TWO MILLION MINUTES A SchoolCommunity Discussion 1 FOUNDATIONAL

TWO MILLION MINUTES A School-Community Discussion 1

FOUNDATIONAL BELIEFS The purpose of education is to prepare students to be: Successful learners in postsecondary education Responsible citizens Productive members of a global economy 2

FOUNDATIONAL BELIEFS Schools: Are capable of changing. Must change on a regular basis if they are going to prepare students for success in an ever -changing society. 3

FOUNDATIONAL BELIEFS Teachers: Care about their students Want their students to achieve at a high level 4

FOUNDATIONAL BELIEFS Parents: Care about their children. Want their children to achieve at a high level. 5

FOUNDATIONAL BELIEFS Community members: Care about the community’s children. Want the community’s children to achieve at a high level. 6

Global Economy Outsourcing 7

Two Types of Jobs 1. Low-skill, repetitive 2. High skill, inventive 8

WORKFORCE Outsourcing occurs when a firm subcontracts a business function to an outside supplier. Worker Availability Worker Wage Requirements Worker Education 9

Worker Availability and Wage Requirements 10

LOW-SKILL WORKFORCE Manufacturing Hourly Wage U. S. Mexico 17. 20 2. 10 China . 65 India . 25 Source: Sung Won Sohn, Executive Vice President and Chief Economist, Wells Fargo, 2003 / Canamex, 2005 Availability 90 percent of the world’s workers live in countries where the average wage is less than $1. 00 per hour. Source: Population Reference at Columbia University, New York, NY 11

HIGH-SKILL WORKFORCE Computer Programmer Annual Income U. S. India $ 60, 000 $ 7, 000 Source: The Future of Outsourcing, The Educational Broadcasting Corporation, 2007 www. pbs. org/wnet/wideangle/printable/india 2_info_print. html 12

Worker Education 13

EDUCATION SYSTEMS Content U. S. * English – 4 years Algebra II Geometry U. S. History World History Economics U. S. Government Biology Chemistry Physics Other Countries** U. S. Academics + Technical Reading Computers Statistics and Probability Logic Measurement Systems • Source: American Diploma Project, Achieve, Inc. , 2007 ** Source: Willard R. Daggett, , International Center for Leadership in Education 14

EDUCATION SYSTEMS Student Tasks U. S. Memorize facts for worksheets and quizzes. Other Countries Research & Analyze Apply Knowledge between disciplines to solve real-world problems predictable non-predictable Source: Willard R. Daggett, , International Center for Leadership in Education 15

If you were the CEO, where would send your company’s work? 16

IF YOU WERE THE C. E. O. , where would you send your LOW-skills jobs? X

IF YOU WERE THE C. E. O. , where would you send your HIGH-skills jobs? ?

WORKFORCE Outsourcing occurs when a firm subcontracts a business function to an outside supplier. 19

WORKFORCE Outsourcing The reduction of communication costs and the standardization of software packages have now made it possible to easily outsource: Customer services Telemarketing Document management Medical transcription Tax preparation Financial services 20

WORKFORCE Outsourcing WHAT CEO’S SAY: Everything you can send down a wire is up for grabs. Nandan Nilekani, CEO, Infosys Technologies, India There is no job that is America’s -given right anymore. God Carly Fiorina, Former CEO, Hewlett-Packard, U. S. A. 21

Why did Robert Compton make this film? 22

TWO MILLION MINUTES Robert Compton Today’s technology allows companies to send high-wage work all over the world. Companies send jobs to countries where workers: Are highly educated Can use skills to master complex, technical, and growing fields Know how to learn Can adapt to change Work at the most efficient cost 23

ROBERT COMPTON Investments in India and China. Very impressed with Indian and Chinese workers Visited the schools where they were educated Shocked “Global education standards have passed us by. We are being passed by in the two largest countries with the two fastest growing economies in the world. . . India and China. ” 24

What will you see in this film? 25

SOLUTIONS 26

TWO MILLION MINUTES Experts Higher Education Policy Makers Government Agencies High-Tech Companies Non-Profit Organizations 27

TWO MILLION MINUTES Data 19 113 4 68 2 8 9 How do students spend their time? What do they learn? 28

