for your future.  Things like how many students actually graduate from the school — because it’s not enough just to enroll in college; you’ve got to graduate from college.  How much money do their alumni earn?  What percentage of their students can pay back their loans?  And what we’ve done is we’ve worked with companies like Google to put this information right at your fingertips.

So for a decision this important, we want you to be able to comparison shop to figure out how do you get the best value for your money, just like if you were buying something on Amazon.  If you were buying a car or you’re buying a phone or you’re buying anything, especially if it’s a pretty big purchase, you want to know ahead of time, is this legit.  And what this does is makes you think about what your options are.

Now, you’ve got some great counselors here.  Obviously, you should work with them.  But not every student may be going to a school like Banneker that has as many good counselors to think about their college education.  And using this College Scorecard is going to be helpful for them to do a little comparison shopping.  Because you don’t want to go to the school just because it’s the closest one, and it turns out it’s more expensive and doesn’t do as good of a job as if you were willing to maybe travel someplace else, and it turns out that you could get the financial aid you need to go to a school that’s more suited toward your needs.

So we also reformed, by the way, the student loan system.  When I came into office, you had tens of billions of dollars that were going to big banks, serving as middlemen for your student loans.  We said, well, let’s cut out the banks.  Let’s give the money directly to the students so they can afford college and we can make the loans cheaper, and we can expand Pell grants.

And now, what we’re trying to do is to push to make two years of community college free for every responsible student all across the country.  All across the country.  (Applause.)  And we’re starting to work with colleges and universities around the country to bring down the cost of college so that at the end of four years of college you’re not saddled with a whole bunch of debt — because nobody should be priced out of a higher education.  (Applause.)

So bottom line is:  higher graduation rates, higher college attendance rates, more money for Pell grants and work to make sure that the interest rate on student loans haven’t gone up; working to expand early childhood education and preschool; continuing to watch and work with states as they try to implement reforms to make K-12 better; holding colleges more accountable for giving information so that students can make good decisions.  We’ve made a lot of progress.  We have made a lot of progress in terms of making sure that young people across the country get the kind of great education that you’re getting here at Banneker.  And I am really proud of what we’ve accomplished.  I’m proud of what the District of Columbia has accomplished.

But I just want to be honest with you:  We’ve still got more work to do.  So as I go, I’m giving you kind of a final report card, transcript on what more we’ve got to get done.

There are still too many states that are cutting back on public education.  And part of the reason tuition is going up is because states aren’t putting as much money into state education, universities, community colleges as they used to.  That’s why, if you’re 18, by the way, you’ve got to vote to make sure that the folks who represent you actually deliver.  (Applause.)

We’ve still got too many states that have not really worked in a serious way to raise standards and improve performance.  In too many school districts, we still have schools that, despite the heroic efforts of a lot of great teachers, are not fully preparing our kids for success because they just don’t have the resources to do it or the structure to do it.  We’ve still got too many high schools where a third of their students do not earn their diplomas on time.

For too many students in America, zip code still determines how far they’ll go.  And that’s not acceptable.  Some of you probably have friends or family who are just as smart or talented or as capable as you, but they didn’t have the same support or the right opportunities or didn’t get in the right school, and so now don’t have the same shot at success.  Am I right?  Because I know that’s true in our family.  Michelle and I, we’ve got cousins and friends who we’ve known since they were shorties, little kids — (laughter) — and they — we know how smart they are because they were just as smart as we were, but just the luck of the draw was they didn’t get the same chance as we did.  And that’s not right.

So that’s why I started something called My Brother’s Keeper initiative, because what we want to do is help more young people, especially kids of color, get mentorships and the resources and the guidance they need to succeed.  And I’m going to stay involved with that even after I’m done being President.  (Applause.)  Because we all have a part to play in making sure every single child has every single opportunity to achieve his or her dreams.

That’s what Banneker is all about.  That’s what you can see in somebody like Ifunaya.  I mean, that’s an incredible young lady who’s going to succeed because she has an incredible school in addition to an incredible family.  (Applause.)  And so we’re so proud of her.

There’s another person I want to just call out — Amari McDuffie.  Where’s Amari?  Where’s Amari?  There she is right there, right in front.  (Applause.)  So, hey, Amari.  I’m going to talk about you for a second.  (Laughter.)

So Amari was born with a heart and a lung condition.  And sometimes she had to miss a lot of school because of her illness.  And you know, Banneker is a pretty rigorous school, so she was worried about staying on top of her work.  But everybody in this family rallied around her and made sure she was keeping up.  Her history teacher, Mr. Goldfarb — where’s Mr. Goldfarb?  (Applause.)  Is he here or did he cut assembly?  (Laughter.)  So Mr. Goldfarb came to visit her when Amari was in the hospital for weeks, brought a card from the whole class.  And so Amari, she was talking about the support everybody here gave her, and she said, “I believed in myself because my teachers believed in me.”

And that’s the kind of community that we want in every school — where you’re looking out for each other and you’re taking care of one another.  And so now Amari plans to be a doctor so she can help kids who had illnesses like hers.  And that’s what’s possible — (applause) — that’s what’s possible when we’re all committed to each other’s success; when we understand that no matter what you look like, where you come from, what faith you are, whether you’re a boy or a girl — that you should have great opportunities to succeed.  And that requires you to put effort into it.

Michelle and I talk a lot because we travel around the world and sometimes we forget that there are places around the world where people have so little but the kids are so hungry for an education.  And they don’t even have an actual roof over their head in some of their schools.  And so even if you’re really poor in this country, you can succeed if you want to invest in the teachers and the community, and everybody raises standards and believes in each other.  And that’s what we want all of America to believe, in every kid — because there’s magic in each and every one of you.  And we just have to help you unleash it and nurture it and realize it.

And, by the way, it’s because of young people like you that I leave the presidency never more optimistic than I am right now, because I’ve met so many young people around the country whose energy, and excitement, and how you treat each other, with respect.  That gives me a lot of confidence, a lot of faith for our country.

So I know you guys are going to keep on working hard.  You’re going to keep making our communities proud.  If us adults do our part and we stay focused on making sure every school is as great as this one, and that every young person has those same opportunities, and everybody has a teacher like Mr. Goldfarb looking out for them, I’ve got no doubt that we’re going to continue to build a country where everybody has the chance to make of their lives what they will.  And that’s what America is all about.

All right.  Proud of you, Bulldogs.  Thank you.  God bless you.  God bless the United States of America.  Fill out those FAFSA forms!  Thank you.  (Applause.)

END
11:46 A.M. EDT

Political Musings January 8, 2015: State of the Union 2015 preview: Obama announces free community college tuition

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

State of the Union 2015 preview: Obama announces free community college tuition

By Bonnie K. Goodman

As part of his 2015 State of the Union Address preview tour, President Barack Obama announced on Thursday, Jan. 8, 2015 in a Facebook video that he plans to “make two years of community college free for responsible students…READ MORE

Full Text Obama Presidency December 10, 2014: President Barack Obama’s Remarks At Early Education Summit — Transcript

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the President At Early Education Summit

Source: WH,  12-10-14

South Court Auditorium

11:58 A.M. EST

THE PRESIDENT:  Thank you.  (Applause.)  Hey!  Give Alajah a big round of applause.  (Applause.)  Thank you so much.  Everybody have a seat.

Now, Alajah clearly knows where power is.  (Laughter.)  She knows who has clout and who does not.  You did a wonderful job.  I’m so proud of you.  Good job.

MS. LANE: Thank you.

THE PRESIDENT:  You’re welcome.  (Laughter.)  In addition to Alajah, we have some important personages here.  I want to thank, first of all, America’s Secretary of Education — somebody who is so passionate about making sure every child gets a chance in this country — Arne Duncan.  Where’s Arne?  (Applause.)  We’ve got some of early education’s strongest supporters in Congress from both parties who are here.  We’ve got Bob Casey from the great state of Pennsylvania.  (Applause.)  We’ve got representatives Richard Richard Hanna.  Where’s Richard?  There he is.  (Applause.)  Jared Polis.  (Applause.)  Bobby Scott.  (Applause.)

I want to thank the business leaders and philanthropists and mayors, all who came here from across America to make big new commitments to our kids.  And I know we’ve got thousands of parents and teachers and alumni from Head Start and Early Head Start watching this live in New Orleans and Fort Lauderdale.  So please give them a shout out, as well.  Thank you, guys.  (Applause.)

Now, you may know that last week brought some good economic news, building on the momentum that we’ve seen over the past couple of years.  Over the first 11 months of 2014, our economy has created more jobs than in any full year since the 1990s.  So already — we’ve still got a month to go — we’ve already seen more jobs created this year than any time in over a decade.  Over the last four years, America has put more people back to work than Europe, Japan, and every other advanced economy combined.  Overall wages are rising again, which is a welcome sign for millions of families.  So for all the work we have left to do, America is outpacing most of the world.  And if we seize this moment, we have the chance to lead the next century just like we led the last one, and make sure that citizens in this country, our children, can have a better life than we did.

But in order to reach our full potential, kids like Alajah need a chance to reach their full potential.  Because what makes America exceptional isn’t just the size of our economy or our influence around the globe — that is a byproduct of a more fundamental fact about America.  The promise we make to our children; the idea that no matter who they are, what they look like, where they start, how much their parents earn, they can make it if they try.  It’s the essential promise of America -– that where you start should not and will not determine how far you can go.

And we’re here today because it’s never too early in a child’s life to begin delivering on that promise.  I’m preaching to the choir now, but I’m going to go ahead and preach.  Study after study shows that children who get a high-quality early education earn more over their lifetimes than peers who don’t.  They’re more likely to finish school.  They’re less likely to go to prison.  They’re more likely to hold a job.  They’re more likely to start a stable family of their own — which means that you have a generational transmission of the early starts that kids can get.  Early education is one of the best investments we can make not just in a child’s future, but in our country.  It’s one of the best investments we can make.

Today, my Council of Economic Advisers is putting out a report showing that for every dollar we invest now, we can save more than eight dollars later on, by boosting graduation rates, increasing earnings, reducing violent crime.  And the study also shows that access to high-quality, affordable childcare means more employment and higher incomes for working parents, especially working moms.  Not surprising there.  I mean, men, we’re getting better, but we’re not where we need to be.  And moms all too often are juggling between work and childcare.  When we have good, high-quality early childhood education, then suddenly we’re freeing up everybody to be on the field.

So early education is a win for everybody.  It saves taxpayer dollars.  It gives our children a better chance.  And some states are proving that it’s possible to give every child that chance.  For 16 years, every child in Oklahoma has been guaranteed a preschool education.  Georgia is building on their successful preschool program by launching something called “Talk With Me Baby” — which sounds like an Al Green song, but is actually — (laughter) — I’m not singing.  But it’s actually a program to make sure make sure language learning begins at the very first weeks of a child’s life.  Now, let’s face it — Oklahoma and Georgia are not places where I do particularly well politically.  They’re not known as wild-eyed liberal states.  But it just goes to show you that this is an issue that’s bigger than politics.  It’s not a red issue or a blue issue.  It’s about doing what’s best for our kids, for our country, and that’s an American issue.  And we’ve had some terrific Republican, as well as Democratic, governors and mayors who have really taken leadership on this issue because they recognize it’s a good investment.

And that’s why, in my 2013 State of the Union Address, I laid out a plan to make sure our children have every opportunity they deserve from the moment they are born.  And I asked Congress to work with me to make high-quality pre-K available to every four-year-old in America.  Congress hasn’t gotten that done yet, but Democrats and Republicans came together to take some steps in the right direction, with new grants that will expand preschool for children across the country.

And in the nearly two years since I called on Congress to take action, we’ve seen 34 states, along with cities and communities across our country, take action on their own.  All told, they’ve invested more than a billion dollars in our children.  In Michigan, a Republican governor signed the nation’s second-largest state budget increase for early education into law.  Last month, voters in Denver approved a ballot measure to renew and expand their preschool program through 2026.  In New York, Mayor de Blasio made pre-K for all a centerpiece of his campaign.  And this year, more than 50,000 children are enrolled in New York City preschools — more than twice as many as in 2013.  (Applause.)  There must be a New Yorker here.

So we’re making progress.  But here’s the thing:  For all the progress we’ve made, for all the children who are on a better path, today fewer than 3 in 10 four-year-olds are enrolled in high-quality preschool.  It’s not that working parents don’t want their kids to be in safe, high-quality learning environments every day.  It’s that they can’t afford the costs of private preschool.  And for poor children who need it most, the lack of access to a great preschool can affect their entire lives.  We’ve got kids in this country who are every bit as talented as Malia and Sasha, but they’re starting out the race a step behind.  And they deserve better.  And the whole country will do better if we fix that.  So that’s what this day is all about.

I’m pleased to announce that my administration will award $750 million of new investment in our youngest Americans.  Secretary Duncan is awarding $250 million in new Preschool Development Grants to 18 states.  We’re giving tens of thousands more children the opportunity to go to high-quality preschool: almost 3,000 preschool students in Nevada, for example, will be able to attend full-day preschool, instead of a half-day program.  Montana will create new high-quality preschool programs that will serve kids in 16 communities, including eight communities on Indian lands.

And in order to create a full pipeline of learning programs, from birth all the way to the beginning of Kindergarten, Secretary Burwell is announcing the winners of a $500 million competition that will bring early care and education to more than 30,000 infants and toddlers next year.  Our child care centers will partner with our Early Head Start Centers to help kids from virtually every state, from rural Virginia to my hometown of Chicago.

So we’re stepping up, but as all of you I’m sure have already heard, investing in our kids is not just the job of the federal government — it’s the job of all of us.  So in my State of the Union Address this year, I promised to pull together a coalition of elected officials, and business leaders, and philanthropists who are willing to help more kids access the high-quality preschool that they need.  And here you are.  (Laughter.)

Today, we are delivering on that promise with a new campaign called “Invest in Us.”  I want to highlight a few of commitments folks in this room because I think it shows how much interest there is in this issue, how much evidence there is behind making the kinds of investments for our kids that we’re talking about.

So first of all, you’re bringing entire communities together on behalf of children.  In Northeast Ohio, for example, Cuyahoga County, the city of Cleveland, local schools, businesses, foundations, and child welfare agencies have all embraced a single plan to ensure that all three- and four-year olds have access to high-quality education.  So today the Greater Cleveland Community is announcing $10.2 million in new investments in early childhood programs.  And that’s going to make a difference.  Susie Buffett is leading an effort that will invest $15 million in Omaha.  That’s making a difference, bringing folks together.

Second, as important as preschool is, you’re working to make sure a great education starts even earlier.  The George Kaiser Family Foundation reaches out to new parents in Tulsa with a hospital visit before the baby even goes home.  After that, they provide parenting classes and literacy programs all the way through a child’s third birthday, because they believe that every parent can be a teacher and every home can be a preschool.  And as a consequence, they’re committing $25 million, in additional dollars, to help achieve that goal.

Number three, you’re supporting early education programs that we already have.  So the Foundation for Child Development is working with the New York City Department of Education to help train early-learning teachers.  Disney is giving away $55 million worth of books and apps for young learners.  And judging by trick or treating here at the White House this year, if Disney wanted to throw in some of those princess costumes from “Frozen,” that will make a difference.  (Laughter.)  I mean, there were a lot of Elsas.  They just kept on coming, sort of nonstop.  (Laughter.)

And finally, you’re investing in new, innovative approaches that have the chance to transform the way we teach our children.  So thanks to neuroscientists and psychologists and child development experts, we know more about how young minds work than ever before.  So we’re got the Bezos Family Foundation announcing a $5 million commitment to turn these new insights into new tools for teachers and parents, so that our children get the most out of the time and money that we invest in them. And J.B. Pritzker and M.K. Pritzker, their family foundation is committing $25 million to build on cutting-edge research to help our most vulnerable children succeed.

So all told, in addition to what we’re going to be doing at the federal level, organizations here today are making more than $330 million in new commitments.  That’s worth applauding.  (Applause.)  And that’s pretty extraordinary, that’s real money, even in Washington, that’s real money.  (Laughter.)  But it’s also just the beginning.  So I’m calling on all Americans across our country to make their own commitments to our children.  And I’m asking our members of Congress for their commitment as well.  Outside Washington, giving our children a fair shot from the earliest age is a priority that crosses party lines.   So I hope that the new Congress next year will work with me to make pre-K available for all of our kids.  It will not just grow the economy for everybody –- it will change young lives forever.

Just ask Chuck Mills.  Where is Chuck?  Chuck is here.  There’s Chuck, right there.  Chuck was born in 1962, the youngest of six children, raised by a single mom.  A lot of the kids in the neighborhoods where Chuck grew up did not finish school, and a lot of those young people ended up in prison.  But in 1966, Chuck’s mom saw a flier at a church for a new program called “Project Head Start.”  Chuck became part of just the second class of Head Start students -– and two years later, he had learned so much that he skipped kindergarten and went straight to first grade.  And Chuck’s been overachieving ever since.  (Laughter.)  He graduated from the U.S. Naval Academy.  Captain Mills piloted Marine One for two different Presidents.  That is something that you want the best people for.  (Laughter.)  Today, Chuck is the founder and CEO of not one, but two companies in Northern Virginia.  “My life,” Chuck said, “can be summed up in the words, ‘Wasn’t supposed to.’”

“Wasn’t supposed to.”  Well, that’s not just Chuck’s story; that’s America’s story.  America is a nation that “wasn’t supposed to.”  Our entire story is improbable.  All of us are here because this country gave someone in our family a chance to beat the odds.  None of us were supposed to.  Those of us lucky enough to share in this country’s promise now have a responsibility to ensure that for all the young people coming behind us who aren’t supposed to, that they have those same opportunities.

There are a whole bunch of Chucks out there, all across the country.  We have to invest in them.  We have to invest in our communities.  We have to invest in us.  And if we do that, we give every child the same chance that we got, then America will remain the greatest nation on Earth.  And I thank all of you for the extraordinary efforts you are making in fulfilling that promise.

Thank you, God bless you.  God bless America.  (Applause.)

END
12:16 P.M. EST

News Headlines December 8, 2014: Police handcuff misbehaving six-year-old, racial profiling gone too far

NEWS HEADLINES

NewsHeadlines_Banner

THE HEADLINES….

Police handcuff misbehaving six-year-old, racial profiling gone too far

By Bonnie K. Goodman

Eric Garner, Michael Brown, Tamir Rice countless others, how young is too young for the police to attack male African Americans? How about a six-year-old first grader, a cop, school resource officer in a Stone Mountain, Georgia elementary…READ MORE

Full Text Obama Presidency September 24, 2014: First Lady Michelle Obama’s Speech at the United Nations Global Education First Initiative — Transcript

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the First Lady at United Nations Global Education First Initiative

Source: WH, 9-24-14 

United Nations
New York, New York

3:37 P.M. EDT

MRS. OBAMA:  Good afternoon.  It is truly a pleasure and an honor to join you today for the third annual Global Education First Initiative event.

Let me start by thanking Chernor for that just touching, very powerful, beautiful introduction.  Let’s give him a round of applause.  That was amazing.  (Applause.)  I do not feel worthy.  But I’m very proud of you and all of the other youth advocates for the tremendous work that you all are doing.  You make me proud.

I also want to recognize Deputy Secretary General Jan Eliasson; UNESCO Director General Irina Bokova; U.N. Special Envoy for Global Education Gordon Brown; and, of course, the GEFI Champion Countries and Partners.

But most of all, I want to thank all of you for your visionary work on global education, particularly on the issue I want to discuss today –- an issue which is the focus of my international work as First Lady of the United States -– and that is providing quality education for girls around the world.

Now, we have made tremendous progress on this issue, particularly on primary education.  Thanks to leaders like all of you, as of 2012, every developing region in the world had achieved, or was close to achieving, gender parity in primary education.  And this is a stunning accomplishment, and we should all be proud of how far we’ve come.

But we shouldn’t be satisfied.  Because while the benefits of primary education are real and meaningful, we know that if we truly want to transform girls’ lives, if we truly want to give them the tools to shape their own destinies, then primary education often just isn’t enough.

We know that if we want girls to marry later, raise healthier children, earn good wages, then we need to send them to school through adolescence.  But we also know that adolescence marks the critical moment when a girl starts to develop from a child into a woman; when she is first subjected to the norms and prejudices that her society holds around gender.  And that is precisely when the issue of quality education truly starts to get hard.

At that point in a girl’s life, it is no longer enough to simply talk about building schools and buying supplies, because when it comes to educating adolescent girls the real challenge isn’t just about resources, it’s about attitudes and beliefs.  It’s about whether fathers and mothers think their daughters are as worthy of an education as their sons.  It’s about whether communities value young women for their minds, or only for the reproductive and labor capacities of their bodies.  It’s also about whether all of us are willing to confront the complex, sensitive issues that keep so many adolescent girls out of school –- issues like early and forced marriage, and genital cutting; issues like domestic violence and human trafficking.

In other words, we cannot talk about quality education for adolescent girls or hope to make meaningful and lasting progress on this issue unless we’re willing to have a much bigger and bolder conversation about how women are viewed and treated in the world today.

Now, as Chernor said, this conversation is deeply personal for me as a woman.  I know that I stand before you today because of the people in my life, particularly the men -– men like my father, grandfathers, uncles who valued me, who invested in me from the day I was born; men who pushed me to succeed in school, insisted that I have the same opportunities as my brother, urging me to find a husband who would treat me as an equal.

The issue of secondary education for girls is also personal to me as a mother.  And I know that’s true for many of you here today as well.  So many of us are parents and grandparents, and who among us would accept our daughters and granddaughters getting only a primary education?  Who among us would accept our precious girls being married off to grown men at the age of 12, becoming pregnant at 13, being unable to support themselves financially, confined to a life of dependence, fear and abuse?

None of us in this room would ever dream of accepting that kind of life for our daughters or granddaughters.  So why would we accept this for any girl in our country, or any girl on this planet?

To answer this question, all of us -– men and women here in this room and around the world –- we must do some serious self-reflection.  We must look inside ourselves and ask, do we truly value women as equals, or do we see them as merely second-class citizens?  We must look around at our societies and ask, are we clinging to laws and traditions that serve only to oppress and exclude, or are we working to become more equal, more free?

These are the very questions we are asking ourselves every day here in the United States.  Because while we’ve made tremendous progress in areas like college graduation rates and workforce participation, women here are still woefully underrepresented in our government and in the senior ranks of our corporations.

We still struggle with violence against women and harmful cultural norms that tell women how they are expected to look and act.  And we still have plenty of work to do here in America to provide a quality education and opportunity for girls and boys, especially those from disadvantaged backgrounds.  But as we consider all the challenges we face in our countries and in countries across the globe, we must also reflect on the tremendous progress we’ve made.

Just think about where we were just 15 years ago on this issue.  Back then, if I had told you that in a little over a decade, we would see nearly 56 million more girls going to school, you would have told me I was dreaming.  But that is precisely what has happened because of people like all of you.  It’s happened because of your fierce devotion to those girls’ promise and your relentless efforts to transform their lives.

And if we truly believe that every girl in every corner of the globe is worthy of an education as our own daughters and granddaughters are, then we need to deepen our commitment to these efforts.  We need to make even more commitments and investments like the ones we’re announcing this week –- programs to provide scholarships and hygiene facilities in schools; public awareness campaigns to change attitudes about our girls; efforts to collect data on how girls learn, and so much more.

We also need to fight even harder to ensure that quality education for every child and the empowerment of women and girls are dedicated goals on our Post-2015 Development Agenda — yes, absolutely.  (Applause.)  Keeping our girls safe on their way to school, teaching them relevant skills once they’re there, and ensuring they graduate from secondary school — all of these things must be a part of our agenda.  Addressing gender-based violence in all of its forms –- from domestic violence, to genital cutting, to early and forced marriages –- all of that needs to be on the agenda too.

Because girls around the world deserve so much better.  They do.  They are so eager to learn.  And so many of them are sacrificing so much just for the chance to get an education.  I’m thinking about girls like Malala.  I’m thinking about those brave girls in Nigeria.  I’m thinking about all the girls who will never make the headlines who walk hours to school each day, who study late into the night because they are so hungry to fill every last bit of their God-given potential.

If we can show just a tiny fraction of their courage and their commitment, then I know we can give all of our girls an education worthy of their promise.  And let me just say this — in the years and decades ahead, I am so very eager to engage even more deeply with leaders in this room, across the United States and around the world on this issue until every young woman on our planet has the opportunity to learn and grow and thrive.

Thank you very much.  God bless.  (Applause.)

END
3:48 P.M. EDT

Political Musings September 22, 2014: Obama continues promise to help Americas youth realize their dreams

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

Obama continues promise to help Americas youth realize their dreams

By Bonnie K. Goodman

President Barack Obama continued a presidential tradition on Monday afternoon, September 22, 2014 by signing America’s Promise Summit Declaration at the Oval Office in the White House. The signing was a bipartisan affair with Former Secretary….READ MORE

Full Text Obama Presidency July 22, 2014: President Barack Obama and Vice President Joe Biden’s Remarks at the Bill Signing of the Workforce Innovation and Opportunity Act

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the President and Vice President at Bill Signing of the Workforce Innovation and Opportunity Act

Source: WH,  7-22-14

12:18 P.M. EDT

THE VICE PRESIDENT:  Good afternoon, everyone.  It’s great to be here.  (Applause.)  Please, thank you very much.  Thank you, distinguished members of Congress and members of labor and business, and the community.  Today, as the President signs the Workforce Innovation and Opportunity Act, we’re using this occasion also to present to the President a roadmap he asked — requested in the State of the Union message, how to keep and maintain the highest-skilled workforce in the world.  And this is a perfect build-on as to what the bipartisan consensus that Congress recently reached.

I had the best partners in preparing this report that I could ask for — Tom Perez at Labor, Penny Pritzker at Commerce and Arne Duncan at the Department of Education.  I talked to governors, mayors, industry leaders, presidents of community colleges and colleges, and unions, and a lot of members of Congress, many of whom are here.  And I have to acknowledge at the out front — at the outset, my wife, Jill, has been an incredible advocate for community colleges and the role they play in training the workforce.

But most importantly, I spoke with an awful lot of Americans who are — as all of you have, particularly members of Congress, who were hit exceedingly hard by the Great Recession, but are doing everything they possibly can to find a job — willing to learn new skills in order to have a decent, middle-class job.  One thing I hope that’s been put to rest — and I know we all share this view — Americans want to work.  They want to work.  They’re willing to do anything that they need to do to get a good and decent job.

And they show us that our single greatest resource is not — and it’s not hyperbole — remains the American people.  They’re the most highly-skilled workers in the world and the most capable people in the world.  And they’re in the best position to learn the new skills of the 21st century that the workforce requires.  There’s that phrase — all has changed, changed utterly.  Well, all has changed.  It’s a different world in which people are competing in order to get the kind of jobs they need, whether it’s in advanced manufacturing or clean energy or information technology or health care — all areas that are booming, all areas where America is back.

So the core question that we set out to answer — and I’m sure my colleagues did as well — was how do you connect?  How do you connect these workers who desperately want a job, who will do all they need to do to qualify, how do you connect them with jobs?  How do Americans know what skills employers need?  It sounds like a silly question, but how do they know?  And how do they get these skills once they know what skills are needed for the job?  And where, where do they go to get those jobs?