TWO MILLION MINUTES Students India China United States 29

High Schools in the Film CHINA INDIA U. S. A. Name Nanyang Model HS St. Paul’s English School Carmel HS Location Shanghai Bangalore Carmel, Indiana Yes No * Yes Enrollment 1, 600 300 (K-12) 4, 000 College Bound Most Government School 92% * 1/3 of all schools in India are for-profit 30

Colleges in the Film - Competitiveness SCHOOL Percent Accepted Purdue University * 85 % Indiana University * 70 % Harvard * 10% Yale * 9% India Institute of Technology ** 1% Peking University *** 1% * ** *** Source: College Board, 2007 Source: Two Million Minutes Source Kyushu University Magazine, Summer 2005 31

Listen for these remarks: 32

2 MM Remark There is a battle being fought around the world for the future of the global economy. Two Million Minutes 2007 33

2 MM Remark Now you have the Indian and the Chinese on a level playing field with the U. S. This has never happened before. Vived Wadhwa Executive in Residence Duke University 2007 34

2 MM Remark THE QUIET CRISIS: This is another moment when the world is shifting. Shirley Ann Jackson Former Chairman U. S. Nuclear Regulatory Commission 2007 35

TWO MILLION MINUTES Scouting the Competition 36

TWO MILLION MINUTES 37

GUIDED DISCUSSION 38

PARENT REALITY What do parents in India and China believe their children deserve? “Our children deserve. . . ” 39

From the perspective of Indian and Chinese parents: Our children deserve: • Write responses here 40

PARENT REALITY What do parents in the U. S. believe their children deserve? “Our children deserve. . . ” 41

From the perspective of U. S. parents: Our children deserve: • Write responses here 42

EDUCATION REALITY What challenges do U. S. teachers face when trying to educate students at a rigorous level? 43

Challenges faced by U. S. teachers: • Write responses here 44

ECONOMIC REALITY Does it matter to a global employer if an applicant comes from a country that educates all students? 45

ECONOMIC REALITY Does it matter to a global employer if an applicant spent 20 hours a week on a hobby during high school? 46

ECONOMIC REALITY Does the degree to which the citizens of an applicant’s country are hungry to improve their standard of living matter to a global employer? 47

ECONOMIC REALITY What does ready mean in a global economy? Academic Skills Soft Skills Habits of Mind Informational reading Teamwork Analysis Persuasive writing Work ethic Interpretation Oral presentation Responsibility Precision & accuracy Data analysis & stats • Attendance Problem solving • Punctuality Reasoning • Time Math application management Source: Education Week, What Does Ready Mean? June 2007 48

COLLEGE REALITY What do colleges evaluate? College Admission Folder 1. Application 2. Academic Record 3. Standardized Test Scores 4. Recommendations 5. Personal Factor How students spend their free time. Sports, music, community service, hobbies, etc. Source: Parts of an Admission Folder, National Association of College Admissions Counselors, 2008 49

THE BOTTOM LINE If we care about our students, understand global economics, we can no longer do business as usual. We must do whatever it takes to help all students learn at a globally competitive standard. 50

SELF STUDY 1. Do we have high enough expectations of our students? 2. Is the content that we teach rigorous enough? 3. Are our students engaged in their learning? 4. Do teachers use classroom assessments to evaluate the success of their instructional strategies? Based on Elements of High Achieving Schools, American Student Achievement Institute, 2007 51

SELF STUDY 5. Do all students engage in “extra help” activities to help them learn at a high level? 6. Do our students see the personal connection between what they learn at school and their futures? 7. Do our students learn in an environment that supports learning? Disciplined environment Adequate resources for all students Appropriate balance of academic and other activities Based on Elements of High Achieving Schools, American Student Achievement Institute, 2007 52

FACT Many U. S. elementary, middle, and high schools (and their communities) are making the changes necessary to enable all students to become both well-rounded and academically prepared for a global economy. 53

WHO CAN HELP US? In Indiana: American Student Achievement Institute www. asainstitute. org 812 -669 -0006 Other states: U. S. Department of Education List of school reform models www. ed. gov/about/offices/list/ ovae/pi/hs/reform. html 54

What should be our next steps? • Write responses here 55

WE CAN MAKE A DIFFERENCE Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. -- Margaret Mead 56

TWO MILLION MINUTES A Public Discussion Thank you for attending. 57