This report is designed to help answer those extremely practical questions.  It includes 50 actions that the federal government and our outside partners are taking now to help fill this skills gap.  There is this new strategy that we think will lead directly to more middle-class jobs.  These actions are going to help promote partnerships between educational institutions and workforce institutions.  They’re going to increase apprenticeships, which will allow folks to learn — and earn while they learn.  And it will empower job seekers and employers with better data on what jobs are available and what skills are needed to fill those jobs.

Let me tell you a story why all this matters.  And I’ve been all over the country and invited by many of you into your districts and states in order to look at programs you have that are similar to what we’re proposing today.  But I was recently — and I could talk about many of them, but I was recently in Detroit just last week.  And I met with an incredible group of women at a local community college.  Now, all of these women came from hardscrabble neighborhoods in Detroit.  They happened to be all women, it was coincidence, but they all made it through high school.  They ranged in age I’m guessing somewhere from 25 to their mid-50s.  But they all got a high school education, and they were absolutely determined to do more to be able to provide for themselves and their family.

Through word of mouth, Tom, they heard about a coding boot camp, computer coding — a coding boot camp.  And it’s called [Step] IT Up America.  And it was a partnership between Wayne County Community College and a company called UST Global.  Now, it’s an intensive, four-month — just four months, but intensive eight-hour day — I think it’s almost the whole day — don’t hold me to the exact number of hours, but intensive training program where these women happen to be, as I said, there were about a dozen and a half women learn IT skills needed to fill jobs at UST Global.

UST Global represents a lot of other IT companies as well.  Knowing vacancies exist — they estimate over a thousand vacancies just in the greater Detroit area.  And upon completion of this program, UST Global hires the students, and the lowest starting job is at $45,000 a year and the highest is $70,000 a year.  These are coders, computer programmers.  But there’s a key point:  UST Global doesn’t train these women out of some altruistic sense of charity.  They do it because it’s a very, very smart business decision.

There’s an overwhelming need for more computer coders -— as does not just UST Global, but the entire industry.  By 2020, our research shows there will be 1.4 million new IT jobs all across this country.  And the pay is in the $70,000 range.

I was so proud of these women.  As I said, my wife teaches in a community college.  Her average class age of people in her class is 28 to 30 years old.  Just think of yourself, what courage it takes.  You’re out of high school.  You’re graduated.  You’ve been bumping along in a job trying to make it.  You’ve been out, two, five, 10, 15 years.  And someone says, there’s this opportunity to take this program to learn Java, to learn a new language, to learn how to operate a computer in a way that you can code it.  It takes a lot of courage to step up.

It takes a willingness to be ready to fail.  These women were remarkable, but not just these women.  They write code, so they look — they weren’t out there.  They were — they knew someone who had gotten a job because of the program, and they thought they could do it.  So they learned an entire new language, and they displayed an initiative that was remarkable to see.  They showed up.  They worked hard because they want a good-paying job.  They want to make a decent living.  They want to take care of themselves and their families.

Folks, that’s what — as I know all of my colleagues believe — that’s what this is all about.  It’s not just information technology.  Manufacturing — 100,000 high-tech manufacturing jobs available today in the United States because the employers cannot find workers with the right skills.  That number of highly skilled manufacturing jobs is going to grow to 875,000 by 2020.

And, folks, I was recently up in Michigan.  And Dow Kokam has a plant there that’s — they couldn’t find anybody with photovoltaic technology, didn’t know how to run the machines.  So the community college and the business, they roll the machines right into the community college because of the help you all have provided in Congress, the funding.  And it’s like an assembly line.  These are good-paying jobs.

And in energy:  26 percent more jobs for petroleum engineers, average salary 130,000 bucks a year; 25 percent more jobs for solar panel installers, $38,000 a year; 20 percent more jobs needed — more electricians are needed, earning $50,000 a year -— all now and in the near term.  These are real jobs.  These are real jobs.

Health care:  There are 20 percent more jobs -— or 526,000 more that are needed in the health care industry -— registered nurses, jobs that pay 65,000 bucks a year.  There’s training programs in all of your states and districts, where you go out there, and while you’re a practical nurse, you can still be working and be essentially apprentice, while you are learning how to become — and taking courses to be a registered nurse.

Physician assistants — badly needed as the call for health care increases.  What’s the number, Tom, 130,000 a year roughly?  These are jobs all within the grasp of the American people if we give them the shot, if we show them the way, let them know how they can possibly pay for it while they are raising a family, and they’ll do the rest.

To maintain our place in the world we need to keep the world’s most skilled workforce right here in America, and to give a whole lot more hardworking Americans a chance at a good, middle-class job they can raise a family on.

But we also know the actions in this report are only a beginning, and as is the legislation.  The fact of the matter is that so many people over the last two decades have fallen out of the middle class, and so many in the upcoming generation need to find a path back.  Well, there is a path back if we all do our jobs — from industry, to education, to union leaders, to governors, to Congress, to the federal government.

And the mission is very simple.  It goes back to the central economic vision that has guided most of us — I can speak for the President and I — from the first day we got here.

The mission is to widen the aperture to be able to get into the middle class by expanding opportunity.  No guarantees, just expanding opportunity to American men and women who represent the backbone of the most dynamic, thriving economy in the world.  That’s a fact.  We are the most dynamic, thriving economy in the world.

But in order to thrive, their education and training has to be as just as dynamic and adaptable as our economy is.  So, folks, America is back.  We’re better positioned today than we ever have been.  According to A.T. Kearney, we are the most attractive place in the world for foreign investments by a long shot, of every other country in the world.  Since this survey has been kept, the gap between number one and number two is wider than it ever has been.  Manufacturing is back, folks.  They’re coming home.  Instead of hearing — my kids, instead of hearing about outsourcing, what are you hearing now?  You’re hearing about insourcing.  Companies are coming back.

We’re in the midst of — we take no direct credit for it — we’re in the midst of an energy boom.  North America will be the epicenter of energy in the 21st century — the United States of America, Mexico, and Canada.  We remain the leader in innovation.  We have the greatest research universities in the world.  We have the most adaptive financing systems in the world, to go out and take chances on new startups.  And American workers are the most productive in the world.  They want to work.

But to seize this moment, we need to keep the world’s most skilled workforce here in America.  And I think today in this bipartisan group — we’re ready.  The American people are ready.  And I know the man I’m about to introduce is ready.  He wakes up every morning trying to figure out how do we give ordinary Americans an opportunity.  This is just about opportunity, man.  Simple opportunity — how do we give them — because they — an opportunity because they are so exceptional.

Ladies and Gentlemen, I think everyone in this room shares that goal — providing for opportunity.  And the man I’m about to introduce, that’s all he talks about, it seems to me when he talks to me.

Ladies and gentlemen, the President of the United States, Barack Obama.  (Applause.)

THE PRESIDENT:  Thank you.  (Applause.)  Thank you so much.  Everybody, please be seated.  Thank you.  Well, welcome to the White House, everybody.  And I want to thank Joe for the generous introduction, but more importantly, for everything he does, day in, day out, on behalf of American workers.  And I want to thank the members of Congress who are here from both parties who led the effort to reauthorize the Workforce Investment Act.

When President Clinton signed the original Workforce Investment Act back in 1998, he said it was, “a big step forward in making sure that every adult can keep on learning for a lifetime.”  And he was right — the law became a pillar of American job training programs.  It’s helped millions of Americans earn the skills they need to find a new job or get a better-paying job.

But even back then, even in 1998, our economy was changing.  The notion that a high school education could get you a good job and that you’d keep that job until retirement wasn’t a reality for the majority of people.  Advances in technology made some jobs obsolete.  Global competition sent other jobs overseas.  And then, as we were coming into office, the Great Recession pulled the rug out from under millions of hardworking families.

Now, the good news is, today, nearly six years after the financial crisis, our businesses have added nearly 10 million new jobs over the past 52 months.  Manufacturing is adding jobs for the first time since the 1990s.  The unemployment rate is at its lowest point since September of 2008 -– by the way, the fastest one-year drop in nearly 30 years.  There are now more job openings than at any time since 2007, pre-recession.  For the first time in a decade, as Joe mentioned, business leaders around the world have declared that the number-one place to do business, the number-one place to invest isn’t China, it’s the United States of America.

So thanks to the hard work of the American people and some decent policies, our economy has recovered faster and it has gone farther than most other advanced nations.  As Joe said, we are well-positioned.  We’ve got the best cards.  So we have the opportunity right now to extend the lead we already have -– to encourage more companies to join the trend and bring jobs home; to make sure that the gains aren’t just for folks at the very top, but that the economy works for every single American.  If you’re working hard, you should be able to get a job, that job should pay well, and you should be able to move forward, look after your family.

Opportunity for all.  And that means that even as we’re creating new jobs in this new economy, we have to make sure that every American has the skills to fill those jobs.  And keep in mind, not every job that’s a good job out there needs a four-year degree, but the ones that don’t need a college degree generally need some sort of specialized training.

Last month, I met just a wonderful young woman named Rebekah in Minnesota.  A few years ago, she was waiting tables.  Her husband lost his job, he was a carpenter doing construction work.  He had to figure out how to scramble and get a new job that paid less.  She chose to take out student loans, she enrolled in a community college, she retrained for a new career.  Today, not only has her husband been able to get back into construction but she loves her job as an accountant — started a whole new career.  And the question then is how do we give more workers that chance to adapt, to revamp, retool, so that they can move forward in this new economy.

In 2011, I called on Congress to reauthorize the Workforce Investment Act, update it for the 21st century.  And I want to thank every single lawmaker who is here — lawmakers from both parties — who answered that call.  It took some compromising, but, you know what, it turns out compromise sometimes is okay.  Folks in Congress got past their differences and they got a bill to my desk.  So this is not a win for Democrats or Republicans.  It is a win for American workers.  It’s a win for the middle class.  And it’s a win for everybody who is fighting to earn their way into the middle class.

So the bill I’m about to sign will give communities more certainty to invest in job-training programs for the long run.  It will help us bring those programs into the 21st century by building on what we know works based on evidence, based on tracking what actually delivers on behalf of folks who enroll in these programs -– more partnerships with employers, more tools to measure performance, more flexibilities for states and cities to innovate and to run their workforce programs in ways that are best suited for their particular demographic and their particular industries.  And as we approach the 24th anniversary of the ADA, this bill takes new steps to support Americans with disabilities who want to live and work independently.  So there’s a lot of good stuff in here.

Of course, as Joe said, there is still more that we can do.  And that’s why we’ve rallied employers to give long-term unemployed a fair shot.  It’s why we’re using $600 million in federal grants to encourage companies to offer apprenticeships and work directly with community colleges.  It’s why, in my State of Union address this year, I asked Joe to lead an across-the-board review of America’s training programs to make sure that they have one mission:  Train Americans with the skills employers actually need, then match them to good jobs that need to be filled right now.

So today, I’m directing my Cabinet — even as we’re signing the bill — to implement some of Joe’s recommendations.  First, we’re going to use the funds and programs we already have in a smarter way.  Federal agencies will award grants that move away from what our Secretary of Labor, Tom Perez, who has been working very hard on this, what he calls a “train and pray” approach, and I’ll bet a lot of you who have dealt with folks who are unemployed know what that means.  They enroll, they get trained for something, they’re not even sure whether the job is out there, and if the job isn’t out there, all they’re doing is saddling themselves with debt, oftentimes putting themselves in a worse position.  What we want to do is make sure where you train your workers first based on what employers are telling you they’re hiring for.  Help business design the training programs so that we’re creating a pipeline into jobs that are actually out there.

Number two, training programs that use federal money will be required to make public how many of its graduates find jobs and how much they earn.  And that means workers, as they’re shopping around for what’s available, they’ll know in advance if they can expect a good return on their investment.  Every job seeker should have all the tools they need to take their career into their own hands, and we’re going to help make sure they can do that.

And finally, we’re going to keep investing in new strategies and innovations that help keep pace with a rapidly changing economy — from testing new, faster ways of teaching skills like coding and cybersecurity and welding, to giving at-risk youth the chance to learn on the job, we will keep making sure that Americans have the chance to build their careers throughout a lifetime of hard work.

So the bill I’m signing today and the actions I’m taking today will connect more ready-to-work Americans with ready-to-be-filled jobs.  Of course, there is so much more that we can still do.  And I’m looking forward to engaging all the members of Congress and all the businesses and not-for-profits who worked on this issue.  I’m really interested in engaging them, see what else we can get going.

I’ll give you a couple of examples.  Our high school graduation rate is the highest on record.  More young people are earning their college degrees than ever before.  But we still have work to do to make college more affordable and lift the burden of student loan debt.  I acted to give nearly five million Americans the opportunity to cap their student loan payments at 10 percent of their income — particularly important for those who were choosing careers that aren’t as lucrative.  But Congress could help millions more, and I’d like to work with you on that.

Minimum wage.  This week marks five years since the last increase in the minimum wage.  More and more states and business owners are raising their workers’ wages.  I did the same thing for federal contractors.  I’d like to work with Congress to see if we can do the same for about 28 million Americans — give Americans a raise right now.

Fair pay.  Let’s make sure the next generation of women are getting a fair deal.  Let’s make sure the next generation of good manufacturing jobs are made in America.  Let’s make it easier, not harder, for companies to bring those jobs back home.  Tomorrow, senators will get to vote on the Bring Jobs Home Act.  Instead of rewarding companies for shipping jobs overseas or rewarding companies that are moving profits offshore, let’s create jobs right here in America and let’s encourage those companies.

So let’s build on what both parties have already done on many of these issues.  Let’s see if we can come together and, while we’re at it, let’s fix an immigration system that is currently broken in a way that strengthens our borders and that we know will be good for business, we know will increase our GDP, we know will drive down our deficit.

So I want to thank all the Democrats and Republicans here today for getting this bill done.  This is a big piece of work.  You can see, it’s a big bill.  (Laughter.)  But I’m also inviting you back.  Let’s do this more often.  It’s so much fun.  (Laughter and applause.)  Let’s pass more bills to help create more good jobs, strengthen the middle class.  Look at everybody — everybody is smiling, everybody feels good.  (Laughter.)  We could be doing this all the time.  (Laughter.)

Our work can make a real difference in the lives of real Americans.  That’s why we’re here.  We’ll have more job satisfaction.  (Laughter.)  The American people, our customers, they’ll feel better about the product we produce.

And back in 1998, when President Clinton signed the original Workforce Investment Act into law, he was introduced by a man named Jim Antosy from Reading, Pennsylvania.  And Jim spoke about how he had been laid off in 1995 at age 49, two kids, no college degree.  With the help of job training programs, he earned his bachelor’s degree in computer science, found a new job in his field.

Today, Jim and his wife, Barb, still live in Reading.  Over the past 16 years, he’s been steadily employed as a programmer, working his way up from contractor to full-time employee.  In just a few months, Jim now is planning to retire after a lifetime of hard work.  A job training program made a difference in his life.  And one thing he’s thinking about doing in his retirement is teaching computer science at the local community college, so he can help a new generation of Americans earn skills that lead directly to a job, just like he had the opportunity to do.

Well, I ran for President because I believe even in a changing economy, even in a changing world, stories like Jim aren’t just possible, they should be the norm.  Joe believes the same thing.  Many of you believe the same thing.  I believe America is — I don’t just believe, I know America is full of men and women who work very hard and live up to their responsibilities, and all they want in return is to see their hard work pay off, that responsibility rewarded.

They’re not greedy.  They’re not looking for the moon.  They just want to be able to know that if they work hard, they can find a job, they can look after their families, they can retire with dignity, they’re not going to go bankrupt when they get sick, maybe take a vacation once in a while — nothing fancy.  That’s what they’re looking for, because they know that ultimately what’s important is family and community and relationships.  And that’s possible.  That’s what America is supposed to be about.  That’s what I’m fighting for every single day as President.

This bill will help move us along that path.  We need to do it more.  Let’s get together, work together, restore opportunity for every single American.  So with that, I’d like to invite up some of the outstanding folks who are sitting in the audience who helped make this happen.  And I’m going to sign this bill with all those pens.

Thank you very much, everybody.  (Applause.)

END
12:48 P.M. EDT

Full Text Obama Presidency July 7, 2014: President Barack Obama’s Remarks before Lunch with Teachers Introduces “Excellent Educators for All” for Better Teachers in Poor Schools

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the President before Lunch with Teachers

Source: WH, 7-7-14

Blue Room

12:10 P.M. EDT

THE PRESIDENT:  Well, good afternoon, everybody.  I am here with some outstanding teachers as well as Secretary Arne Duncan.  And the reason we’re here is with the school year now over, it is a great time for us to focus on what we need to do to make sure that next year and the year after that and the year after continues to improve for students all across this country.

The one ingredient that we know makes an enormous difference is a great teacher, and we have four of the best teachers in the country here.  But what we also know is that there are outstanding teachers all across the country, and Arne, myself, I suspect many of you had wonderful teachers that made all the difference in your lives and allowed you to be excited about learning and set you on a path for an extraordinary career.

Unfortunately, there are a lot of kids around the country who are not getting the kind of teaching that they need — not because there aren’t a whole lot of great potential teachers out there, but because we’re not doing enough to put a lot of our teachers in a position to succeed.  They may not be getting the training they need, they may not be getting the professional development and support that they need in the classroom.  And part of our goal since we came into office, since Arne became Secretary of Education is how do we continue to improve how teachers can get better each and every year.

Of particular concern is the fact that typically the least experienced teachers, the ones with the least support, often end up in the poorest schools.  So we have a problem in which the kids who need the most skilled teachers are the least likely to get them.  And the most talented and skilled teachers oftentimes are teaching the kids who are already the best prepared and have the most resources outside of the school in order to succeed.

So what we’re trying to do today — and Arne is going to have more to say about this this afternoon because we’re hosting a bunch of other teachers who are here in town — is to highlight what we’re calling “Excellent Educators for All.”  It’s going to be a program in which we ask states to take a look at where they’re distributing great teachers, what are they doing in order to train and promote and place teachers in some of the toughest environments for children.  And what we’re also going to be doing is providing technical assistance, highlighting best practices, all with the intention of making sure that wherever a child is, anywhere in the country, they’ve got that opportunity to have somebody in front of the classroom or beside them guiding them, mentoring them, helping them learn.

And when I think about my own experience, the only reason I’m here in the White House is because I had some extraordinary teachers as well as a pretty extraordinary mom and grandparents.  I think everybody sitting around this table probably feels the same way — I suspect that’s part of what inspired some of these people to become teachers.  We want to make sure every child has that access to excellent teachers and we’re very confident that if we can lift up what works, that there are going to be a lot of states that want to adapt to it.

So, unfortunately right now, they don’t necessarily have the information and, as I said, if we do nothing, if we don’t highlight the problem, then inevitably the kids who probably need less help get the most, and the kids who need the most help are getting the least.  That’s something that we’re going to need to reverse not just because it’s good for these kids — we know that if they’ve got a great teacher, they’re more likely to graduate, they’re more likely to go to college, they’re more likely to succeed in their career — it’s also necessary for our economy, because we’ve got too many kids who are trapped in situations in which they’re not able to realize their full potential.

So I want to thank all these folks for being here, and I’m really looking forward to listening to them to find out what they think can be most helpful in promoting excellence in teaching.

Thank you, everybody.

END
12:16 P.M. EDT

Full Text Obama Presidency June 13, 2014: President Barack Obama’s Speech at the Cannon Ball Flag Day Celebration and Economic and Education Initiatives for Tribal Communities

POLITICAL TRANSCRIPTS


OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the President at the Cannon Ball Flag Day Celebration

Source: WH, 6-13-14 

Standing Rock Indian Reservation Cannon Ball, North Dakota

4:58 P.M. CDT

THE PRESIDENT:  Hello Dakota Nation!  (Applause.)  Hello Lakota Nation!  Chairman Archambault, tribal leaders, people of Standing Rock, people of Indian Country — Michelle and I are honored to be in this sacred and beautiful place.  It’s easy to see why it’s called God’s country.  (Applause.)  And because I’m among friends, I’m going to try something in Lakota.  But I can’t guarantee it’s going to come out perfect.  Háu, mitákuyepi!  (Applause.)  I’m going to practice.  I’m going to be even better next time.  (Laughter.)

AUDIENCE MEMBER:  We love you, Obama!

THE PRESIDENT:  I love you back!  (Applause.)  I want to thank Governor Jack Dalrymple and the members of Congress who are here today:  Senator Heidi Heitkamp, Senator John Hoeven, Congressman Kevin Cramer.  We’re so grateful that you took the time to be here.

And I know that your annual Flag Day powwow officially begins this evening.  So we’re a little early.  But thank you for giving us a sneak peek of the celebration.  And we are grateful for the chance to pay tribute to all the veterans of America’s armed forces who have joined us here today, as well as those who have walked on, and whose flags are proudly displayed here today.  Thank you and to your families for your extraordinary service.  We are very, very grateful.  (Applause.)  I want to acknowledge our outstanding Secretary of the Interior, Sally Jewel, who’s here.  (Applause.)

This visit holds special meaning for me.

AUDIENCE MEMBER:  We love Michelle, too!

THE PRESIDENT:  Of course you love Michelle.  Who doesn’t love Michelle?  (Laughter and applause.)

When I was first running for President, I had the honor of visiting the Crow Nation in Montana.  And today I’m proud to be making my first trip to Indian Country as President of the United States.  (Applause.)

I know that throughout history, the United States often didn’t give the nation-to-nation relationship the respect that it deserved.  So I promised when I ran to be a President who’d change that — a President who honors our sacred trust, and who respects your sovereignty, and upholds treaty obligations, and who works with you in a spirit of true partnership, in mutual respect, to give our children the future that they deserve.

And today, I’m proud that the government-to-government relationship between Washington and tribal nations is stronger than ever.  Sally Jewell has been doing great work.  Her predecessor, Ken Salazar, did great work to make sure that we were listening to you.  And as head of our new Council on Native American Affairs, she makes sure that the federal government and tribal governments are coordinating with each other at all times.  And Kevin Washburn, my Assistant Secretary of the Interior for Indian Affairs and a member of the Chickasaw Nation, is here as well.

You see, my administration is determined to partner with tribes, and it’s not something that just happens once in a while.  It takes place every day, on just about every issue that touches your lives.  And that’s what real nation-to-nation partnerships look like.

We’ve responded and resolved longstanding disputes.  George Keepseagle is here today.  (Applause.)  A few years ago, my administration reached a historic settlement with George and other American Indian farmers and ranchers.  And I signed into law the historic Cobell settlement, leading to the Land Buy-Back Program, a $1.9 billion fund to consolidate individual Indian lands and restore them to tribal trust lands.  (Applause.)

We’ve made major investments to help grow tribal economies — investments in job training and tribal colleges; roads and high-speed Internet; energy, including renewable energy.  And thanks to the Affordable Care Act, Native Americans — like all Americans — finally have access to quality, affordable health care.  (Applause.)

But I realize that a powwow isn’t just about celebrating the past.  It’s also about looking to the future.  It’s about keeping sacred traditions alive for the next generation, for these beautiful children.  So here today, I want to focus on the work that lies ahead.  And I think we can follow the lead of Standing Rock’s most famous resident, Chief Sitting Bull.  (Applause.)  He said, “Let’s put our minds together to see what we can build for our children.”  (Applause.)

So let’s put our minds together to build more economic opportunity in Indian Country — because every American, including every Native American, deserves the chance to work hard and get ahead, everybody.  (Applause.)  That means creating more jobs and supporting small businesses in places like Standing Rock — because young people should be able to live and work and raise a family right here in the land of your fathers and mothers.  (Applause.)  Let’s put our minds together to advance justice — because like every American, you deserve to be safe in your communities and treated equally under the law.  (Applause.)

My administration has gone further than any in history to strengthen the sovereignty of tribal courts, particularly when it comes to criminal sentencing and prosecuting people who commit violence against women.  And Standing Rock has done a terrific job at building a court system that is open and efficient, and delivers justice to your people.  (Applause.)  So we want to support more tribes as they follow your lead and strengthen justice in our communities.  And that includes protecting important rights like the right to vote, because every Native American deserves a voice in our democracy.  (Applause.)

Let’s put our minds together to improve our schools — because our children deserve a world-class education, too, that prepares them for college and careers.  (Applause.)  And that means returning control of Indian education to tribal nations with additional resources and support so that you can direct your children’s education and reform schools here in Indian Country.  And even as they prepare for a global economy, we want children, like these wonderful young children here, learning about their language and learning about their culture, just like the boys and girls do at Lakota Language Nest here at Standing Rock.  We want to make sure that continues and we build on that success.  (Applause.)

Before we came here, Michelle and I sat with an amazing group of young people.  I love these young people.  I only spent an hour with them.  They feel like my own.  And you should be proud of them — because they’ve overcome a lot, but they’re strong and they’re still standing, and they’re moving forward.  (Applause.)  And they’re proud of their culture.  But they talked about the challenges of living in two worlds and being both “Native” and “American.”  And some bright young people like the ones we met today might look around and sometimes wonder if the United States really is thinking about them and caring about them, and has a place for them, too.

And when we were talking, I said, you know, Michelle and I know what it feels like sometimes to go through tough times.  We grew up at times feeling like we were on the outside looking in.  But thanks to family and friends, and teachers and coaches and neighbors that didn’t give up on us, we didn’t give up on ourselves.  Just like these young people are not giving up on themselves.  And we want every young person in America to have the same chance that we had — and that includes the boys and girls here in Indian Country.  (Applause.)

There’s no denying that for some Americans the deck has been stacked against them, sometimes for generations.  And that’s been the case for many Native Americans.  But if we’re working together, we can make things better.  We’ve got a long way to go.  But if we do our part, I believe that we can turn the corner.  We can break old cycles.  We can give our children a better future.  I know because I’ve talked to these young people.  I know they can succeed.  I know they’ll be leaders not just in Indian Country, but across America.  And we’ve got to invest in them and believe in them and love them, and that starts from the White House all the way down here.  (Applause.)

I understand that the Lakota word for “children” — “wakanyeja” — comes from the word “wakan” — “sacred.”  That’s what young people are — they’re sacred.  They’re sacred to your families and they’re sacred to your tribe, and they’re sacred to this nation.  And every day that I have the honor of serving as your President, I will do everything I can to make sure that you see that our country has a place for everyone, including every single young person here — and all across the Dakotas and all across America, and that you’re getting the support and encouragement you need to go as far as your hard work and your talent will take you.  That is my commitment to you — to every single young person here.  (Applause.)

This community has made extraordinary contributions to the United States.  Just look at all these flags.  So many Native Americans have served our country with honor and with courage.  And now it’s up to us to keep strong what they have built — to keep America the place where no matter who you are and what you look like, or where you come from, you can make it.  And that you don’t have to give up your culture to also be part of the American family.  That’s what I believe.  And coming here today makes me believe it that much more.

Hechetu welo.  Thank you.  God bless you.  And God bless the United States of America.  (Applause.)

                                       END                 5:10 P.M. CDT

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Full Text Obama Presidency June 11, 2014: President Barack Obama’s Speech at Worcester Technical High School Commencement Ceremony

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Remarks by the President at Worcester Technical High School Commencement Ceremony

Source: WH, 6-11-14 

Worcester Technical High School

Worcester, Massachusetts

4:44 P.M. EDT

THE PRESIDENT:  Thank you!  (Applause.)  Thank you so much.  Please, everybody, be seated.  Good afternoon.  (Applause.)  It is great to be back in Massachusetts, and it is great to be here at Worcester Tech.  (Applause.)

I want to thank Reggie for that outstanding introduction.  (Applause.)  I want to thank Naomi for those inspiring words.  (Applause.)  I want to thank your outstanding, fabulous principal, Sheila Harrity, who has done so much to make this school a success.  (Applause.)  Let me just say, when you’re the National High School Principal of the Year, you’re doing something right.  There are a lot of principals out there, and we could not be prouder of what she’s doing.

I want to thank your Mayor, Joseph Petty; your outstanding Governor and a great friend of mine, Deval Patrick; wonderful Congressman, Jim McGovern.  (Applause.)  And most of all, I want to thank the class of 2014.  (Applause.)  Thank you for allowing me to be part of your special day.  And you all look great.  And I want to thank all the parents and all the grandparents, and the family and the friends — this is your day, too.  Part of the reason I’m here is because I’ve got to practice, because Malia is graduating in two years.  So I’m trying to get used to not choking up and crying and embarrassing her.  So this is sort of my trial run here.

I have to say, I do not remember my high school graduation speaker.  I have no idea who it was.  (Laughter.)  I’m sure I was thinking about the party after graduation.  (Applause.)  I don’t remember the party either.  (Laughter.)  I’m just telling the truth here.  You will remember the speaker at this graduation because there’s a lot of Secret Service around, not because of anything that I say that’s so inspiring.

But I know this day has been a long time coming.  Together, you made it through freshman initiation.  You survived Mr. O’Connor’s English class, which I understand is pretty tough.  (Applause.)  Everybody has got to have, like, a Mr. O’Connor in their life just to kind of straighten you out.  And now it’s the big day — although I notice that none of you are wearing your IDs.  Rumor has it some of you haven’t been wearing them for years.  (Laughter.)  Today I’m exercising my power as President and granting an official pardon for all of you who did not follow the rules there.  Consider it my graduation gift to you.

I know a lot of folks watching at home today will see all of you in your caps and your gowns and they’ll think, well, maybe this is just another class of graduates at another American high school.  But I’m here today because there is nothing ordinary about Worcester Tech or the Class of 2014.  (Applause.)  You have set yourselves apart.  This high school has set itself apart.

Over the past four years, some of you have learned how to take apart an engine and put it back together again.  Some of you have learned how to run a restaurant, or build a house, or fix a computer.  And all of you are graduating today not just with a great education, but with the skills that will let you start your careers and skills that will make America stronger.

Together, you’re an example of what’s possible when we stop just talking about giving young people opportunity, when we don’t just give lip service to helping you compete in the global economy and we actually start doing it.  That’s what’s happening right here in Worcester.  And that’s why I’m here today.  I mean, I like all of you, and I’m glad to be with you, but the thing I really want to do is make sure that what we’ve learned here at this high school we can lift up for the entire nation.  I want the nation to learn from Worcester Tech.  (Applause.)

Of course, your journey is just beginning.  Take a look around at all the smiles from the parents and the grandparents and all the family members.  Everything your families have done has been so that you could pursue your dreams, so that you could fulfill your potential.  Everybody here has a story of some sacrifice that’s been made on your behalf.  And whether you’re heading to college, or the military, or starting your career, you’re not going to be able to take them with you now.  Some of your moms and dads probably wish they could hang onto you a little bit longer.  Some of you, maybe they’re ready to get rid of you.  (Laughter.)  Regardless, though, you are now entering into a stage where it’s up to you.  And what you can do is remember some of the lessons that you’ve learned here and carry them with you, wherever you’re going.

And I want to talk about three of those lessons, a couple of which have already been mentioned by the previous speakers.

First of all, I want you to remember that each of us is only here because somebody somewhere invested in our success.  (Applause.)  Somebody invested in us.  I know that’s true for me.  I was raised by a single mom with the help of my grandparents.  We didn’t have a lot of money growing up.  At times, we struggled.  When my mom was going to school at the same time as she was raising my sister and me, we had to scrape to get by.

But we had a family who loved me and my sister.  And I had teachers who cared about me.  And ultimately, with the help of a community and a country that supported me, I was able to get a good education.  And I was able to get grants and student loans, and opportunities opened up.  And all of this happened because people saw something in me that I didn’t always see in myself.  And that’s not just true for me, that’s true for Michelle, who grew up the daughter of a blue-collar worker and a mom who stayed at home and then became a secretary — never went to college themselves.

That’s true for Duval, who grew up initially on the South Side of Chicago and didn’t have a lot, and somebody reached out and gave him a hand up.

It’s true of this city.  This is a town that’s always been home to smart people with big ideas.  The Mayor mentioned Robert Goddard, the father of the modern rocket.  He was born here, performed some of the earliest tests on rocketry.

But Worcester has also prepared its workers for the jobs that those big ideas would bring.  And that’s why they opened a technical school here more than a century ago — with a class of 29 ironworkers and 23 woodworkers.  And that school became Worcester Tech.

Along the way, the economy changed.  Innovation made it possible for businesses to do more with less.  The Internet meant they could do it anywhere.  Schools like this were finding it harder to prepare students with the skills that businesses were looking for.

And then a guy named Ted Coghlin came along.  (Applause.)  And Ted is known as the “godfather” of Worcester Tech, because about 10 years ago he set out to make this school what he knew it could be — a place where businesses train new workers, and young people get the keys to a brighter future.

And he put his heart and soul into it.  And eventually, that’s what happened.  Ted helped raise money for a new building — and the state and federal government chipped in, as well.  And businesses helped create everything from an auto service center to a bank right inside the school.  And top-notch teachers got on board — led by Principal Harrity and the assistant principals here, and an outstanding superintendent.  And before long, Worcester Tech was on its way to becoming one of the best schools in this city.

And today, so many students want to come to Worcester Tech that there’s a waiting list more than 400 names long.  (Applause.)  The number of students scoring “proficient” or “advanced” in math has gone up 100 percent; in English more than 200 percent.  (Applause.)  Ninety-five percent of students now graduate in four years.

And just as impressive, many of you are leaving here with more than a diploma.  You’re already certified as nursing assistants and EMTs and home health aides and preparing to become IT associates.  (Applause.)  And with the credits that you’ve earned, some of you are already on your way to a college diploma.  And as Ted said, “Our students deserve the best so we can help them become the best — for their future and ours.”

The point is, a lot of people made an investment in you.  I can’t imagine a better investment.  But as you experience your success and as you experience setbacks, you need to remember everything that’s been put into making sure that you had opportunity.  Which brings me to the second thing I hope you remember when you leave here:  You’re going to also have to give back.  (Applause.)  This community invested in you.  You’ve got to make sure that you use those gifts.

When my Secretary of Education, Arne Duncan, came to Worcester Tech earlier this year, he said he had never seen a school more open.  If you live near the school, you can come in and get your car detailed for a fraction of what it would cost someplace else.  So I’m giving a little free advertising to the detailing operation here.  (Laughter.)  You can eat a meal cooked by students in the culinary arts program.  (Applause.)  One teacher called the hair salon the “city’s best kept secret.”  (Applause.)  Your veterinary clinic cares for about 250 pets a month, so I could have brought Bo and Sunny here.  (Laughter.)  You guys would have taken care of them.

So Worcester Tech isn’t separate from the broader community.  You’re a vital part of the community.  So part of what you’ve learned here is that we are at our best, we are strongest when we are working together and when we’re looking out for one another and we have responsibilities towards each other, and all of us have contributions to make.  You’re giving back to folks who gave you so much.  And whatever you do next, I hope you keep giving back.  That may mean staying in Worcester and working for one of the companies that helped train you.  If it means going to college or the military, or using your skills to help more students get the same opportunities that you’ve had here, no matter what it is that you do, no matter what path you take, I want to make sure that you understand the incredible leadership that we now expect from you.

I understand that every year at exam time, you hear from a motivational speaker.  And one of them this year was Colin Powell, because when you’re getting ready to take a test it never hurts to get a pep talk from a general.  (Laughter.)  But the best part is that you decide to do the same thing for younger kids.  So this class — those of you in the National Honor Society — rolled out the red carpet for students at nearby Chandler Elementary.  And so those younger kids left here feeling fired up, inspired by your example — looking up to you, imagining that they could do what you did.  And they’re going to keep on looking up to you.

And there are going to be people across the country who are watching you.  And when they see you succeed, when they see you working hard, when they see you overcoming setbacks — that’s going to inspire them as well.

And that brings me to my final point, which is I hope you leave here today believing that if you can make it, then there shouldn’t be any kid out here who can’t make it.  (Applause.)  Every child in America, no matter what they look like, or where they grow up, what their last name is — there’s so much talent out there.  And every single child — as Ted understood when he helped transform this school — every single child should have the opportunity like you have had to go as far as your talents and hard work will take you.  I’ve seen you do it, so we know it’s possible.

Now, it’s a challenging time.  I think sometimes I worry that your generation has grown up in a cynical time — in the aftermath of a Great Recession, in the aftermath of two wars.  We live in a culture that so often focuses on conflict and controversy and looks at the glass half empty instead of half full.  And you’re graduating at a time when you’ll no longer be competing just with people across town for good jobs, you’re going to be competing with the rest of the world.

But when I meet young people like you I am absolutely certain we are not just going to out-compete the rest of the world, we are going to win because of you.  Because we are Americans, that’s what we do.  We don’t settle.  We outwork.  We out-innovate.  We out-hustle the competition.  (Applause.)   And when we do, nobody can beat us.

And that’s what you’ve shown at this school — not just helping a few kids go as far as their hard work will take them.  I want all of you to be part of the process of helping all our young people achieve their God-given potential.  And as President, my job is to make sure every child in America gets that chance.  And Deval Patrick’s job is to make sure that everybody in the Commonwealth gets that chance.  And the Mayor, his focus is making sure everybody in this town gets that chance.  Every community is different.  But if Worcester can bring teachers and business and entire communities together for the sake of our young people, then other places can, too.

And that’s why I’ve challenged high schools all across the country to do what you’re doing here — better prepare students for the demands of the global economy.  We’re getting started this year with a competition that pairs schools and employers and colleges to combine quality education with real-world skills.

As part of that initiative, I launched something called ConnectED, working with the private sector to connect America’s students to high-speed broadband and advanced technology, just like you’ve got here at Worcester Tech.  Already, companies have committed to donate $2 billion to this effort.  And starting later this week, schools and teachers and students will be able to go to WhiteHouse.gov and access resources in time for the new school year — because I want to encourage more schools to do what you’re doing.  You’ve set a standard.  You’ve set a bar.  More schools can do it across the country.  (Applause.)

If you’re going to college, I also want to make sure that when you graduate you don’t have a mountain of debt.   (Applause.)  So we’re not only working to make college more affordable, we’re working to help more students pay back their loans that they take out when they go to college.  It is not fair to students who do everything right to get saddled with debt that they have to pay off not just for years, but in some cases decades.   We can do better than that.  (Applause.)

And even though they had votes and they couldn’t make it, I want to give a plug to a couple people.  Senator Elizabeth Warren and Congressman John Tierney, both from Massachusetts, who introduced bills that would make it easier for students to repay their student loans.  (Applause.)

It’s the same idea we used to make it easier for your parents to pay off their mortgages.  Now today, that idea was defeated by Republicans in Congress, which was frustrating, especially —

AUDIENCE:  Booo —

THE PRESIDENT:  Well, don’t boo.  Just remember to vote.   (Laughter and applause.)  So I know that it’s frustrating for parents.  It’s frustrating for students who are working hard and doing everything right.  There are too many politicians in Washington who don’t have the right priorities.  We need to straighten them out.  And maybe they forgot where they came from and who invested in them along the way.  (Applause.)  And when a bill to help you pay off your college doesn’t pass, it’s a disservice not only to your generation but to our history as a nation that strives to put quality education within the reach of every American.  So we’re going to have to keep on putting pressure on Congress.

But in the meantime, where Congress won’t act, I’m going to do whatever I can on my own.  (Applause.)  So on Monday, I announced executive actions that are going to help students like you find the right options — and give millions of Americans who are already making their loan payments a chance to cap those repayments at 10 percent of their income.  Because a quality education shouldn’t be something that other kids get — it should be something that every kid gets.  And that has to be a priority for this country.  (Applause.)

I tell you all this not just because you stand to benefit from changes in laws, but because you’re going to have to be a part of helping to shape the law.  You’re going to have to shape public opinion.  You’re going to have remember everybody who invested in you.  You’re going to have to remember the experience of being part of this incredible community.  And then, when you go out into the world, whether you are a businessperson, or you are in the military, or you are an academic, or a doctor, or whatever it is that you’re doing, you’re also going to be a citizen.  You’re also going to be somebody who has a voice in how this country operates.  And you’ve got to push so that others get the same chance you did.

And making sure that every young person has the same opportunities you’ve had — it won’t be easy.  Progress takes commitment.  It takes hard work.  We have to fight through the cynicism.  It’s going to take work from parents and from teachers, and members of the community and from students, but I know we can do it — and I know it because of you.

If Melinda Blanchard can get so good at welding that a bunch of college kids ask her help building a solar-paneled house for a competition in China, I know that we can get more young people excited about learning.  (Applause.)

If Greg Carlson can help the robotics team at Worcester Tech win the world championship — (applause) — and still find time to mentor a robotics team at the middle school where he started out, then I know we can help guarantee every child in America a quality education.

If Derek Murphy can start his own web development company — (applause) — and graduate with 18 college credits, I know we can help more students earn the skills that businesses are looking for.

You’re already doing it.  You’re already blazing a trail.  You’re already leading.  You’re already giving back.  You don’t need to remember what I said today, because you’re already doing it.

And if it can happen in Worcester, it can happen anyplace.  (Applause.)  And if it does — if more communities invest in young people like you, if you give back, if we all keep fighting to put opportunity within the reach of everybody who is willing to work for it — America will be stronger, your future will be brighter.  There is no limit to what we can do together.

So congratulations, Class of 2014.  You’re going to do big things.  God bless you.  God bless the United States of America.  (Applause.)

END
5:10 P.M. EDT

 

Full Text Obama Presidency May 11, 2014: Weekly Address: First Lady Michelle Obama Marks Mother’s Day and Speaks Out on the Tragic Kidnapping in Nigeria

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

Weekly Address: The First Lady Marks Mother’s Day and Speaks Out on the Tragic Kidnapping in Nigeria

Source: WH, 5-10-14

The White House

In this week’s address, First Lady Michelle Obama honored all mothers on this upcoming Mother’s Day and offered her thoughts, prayers and support in the wake of the unconscionable terrorist kidnapping of more than 200 Nigerian girls.

Remarks of First Lady Michelle Obama

Weekly Address

May 10, 2014

Hello everyone, I’m Michelle Obama, and on this Mother’s Day weekend, I want to take a moment to honor all the mothers out there and wish you a Happy Mother’s Day.

I also want to speak to you about an issue of great significance to me as a First Lady, and more importantly, as the mother of two young daughters.

Like millions of people across the globe, my husband and I are outraged and heartbroken over the kidnapping of more than 200 Nigerian girls from their school dormitory in the middle of the night.

This unconscionable act was committed by a terrorist group determined to keep these girls from getting an education – grown men attempting to snuff out the aspirations of young girls.

And I want you to know that Barack has directed our government to do everything possible to support the Nigerian government’s efforts to find these girls and bring them home.

In these girls, Barack and I see our own daughters. We see their hopes, their dreams – and we can only imagine the anguish their parents are feeling right now.

Many of them may have been hesitant to send their daughters off to school, fearing that harm might come their way.

But they took that risk because they believed in their daughters’ promise and wanted to give them every opportunity to succeed.

The girls themselves also knew full well the dangers they might encounter.

Their school had recently been closed due to terrorist threats…but these girls still insisted on returning to take their exams.

They were so determined to move to the next level of their education…so determined to one day build careers of their own and make their families and communities proud.

And what happened in Nigeria was not an isolated incident…it’s a story we see every day as girls around the world risk their lives to pursue their ambitions.

It’s the story of girls like Malala Yousafzai from Pakistan.

Malala spoke out for girls’ education in her community…and as a result, she was shot in the head by a Taliban gunman while on a school bus with her classmates.

But fortunately Malala survived…and when I met her last year, I could feel her passion and determination as she told me that girls’ education is still her life’s mission.

As Malala said in her address to the United Nations, she said “The terrorists thought that they would change our aims and stop our ambitions but nothing changed in my life except this: Weakness, fear and hopelessness died. Strength, power and courage was born.”

The courage and hope embodied by Malala and girls like her around the world should serve as a call to action.

Because right now, more than 65 million girls worldwide are not in school.

Yet, we know that girls who are educated make higher wages, lead healthier lives, and have healthier families.

And when more girls attend secondary school, that boosts their country’s entire economy.

So education is truly a girl’s best chance for a bright future, not just for herself, but for her family and her nation.

And that’s true right here in the U.S. as well…so I hope the story of these Nigerian girls will serve as an inspiration for every girl – and boy – in this country.

I hope that any young people in America who take school for granted – any young people who are slacking off or thinking of dropping out – I hope they will learn the story of these girls and recommit themselves to their education.

These girls embody the best hope for the future of our world…and we are committed to standing up for them not just in times of tragedy or crisis, but for the long haul.

We are committed to giving them the opportunities they deserve to fulfill every last bit of their God-given potential.

So today, let us all pray for their safe return… let us hold their families in our hearts during this very difficult time…and let us show just a fraction of their courage in fighting to give every girl on this planet the education that is her birthright.  Thank you.

Political Musings April 19, 2014: Obama and Biden announce 500 million in economic opportunity job training grants

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

Obama and Biden announce 500 million in economic opportunity job training grants

By Bonnie K. Goodman

President Barack Obama with the help of Vice President Joe Biden announced the latest effort in his economy opportunity program a competition for $500 million in grants for job training programs on Wednesday, April 16, 2014 at Community College of…READ MORE
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Political Musings April 8, 2014: Obama announces economic opportunity agenda Youth CareerConnect Education grants

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

Obama announces economic opportunity agenda Youth CareerConnect Education grants

By Bonnie K. Goodman

Starting off the week on Monday morning, April 7, 2014 President Barack Obama announced at Bladensburg High School in Bladensburg, Maryland that he is giving out gifts in the form Youth CareerConnect grants for high school education. The grants with…READ MORE

Political Musings March 10, 2014: Obamas promote education, college opportunity and financial aid initiatives

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

The first couple President Barack Obama and First Lady Michelle Obama collaborated together on Friday, March 7, 2014 to promote a higher education and financial aid initiatives both have working on; the Free Application for Student Aid or FAFSA, appearing…Continue

Full Text Obama Presidency March 7, 2014: President Barack Obama’s Speech on Education, College Opportunity and Federal Student Aid

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

A World-Class Education for Every Student in America

Source: WH, 3-7-14
President Barack Obama and First Lady Michelle Obama talks with students in a classroom at Coral Reef Senior High School, Florida, President Barack Obama and First Lady Michelle Obama talks with students in a classroom at Coral Reef Senior High School, Fla., March 7, 2014. (Official White House Photo by Pete Souza)

Today, President Obama and the First Lady visited Coral Reef High School in Miami to discuss the President’s plan to equip all Americans with the education they need to compete in the 21st century economy….READ MORE

Remarks by the President on Preparing for College

Source: WH, 3-7-14

Watch the Video

President Obama Speaks on College Opportunity
March 07, 2014 5:36 PM

President Obama Speaks on College Opportunity

Coral Reef Senior High School
Miami, Florida

3:05 P.M. EST

THE PRESIDENT:  Hello, Miami!  (Applause.)  Hello, Cuda Nation!  (Applause.)  Hello!  It is good to be here at Coral Reef Senior High.  (Applause.)  You guys are just happy because it’s warm down here all the time.  (Laughter.)  I don’t know if you’re aware of this, but the rest of the country is cold.  (Laughter.)  Listen, Michelle and I are so grateful for the warm welcome.  It is great to be here.  I want to thank some people who are doing outstanding work.

First of all, your superintendent, Superintendent Carvalho, is doing great work.  We’re really proud of him.  (Applause.)  Your principal, Principal Leal, is doing great work.  (Applause.)  All the Coral Reef teachers and staff, you guys are all doing a great job.  (Applause.)  And you’re doing what is necessary to help young people get ready for college and careers.  So that’s why we’re here.  We are proud of what’s being done at this school.

I want to mention a few other folks who are here who are fighting on behalf of the people of South Florida every day.  We’ve got Congressman Joe Garcia is here.  (Applause.)  We’ve got Congresswoman Frederica Wilson here.  (Applause.)  We’ve got Miami-Dade County Mayor Carlos Gimenez.  Your former Governor Charlie Crist is here.  (Applause.)

And most of all, I want to thank the people that Michelle and I came all the down here to see, and that is the students of Coral Reef.  (Applause.)  We had heard great things about your school.  We had heard great things about the students.  We wanted to come down here and just see what was going on.  (Applause.)  And Michelle and I just had a chance to visit with some of your classmates who are going through some of the scholarship applications, and we had a chance to talk to them and hear what their plans were.  And first of all, Michelle and I looked and we said, these must be actors playing students, because they were all smart and good-looking and organized.  (Laughter.)  And I asked them, what are you going to do?  And they’re — well, I’m going to be applying to business school, and then I’m going to start a company, and then I — when I was your age, I didn’t know what I was doing.  I was lucky if I had gotten out of bed on time.  (Laughter.)  So you guys are ahead of the game.

And we’re here to tell you that you’ve got to keep up the good work, because by working hard every single day, every single night, you are making the best investment there is in your future.  And we want to make sure you’ve got everything, all the tools you need to succeed.  We want every young person to have the kinds of teachers and the kind of classes and the kind of learning experiences that are available to you here at Coral Reef.  (Applause.)  Because that’s the best investment we can make in America’s future.  (Applause.)

Now, keep in mind, Michelle and I, we’re only here today because of the kind of education that we got.  That was our ticket to success.  We grew up a lot like many of you.  I was raised by a single mom; she was a teenager when I was born.  We moved around a lot, we did not have a lot of money, but the one thing she was determined to see was that my sister and I would get the best education possible.

And she would press me.  Sometimes she’d make me wake up, do my lessons before I even went to school.  She was not going to let me off the hook.  And at the time, I wasn’t happy about it, but now I’m glad she pressed me like that.  Because, thanks to my mother and my grandparents, and then great teachers and great counselors who encouraged me, and a country that made it possible for me to afford a higher education, I was able to go to college and law school.

And then when I met Michelle, I saw that — (applause) –there were a couple of things I noticed.  I noticed she was smart.  (Applause.)  I noticed she was funny — she’s funny, she’s funnier than I am.  (Laughter.)  Obviously, I noticed she was cute, yes.  (Applause.)  But one of the things I also realized was, even though we had grown up in very different places, her story was a lot like mine.  Her dad worked at a city water plant.  He didn’t go to college.  He was a blue-collar worker.  Michelle’s mom — my mother-in-law, who I love to death — she was a secretary.  No one in her family had gone to college.  But because she had worked hard and her parents understood the value of education, and she had great teachers and great opportunities, and because the country was willing to invest to make sure that she was able to pay for college, she ended up going to some of the best universities in the country.  (Applause.)

So the point is she and I have been able to achieve things that our parents, our grandparents would have never dreamed of.  And that’s the chance this country should give every young person.  That’s the idea at the heart of America.  (Applause.)

What makes this country great, what makes it special when you look around, and Miami is a great example of it, you’ve got people coming from everywhere, every background, every race, every faith.  But what binds us together is this idea that if you work hard, you can make it — that there’s opportunity for all.  The belief that no matter who you are, no matter where you come from, no matter what your last name is, if you are responsible and put in the effort, you can succeed.  There’s no limit to what you can do.  That’s what America is all about.  (Applause.)

Opportunity is what drew many of your parents and grandparents to America.  And we’ve got to restore that idea for your generation, so that everybody has the same chance Michelle and I did.  That’s why we’re working on what we call an opportunity agenda to create more jobs and train more workers with new skills; to make sure hard work is rewarded with a paycheck that supports a family; to make sure that everybody can get health care when they need it, so that nobody has to get into financial trouble because somebody in the family gets sick.  (Applause.)

And for the students here, a lot of you, you may not think about these issues all the time.  You’re spending a lot of time on homework and sports, and this and that.  But you also oftentimes see your own family struggling and you worry about it.  And one of the single-most important parts of our opportunity agenda is making sure that every young person in America has access to a world-class education — a world-class education.  (Applause.)  So that’s why we are here.

I believe we should start teaching our kids at the earliest ages.  So we’re trying to help more states make high-quality preschool and other early learning programs available to the youngest kids.  (Applause.)  I believe that our K-12 system should be the best in the world.  So we started a competition called Race to the Top, to encourage more states like Florida to raise expectations for students like you, because when we set high expectations, every single one of you can meet them.  (Applause.)  You’re recruiting and preparing the best teachers.  You are turning around low-performing schools.  You’re expanding high-performing ones.  You’re making sure every student is prepared for college or a career.

I believe that every student should have the best technology.  So we launched something we called ConnectED to connect our schools to high-speed Internet.  And I want to congratulate Miami-Dade and your superintendent, because you have achieved your goal of installing wi-fi in every single one of your schools.  (Applause.)

So the good news is, in part because of some of these reforms we’ve initiated, when you add it all up our nation’s high school graduation rate is the highest on record.  The drop-out rate has been dropping, and among Latino students has been cut in half since 2000.  (Applause.)  Miami-Dade’s graduation rate is higher than it’s ever been.  That’s all because of the efforts of so many people, including the parents and students who have been putting in the effort.  It’s because of the teachers and administrators and staff who are doing such a great job.  You should be proud.  We’re making progress — we’re making progress.  (Applause.)

Yes, you guys — by the way, you can all sit down.  I didn’t realize everybody was still standing up.  Sit down.  Take a load off.  You guys can’t sit down though, because you don’t have chairs, although bend your knees so you don’t faint.  (Laughter.)

But here’s the key thing, Coral Reef:  We still have more work to do, all of us — elected officials, principals, teachers, parents, students.  Because, as Michelle says, education is a two-way street.  Folks like us have to work hard to give you the best schools and support that you need.  But then, you’ve got to hold up your end of the bargain by committing to your education.  That means you’ve got to stretch your minds.  You’ve got to push through subjects that aren’t always easy.  And it means continuing your education past high school, whether that’s a two-year or a four-year college degree or getting some professional training.

So I want to talk about an easy step that high school students like you can take to make college a reality.  And it’s something you already know here at Coral Reef, but I’m speaking to all the young people out there who may be watching.  It’s called FAFSA, the Free Application for Federal Student Aid.

It is a simple form.  It used to be complicated; we made it simple.  It doesn’t cost anything — that’s why the word “free” is right there in the name.  (Laughter.)  It does not take a long time to fill out.  Once you do, you’re putting yourself in the running for all kinds of financial support for college — scholarships, grants, loans, work-study jobs.

For the past five years, we’ve been working to make college more affordable.  We took on a college loan system that gave billions of dollars of taxpayer money to big banks to manage the student loan system.  We said, we don’t need the banks, let’s give the money directly to students, we can help more students.  (Applause.)  We can help more students that way.  So we expanded the grants that help millions of students from low-income backgrounds pay for college.  We’re offering millions of people the chance to cap their student loan payments at 10 percent of their incomes once they graduate.

Today, more young people are earning college degrees than ever before.  That’s a great thing.  (Applause.)  That is a great thing.  But we still need to do more to help rein in the rising cost of tuition.  We need to do more to help Americans who feel trapped by student loan debt — because no striving, hardworking, ambitious, young American should ever be denied a college education just because they can’t afford it — nobody.  (Applause.)

Unfortunately, there are still a lot of young people all across the country who say the cost of college is holding them back.  Some of you may have sat around the kitchen table with your parents wondering about whether you’ll be able to afford it.  So FAFSA is by far the easiest way to answer that question.  And I know the Barracudas know all about FAFSA.  (Applause.)  Last year, you had the second-highest completion rate of any large high school in the state.  (Applause.)  You should be proud of that.  Your teachers and parents should be proud of that.

But last year, almost half of high school graduates in Florida didn’t fill out the FAFSA form.

AUDIENCE:  Booo —

THE PRESIDENT:  That ain’t right.  (Laughter.)  Not only is it not right, but it also ain’t right.  (Laughter.)  And as a result, they lost out on over $100 million in Pell grants.  Think about that — $100 million that could have helped Florida students help pay for college was just left on the table.  That’s just in Florida.  Nationwide, over one million high school students did not fill out the FAFSA form.  That happens every year.

So my challenge today to every high school student in America:  Fill out the form.  Even if you think you might not qualify for financial aid, fill out the form.  You might qualify.

And we’re making it easier than ever.  We put the FAFSA form online.  We made it shorter.  It takes about half an hour to fill out.  And it could change the rest of your life.  We’ve updated it to save your parents a lot of hassle as well.  And today, I’m announcing another improvement.

Today, I’m directing the Department of Education to tell every governor that, starting today, they can, if they choose, confidentially let high school administrators know which students have filled out the FAFSA form and which haven’t.  So that way, if Principal Leal wants to check in with the seniors —

AUDIENCE:  Wooo —

THE PRESIDENT:  I know, everybody is like, wow.  (Laughter.)  I know she’s already on top of stuff, but this way, she could check and seniors who had not filled it out, she could then help them answer the questions and figure out what’s holding her back — what’s holding them back.

Anybody will be able to go online and find out the number of students who have filled out the form at each high school, so we can track it.  So if you want to have a friendly competition with Palmetto High or Miami Killian — (applause) — to see who can get a higher completion rate on your FAFSA, you can do that.  (Applause.)  You achieved the second-highest rate in the state, but I mean if you want to settle for number two, that’s okay —  you might be able to get number one.  (Applause.)  Huh?  I’m just saying you could go for number one.  (Applause.)

So these are things I can do on my own, but I’m here to also tell you I need — I could use some help from folks in Washington.  There are some things I don’t need Congress’s permission for, and in this year of action, whenever I see a way to act to help expand opportunity for young people I’m just going to go ahead and take it.  I’m just going to go ahead and do it.  (Applause.)

So earlier this year, Michelle and I hosted a College Opportunity Summit, where over 150 colleges and universities and nonprofits made commitments to help more low-income students get to college and graduate from college.  (Applause.)  But I’m also willing to work with anybody in Congress — Democrat, Republican, don’t matter — to make sure young people like you have a shot to success.

So a few days ago, I sent my budget to Congress.  And budgets are pretty boring — but the stuff inside the budgets are pretty important.  And my budget focuses on things like preschool for all; like redesigning high schools so students like you can learn real-world skills that businesses want — (applause) — like preparing more young people for careers in some of the fields of the future — in science and technology and engineering and math to discover new planets and invent robots and cure diseases — all the cool stuff that we adults haven’t figured out yet.  (Laughter.)

These are not just the right investments for our schools; they’re the right priorities for our country.  You are our priority.  We’ve got to make sure we have budgets that reflect that you are the most important thing to this country’s success. If you don’t succeed, we don’t succeed.  (Applause.)

We’ve got to make sure all of you are prepared for the new century, and we’ve got to keep growing our economy in other ways:  attracting new high-tech jobs, reforming our immigration system — something Congressman Garcia is fighting for.  (Applause.)   And the rest of Congress needs to stop doing nothing, do right by America’s students, America’s teachers, America’s workers.  Let’s get to work.  Let’s get busy.  (Applause.)  We’ve got work to do. All of us have work to do — teachers, school counselors, principals, superintendents, parents, grandparents.

We all have work to do, because we want to see you succeed, because we’re counting on you, Barracudas.  (Applause.)  And if you keep reaching for success — and I know you will, just based on the small sampling we saw of students here — if you keep working as hard as you can and learning as much as you can, and if you’ve got big ambitions and big dreams, if you don’t let anybody tell you something is out of your reach, if you are convinced that you can do something and apply effort and energy and determination and persistence to that vision, then not only will you be great but this country will be great.  (Applause.)  Our schools will be great.  (Applause.)

I want us to have the best-educated workforce in America.  And I want it to be the most diverse workforce in the world.  That’s what I’m fighting for.  That’s what your superintendent and your principal are fighting for, and I hope that’s what you fight for yourselves.  (Applause.)  Because when I meet the students here at Coral Reef, I am optimistic about the future.  Michelle and I walked out of that classroom, and we said, you know what, we’re going to be in good hands, we’re going to do okay.  (Applause.)  Because these young people are coming, and nobody is going to stop them.

Thank you, everybody.  God bless you.  God bless America.  (Applause.)

END
3:25 P.M EST

Political Musings February 28, 2014: Emotional Obama launches My Brother’s Keeper program to help minority youth

POLITICAL MUSINGS

https://historymusings.files.wordpress.com/2013/06/pol_musings.jpg?w=600

OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

Emotional Obama launches My Brother’s Keeper program to help minority youth

By Bonnie K. Goodman

President Barack Obama launched the most personal program to date when on Thursday afternoon, Feb. 27, 2014 he announced in the White House’s East Room another part of his economic opportunity program, called “My Brother’s Keeper…READ MORE

Full Text Obama Presidency February 27, 2014: President Barack Obama’s Speech Launching My Brother’s Keeper, His New Initiative to Help Young Men of Color

POLITICAL TRANSCRIPTS

OBAMA PRESIDENCY & THE 113TH CONGRESS:

President Obama Launches My Brother’s Keeper, His New Initiative to Help Young Men of Color

Source: WH, 2-27-14

This afternoon, in the East Room of the White House, President Obama delivered remarks at the launch event for My Brother’s Keeper — his new initiative aimed at helping young men and boys of color facing tough odds reach their full potential. The initiative will bring together private philanthropies, businesses, governors, mayors, faith leaders, and nonprofit organizations that are committed to helping them succeed….READ MORE

President Barack Obama delivers remarks at an event to highlight "My Brother's Keeper," an initiative to expand opportunity for young men and boys of color, in the East Room of the White House, Feb. 27, 2014.President Barack Obama delivers remarks at an event to highlight “My Brother’s Keeper,” an initiative to expand opportunity for young men and boys of color, in the East Room of the White House, Feb. 27, 2014. (Official White House Photo by Pete Souza)

Remarks by the President on “My Brother’s Keeper” Initiative

Source: WH, 2-27-14

East Room

3:43 P.M. EST

THE PRESIDENT:  Thank you.  Everybody, please have a seat.  Well, good afternoon, everybody.

AUDIENCE:  Good afternoon.

THE PRESIDENT:  Welcome to the White House.  And thank you, Christian, for that outstanding introduction.  And thank you for cheering for the White Sox, which is the right thing to do.  (Laughter.)  Like your parents and your teachers, I could not be prouder of you.  I could not be prouder of the other young men who are here today.  But just so we’re clear — you’re only excused for one day of school.  (Laughter.)  And I’m assuming you’ve got your assignments with you so that you can catch up — perhaps even on the flight back.  (Laughter.)

As Christian mentioned, I first met Christian about a year ago.  I visited the Hyde Park Academy in Chicago, which is only about a mile from my house.  And Christian was part of this program called “Becoming a Man.”  It’s a program that Mayor Rahm Emanuel introduced to me.  And it helps young men who show a lot of potential but may have gotten in some trouble to stay on the right path.

They get help with schoolwork, but they also learn life skills like how to be a responsible citizen, and how to deal with life’s challenges, and how to manage frustrations in a constructive way, and how to set goals for themselves.  And it works.  One study found that, among young men who participate in the BAM program, arrests for violent crimes dropped 44 percent, and they were more likely to graduate from high school.  (Applause.)

So as Christian mentioned, during my visit, they’re in a circle and I sat down in the circle, and we went around, led by their counselor, and guys talked about their lives, talked about their stories.  They talked about what they were struggling with, and how they were trying to do the right thing, and how sometimes they didn’t always do the right thing.  And when it was my turn, I explained to them that when I was their age I was a lot like them.  I didn’t have a dad in the house.  And I was angry about it, even though I didn’t necessarily realize it at the time.  I made bad choices.  I got high without always thinking about the harm that it could do.  I didn’t always take school as seriously as I should have.  I made excuses.  Sometimes I sold myself short.

And I remember when I was saying this — Christian, you may remember this — after I was finished, the guy sitting next to me said, “Are you talking about you?”  (Laughter.)  I said, yes.

And the point was I could see myself in these young men.  And the only difference is that I grew up in an environment that was a little bit more forgiving, so when I made a mistake the consequences were not as severe.  I had people who encouraged me — not just my mom and grandparents, but wonderful teachers and community leaders — and they’d push me to work hard and study hard and make the most of myself.  And if I didn’t listen they said it again.  And if I didn’t listen they said it a third time. And they would give me second chances, and third chances.  They never gave up on me, and so I didn’t give up on myself.

I told these young men my story then, and I repeat it now because I firmly believe that every child deserves the same chances that I had.  And that’s why we’re here today — to do what we can, in this year of action, to give more young Americans the support they need to make good choices, and to be resilient, and to overcome obstacles, and achieve their dreams.

This is an issue of national importance — it’s as important as any issue that I work on.  It’s an issue that goes to the very heart of why I ran for President — because if America stands for anything, it stands for the idea of opportunity for everybody; the notion that no matter who you are, or where you came from, or the circumstances into which you are born, if you work hard, if you take responsibility, then you can make it in this country.  (Applause.)  That’s the core idea.

And that’s the idea behind everything that I’ll do this year, and for the rest of my presidency.  Because at a time when the economy is growing, we’ve got to make sure that every American shares in that growth, not just a few.  And that means guaranteeing every child in America has access to a world-class education.  It means creating more jobs and empowering more workers with the skills they need to do those jobs.  It means making sure that hard work pays off with wages you can live on and savings you can retire on and health care that you can count on.  It means building more ladders of opportunity into the middle class for anybody who’s willing to work hard to climb them.

Those are national issues.  They have an impact on everybody.  And the problem of stagnant wages and economic insecurity and stalled mobility are issues that affect all demographic groups all across the country.  My administration’s policies — from early childhood education to job training, to minimum wages — are designed to give a hand up to everybody, every child, every American willing to work hard and take responsibility for their own success.  That’s the larger agenda.
But the plain fact is there are some Americans who, in the aggregate, are consistently doing worse in our society — groups that have had the odds stacked against them in unique ways that require unique solutions; groups who’ve seen fewer opportunities that have spanned generations.  And by almost every measure, the group that is facing some of the most severe challenges in the 21st century in this country are boys and young men of color.

Now, to say this is not to deny the enormous strides we’ve made in closing the opportunity gaps that marred our history for so long.  My presence is a testimony to that progress.  Across this country, in government, in business, in our military, in communities in every state we see extraordinary examples of African American and Latino men who are standing tall and leading, and building businesses, and making our country stronger.  Some of those role models who have defied the odds are with us here today — the Magic Johnsons or the Colin Powells who are doing extraordinary things — the Anthony Foxxes.

Anthony, yesterday he and I were talking about how both of us never knew our dads, and shared that sense of both how hard that had been but also how that had driven us to succeed in many ways.  So there are examples of extraordinary achievement.  We all know that.  We don’t need to stereotype and pretend that there’s only dysfunction out there.  But 50 years after Dr. King talked about his dream for America’s children, the stubborn fact is that the life chances of the average black or brown child in this country lags behind by almost every measure, and is worse for boys and young men.

If you’re African American, there’s about a one in two chance you grow up without a father in your house — one in two. If you’re Latino, you have about a one in four chance.  We know that boys who grow up without a father are more likely to be poor, more likely to underperform in school.

As a black student, you are far less likely than a white student to be able to read proficiently by the time you are in 4th grade.  By the time you reach high school, you’re far more likely to have been suspended or expelled.  There’s a higher chance you end up in the criminal justice system, and a far higher chance that you are the victim of a violent crime.  Fewer young black and Latino men participate in the labor force compared to young white men.  And all of this translates into higher unemployment rates and poverty rates as adults.

And the worst part is we’ve become numb to these statistics.  We’re not surprised by them.  We take them as the norm.  We just assume this is an inevitable part of American life, instead of the outrage that it is.  (Applause.)  That’s how we think about it.  It’s like a cultural backdrop for us — in movies and television.  We just assume, of course, it’s going to be like that.  But these statistics should break our hearts.  And they should compel us to act.

Michelle and I are blessed with two beautiful daughters.  We don’t have a son.  But I know if I had a son, on the day he was born I would have felt everything I felt with Malia and Sasha — the awe, the gratitude, the overwhelming sense of responsibility to do everything in my power to protect that amazing new life from this big world out there.  And just as our daughters are growing up into wonderful, beautiful young women, I’d want my son to feel a sense of boundless possibility.  And I’d want him to have independence and confidence.  And I’d want him to have empathy and compassion.  I’d want him to have a sense of diligence and commitment, and a respect for others and himself — the tools that he’d need to succeed.

I don’t have a son, but as parents, that’s what we should want not just for our children, but for all children.  (Applause.)  And I believe the continuing struggles of so many boys and young men — the fact that too many of them are falling by the wayside, dropping out, unemployed, involved in negative behavior, going to jail, being profiled — this is a moral issue for our country.  It’s also an economic issue for our country.

After all, these boys are a growing segment of our population.  They are our future workforce.  When, generation after generation, they lag behind, our economy suffers.  Our family structure suffers.  Our civic life suffers.  Cycles of hopelessness breed violence and mistrust.  And our country is a little less than what we know it can be.  So we need to change the statistics — not just for the sake of the young men and boys, but for the sake of America’s future.

That’s why, in the aftermath of the Trayvon Martin verdict, with all the emotions and controversy that it sparked, I spoke about the need to bolster and reinforce our young men, and give them the sense that their country cares about them and values them and is willing to invest in them.  (Applause.)  And I’m grateful that Trayvon’s parents, Sybrina and Tracy, are here with us today, along with Jordan Davis’s parents, Lucy and Ron.

In my State of the Union address last month, I said I’d pick up the phone and reach out to Americans willing to help more young men of color facing especially tough odds to stay on track and reach their full potential, so America can reach its full potential.  And that’s what today is all about.

After months of conversation with a wide range of people, we’ve pulled together private philanthropies and businesses, mayors, state and local leaders, faith leaders, nonprofits, all who are committed to creating more pathways to success.  And we’re committed to building on what works.  And we call it “My Brother’s Keeper.”

Now, just to be clear — “My Brother’s Keeper” is not some big, new government program.  In my State of the Union address, I outlined the work that needs to be done for broad-based economic growth and opportunity for all Americans.  We have manufacturing hubs, infrastructure spending — I’ve been traveling around the country for the last several weeks talking about what we need to do to grow the economy and expand opportunity for everybody.  And in the absence of some of those macroeconomic policies that create more good jobs and restore middle-class security, it’s going to be harder for everyone to make progress.  And for the last four years, we’ve been working through initiatives like Promise Zones to help break down the structural barriers — from lack of transportation to substandard schools — that afflict some of this country’s most impoverished counties, and we’ll continue to promote these efforts in urban and rural counties alike.

Those are all government initiatives, government programs that we think are good for all Americans and we’re going to keep on pushing for them.  But what we’re talking about here today with “My Brother’s Keeper” is a more focused effort on boys and young men of color who are having a particularly tough time.  And in this effort, government cannot play the only — or even the primary — role.  We can help give every child access to quality preschool and help them start learning from an early age, but we can’t replace the power of a parent who’s reading to that child. We can reform our criminal justice system to ensure that it’s not infected with bias, but nothing keeps a young man out of trouble like a father who takes an active role in his son’s life.  (Applause.)

In other words, broadening the horizons for our young men and giving them the tools they need to succeed will require a sustained effort from all of us.  Parents will have to parent — and turn off the television, and help with homework.  (Applause.) Teachers will need to do their part to make sure our kids don’t fall behind and that we’re setting high expectations for those children and not giving up on them.  Business leaders will need to create more mentorships and apprenticeships to show more young people what careers are out there.  Tech leaders will need to open young eyes to fields like computer science and engineering. Faith leaders will need to help our young men develop the values and ethical framework that is the foundation for a good and productive life.

So we all have a job to do.  And we can do it together — black and white, urban and rural, Democrat and Republican.  So often, the issues facing boys and young men of color get caught up in long-running ideological arguments about race and class, and crime and poverty, the role of government, partisan politics. We’ve all heard those arguments before.  But the urgency of the situation requires us to move past some of those old arguments and focus on getting something done and focusing on what works.  It doesn’t mean the arguments are unimportant; it just means that they can’t paralyze us.  And there’s enough goodwill and enough overlap and agreement that we should be able to go ahead and get some things done, without resolved everything about our history or our future.

Twenty years ago, Congresswoman Frederica Wilson started a program in the Miami public school system — feel free to stand up.  (Applause.)  To help young boys at risk of dropping out of school.  Today, it serves thousands of students in dozens of schools.

As Mayor of New York, Mayor Bloomberg — Michael Bloomberg, who’s here today, started a “Young Men’s Initiative” for African-American and Latino boys, because he understood that in order for America to compete we need to make it easier for all our young people to do better in the classroom and find a job once they graduate.

A bipartisan group of mayors called “Cities United” has made this issue a priority in communities across the country.  Senator Mike Lee — a leader of the tea party — has been working with Senator Dick Durbin — a Democrat from my home state of Illinois — to reduce disparities in our criminal justice system that have hit the African American and Latino communities especially hard.

So I want to thank everybody who’s been doing incredible work — many of the people who are here today, including members of Congress, who have been focused on this and are moving the needle in their communities and around the country.

They understand that giving every young person who’s willing to work hard a shot at opportunity should not be a partisan issue.  Yes, we need to train our workers, invest in our schools, make college more affordable — and government has a role to play.  And, yes, we need to encourage fathers to stick around, and remove the barriers to marriage, and talk openly about things like responsibility and faith and community.  In the words of Dr. King, it is not either-or; it is both-and.

And if I can persuade Sharpton and O’Reilly to be in the same meeting — (laughter and applause) — then it means that there are people of good faith who want to get some stuff done, even if we don’t agree on everything.  And that’s our focus.

While there may not be much of an appetite in Congress for sweeping new programs or major new initiatives right now, we all know we can’t wait.  And so the good news is folks in the private sector who know how important boosting the achievement of young men of color is to this country — they are ready to step up.

Today, I’m pleased to announce that some of the most forward-looking foundations in America are looking to invest at least $200 million over the next five years — on top of the $150 million that they’ve already invested — to test which strategies are working for our kids and expand them in cities across the country.  (Applause.)

Many of these folks have been on the front lines in this fight for a long time.  What’s more, they’re joined by business leaders, corporate leaders, entrepreneurs who are stepping forward to support this effort as well.  And my administration is going to do its part.  So today after my remarks are done, I’m going to pen this presidential memorandum directing the federal government not to spend more money, but to do things smarter, to determine what we can do right now to improve the odds for boys and young men of color, and make sure our agencies are working more effectively with each other, with those businesses, with those philanthropies, and with local communities to implement proven solutions.

And part of what makes this initiative so promising is that we actually know what works — and we know when it works. Now, what do I mean by that?  Over the years, we’ve identified key moments in the life of a boy or a young man of color that will, more often than not, determine whether he succeeds, or falls through the cracks.  We know the data.  We know the statistics.  And if we can focus on those key moments, those life-changing points in their lives, you can have a big impact; you can boost the odds for more of our kids.

First of all, we know that during the first three years of life, a child born into a low-income family hears 30 million fewer words than a child born into a well-off family.  And everybody knows babies are sponges, they just soak that up.  A 30-million-word deficit is hard to make up.  And if a black or Latino kid isn’t ready for kindergarten, he’s half as likely to finish middle school with strong academic and social skills.  So by giving more of our kids access to high-quality early education — and by helping parents get the tools they need to help their children succeed — we can give more kids a better shot at the career they’re capable of, and the life that will make us all better off.  So that’s point number one right at the beginning.

Point number two, if a child can’t read well by the time he’s in 3rd grade, he’s four times less likely to graduate from high school by age 19 than one who can.  And if he happens to be poor, he’s six times less likely to graduate.  So by boosting reading levels, we can help more of our kids make the grade, keep on advancing, reach that day that so many parents dream of — until it comes close and then you start tearing up — and that’s when they’re walking across the stage, holding that high school diploma.

Number three, we know that Latino kids are almost twice as likely as white kids to be suspended from school.  Black kids are nearly four times as likely.  And if a student has been suspended even once by the time they’re in 9th grade they are twice as likely to drop out.

That’s why my administration has been working with schools on alternatives to the so-called “zero tolerance” guidelines — not because teachers or administrators or fellow students shold have to put up with bad behavior, but because there are ways to modify bad behavior that lead to good behavior — as opposed to bad behavior out of school.  We can make classrooms good places for learning for everybody without jeopardizing a child’s future. (Applause.)   And by building on that work, we can keep more of our young men where they belong — in the classroom, learning, growing, gaining the skills they need to succeed.

Number four, we know that students of color are far more likely than their white classmates to find themselves in trouble with the law.  If a student gets arrested, he’s almost twice as likely to drop out of school.  By making sure our criminal justice system doesn’t just function as a pipeline from underfunded schools to overcrowded jails, we can help young men of color stay out of prison, stay out of jail.  And that means then, they’re more likely to be employable, and to invest in their own families, and to pass on a legacy of love and hope.

And finally, we know young black men are twice as likely as young white men to be “disconnected” — not in school, not working.  We’ve got to reconnect them.  We’ve got to give more of these young men access to mentors.  We’ve got to contine to encourage responsible fatherhood.  We’ve got to provide more pathways to apply to college or find a job.  We can keep them from falling through the cracks, and help them lay a foundation for a career and a family and a better life.

In the discussion before we came in, General Powell talked about the fact that there are going to be some kids who just don’t have a family at home that is functional, no matter how hard we try.  But just an adult, any adult who’s paying attention can make a difference.  Any adult who cares can make a difference.

Magic was talking about being in a school in Chicago, and rather than going to the school he brought the school to the company, All-State, that was doing the work.  And suddenly, just that one conversation meant these young men saw something different.  A world opened up for them.  It doesn’t take that much.  But it takes more than we’re doing now.

And that’s what “My Brother’s Keeper” is all about — helping more of our young people stay on track; providing the support they need to think more broadly about their future;  building on what works, when it works, in those critical life-changing moments.  And when I say, by the way, building on what works, it means looking at the actual evidence of what works.  There are a lot of programs out there that sound good, are well-intentioned, well-inspired, but they’re not actually having an impact.  We don’t have enough money or time or resources to invest in things that don’t work, so we’ve got to be pretty hard-headed about saying if something is not working, let’s stop doing it.  Let’s do things that work.  And we shouldn’t care whether it was a Democratic program or a Republican program, or a fait-based program or — if it works, we should support it.  If it doesn’t, we shouldn’t.

And all the time recognizing that “my neighbor’s child is my child” — that each of us has an obligation to give every child the same chance this country gave so many of us.

So, in closing, let me just say this.  None of this is going to be easy.  This is not a one-year proposition.  It’s not a two-year proposition.  It’s going to take time.  We’re dealing with complicated issues that run deep in our history, run deep in our society, and are entrenched in our minds.  And addressing these issues will have to be a two-way bargain.  Because no matter how much the community chips in, it’s ultimately going to be up to these young men and all the young men who are out there to step up and seize responsibility for their own lives.  (Applause.)

And that’s why I want to close by speaking directly to the young men who are here today and all the boys and young men who are watching at home.  Part of my message, part of our message in this initiative is “no excuses.”  Government and private sector and philanthropy and all the faith communities — we all have a responsibility to help provide you the tools you need; we’ve got to help you knock down some of the barriers that you experience. That’s what we’re here for.  But you’ve got responsibilities, too.

And I know you can meet the challenge — many of you already are — if you make the effort.  It may be hard, but you will have to reject the cynicism that says the circumstances of your birth or society’s lingering injustices necessarily define you and your future.  It will take courage, but you will have to tune out the naysayers who say the deck is stacked against you, you might as well just give up — or settle into the stereotype.

It’s not going to happen overnight, but you’re going to have to set goals and you’re going to have to work for those goals.  Nothing will be given to you.  The world is tough out there, there’s a lot of competition for jobs and college positions, and everybody has to work hard.  But I know you guys can succeed.  We’ve got young men up here who are starting to make those good choices because somebody stepped in and gave them a sense of how they might go about it.

And I know it can work because of men like Maurice Owens, who’s here today.  I want to tell Moe’s story just real quick.

When Moe was four years old, he moved with his mom Chauvet from South Carolina to the Bronx.  His mom didn’t have a lot of money, and they lived in a tough neighborhood.  Crime was high.  A lot of young men ended up in jail or worse.  But she knew the importance of education, so she got Moe into the best elementary school that she could find.  And every morning, she put him on a bus; every night, she welcomed him when he came home.

She took the initiative, she eventually found a sponsorship program that allowed Moe to attend a good high school.  And while many of his friends got into trouble, some of it pretty serious, Moe just kept on getting on the bus, and kept on working hard and reaching for something better.  And he had some adults in his life that were willing to give him advice and help him along the way.  And he ended up going to college.  And he ended up serving his country in the Air Force.  And today, Moe works in the White House, just two doors down from the Oval Office, as the Special Assistant to my Chief of Staff.  (Applause.)  And Moe never misses a chance to tell kids who grew up just like he did that if he can make it, they can, too.

Moe and his mom are here today, so I want to thank them both for this incredible example.  Stand up, Moe, and show off your mom there.  (Applause.)  Good job, Moe.

So Moe didn’t make excuses.  His mom had high expectations. America needs more citizens like Moe.  We need more young men like Christian.  We will beat the odds.  We need to give every child, no matter what they look like, where they live, the chance to reach their full potential.  Because if we do — if we help these wonderful young men become better husbands and fathers, and well-educated, hardworking, good citizens — then not only will they contribute to the growth and prosperity of this country, but they will pass on those lessons on to their children, on to their grandchildren, will start a different cycle.  And this country will be richer and stronger for it for generations to come.

So let’s get going.  Thank you.  God bless you.  God bless the United States of America.  (Applause.)

END
4:17 P.M. EST

Political Musings February 21, 2014: Michelle Obama celebrates Let’s Move’s fourth anniversary on Jimmy Fallon

POLITICAL MUSINGS

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OBAMA PRESIDENCY & THE 113TH CONGRESS:

OP-EDS & ARTICLES

First Lady Michelle Obama embarked on a media tour to celebrate the fourth anniversary of her health, nutrition, and exercise movement for America’s youth, Let’s Move on Thursday, Feb. 20, 2014 visiting the New Museum in…READ MORE
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