Arizona Week - November 30, 2012


Uploaded by ArizonaPublicMedia on 30.11.2012

Transcript:
>>> CAN THE REINVENTION OF VOCATIONAL EDUCATION HELP
VOCATIONAL EDUCATION HELP ARIZONA'S ECONOMY AND STILL
ARIZONA'S ECONOMY AND STILL ENCOURAGE YOUNG PEOPLE TO GO TO
ENCOURAGE YOUNG PEOPLE TO GO TO COLLEGE?
COLLEGE? THOSE WHO SAY YES ARE PUSHING
THOSE WHO SAY YES ARE PUSHING THE CTE MODEL, CAREER AND
THE CTE MODEL, CAREER AND TECHNICAL EDUCATION, AND IT'S
TECHNICAL EDUCATION, AND IT'S GAINING NOTICE.
GAINING NOTICE. >> THE LANDSCAPE HAS CHANGED IN
>> THE LANDSCAPE HAS CHANGED IN THE WORLD, IN THE U.S., BUT IN
THE WORLD, IN THE U.S., BUT IN ARIZONA SPECIFICALLY AS WELL.
ARIZONA SPECIFICALLY AS WELL. AND CTE HAS EVOLVED ALONG WITH
AND CTE HAS EVOLVED ALONG WITH IT.
IT. >> IT'S UNDERSTANDING THE
>> IT'S UNDERSTANDING THE ECONOMIC IMPACT THAT
ECONOMIC IMPACT THAT POST-SECONDARY EDUCATION
POST-SECONDARY EDUCATION SUCCESS, COLLEGE SUCCESS, IF YOU
SUCCESS, COLLEGE SUCCESS, IF YOU WILL, WILL HAVE ON A STUDENT AND
WILL, WILL HAVE ON A STUDENT AND A FAMILY.
A FAMILY. >> TONIGHT ON "ARIZONA WEEK,"
>> TONIGHT ON "ARIZONA WEEK," GETTING YOUNG PEOPLE COLLEGE
GETTING YOUNG PEOPLE COLLEGE READY AND CAREER READY.
READY AND CAREER READY. >> PRODUCTION OF "ARIZONA WEEK"
>> PRODUCTION OF "ARIZONA WEEK" IS MADE POSSIBLE IN PART BY A
IS MADE POSSIBLE IN PART BY A GRANT FROM THE STONEWALL
GRANT FROM THE STONEWALL FOUNDATION AND BY THE MEMBERS OF
FOUNDATION AND BY THE MEMBERS OF ARIZONA PUBLIC MEDIA.
ARIZONA PUBLIC MEDIA. THANK YOU FOR YOUR CONTINUED
THANK YOU FOR YOUR CONTINUED SUPPORT.
>> Announcer: ONCE AGAIN, YOUR MODERATOR, MICHAEL CHIHAK.
MODERATOR, MICHAEL CHIHAK. >>> ATOP THE LIST OF BUSINESS IS
>>> ATOP THE LIST OF BUSINESS IS AN EDUCATED WORKFORCE.
AN EDUCATED WORKFORCE. IN ARIZONA THAT'S BEEN AN ISSUE
IN ARIZONA THAT'S BEEN AN ISSUE GIVEN PUBLIC SCHOOL FUNDING AND
GIVEN PUBLIC SCHOOL FUNDING AND ACHIEVEMENT.
ACHIEVEMENT. THIS WEEK HUNDREDS OF BUSINESS
THIS WEEK HUNDREDS OF BUSINESS PEOPLE, POLICY MAKERS, AND
PEOPLE, POLICY MAKERS, AND ADVOCATES MET TO DISCUSS
ADVOCATES MET TO DISCUSS EDUCATION AND HOW IT FEEDS
EDUCATION AND HOW IT FEEDS ECONOMIC DEVELOPMENT.
ECONOMIC DEVELOPMENT. AT THE MORISON INSTITUTE FOR
AT THE MORISON INSTITUTE FOR PUBLIC POLICY'S STATE OF OUR
PUBLIC POLICY'S STATE OF OUR STATE CONFERENCE.
STATE CONFERENCE. WE WERE THERE AND SPOKE WITH
WE WERE THERE AND SPOKE WITH SEVERAL ATTENDEES, STARTING WITH
SEVERAL ATTENDEES, STARTING WITH MORRISON POLICY ANALYSTS SUPNA
MORRISON POLICY ANALYSTS SUPNA GUPTA AND KEN WESTERN, WHOSE
GUPTA AND KEN WESTERN, WHOSE RESEARCH ON ECONOMICS AND
RESEARCH ON ECONOMICS AND EDUCATION SUPPORTED THE
EDUCATION SUPPORTED THE CONFERENCE.
CONFERENCE. >> MR. WESTERN, YOU DETAIL IN
>> MR. WESTERN, YOU DETAIL IN YOUR REPORT QUITE A NUMBER OF
YOUR REPORT QUITE A NUMBER OF ECONOMIC DEVELOPMENT
ECONOMIC DEVELOPMENT ORGANIZATIONS IN ARIZONA.
ORGANIZATIONS IN ARIZONA. ARE THERE TOO MANY?
ARE THERE TOO MANY? IS THERE INDEPENDENCE AMONG THEM
IS THERE INDEPENDENCE AMONG THEM AND NO STRATEGIC DIRECTION FOR
AND NO STRATEGIC DIRECTION FOR THE STATE IN THAT REGARD?
THE STATE IN THAT REGARD? >> I WONDERED ABOUT THAT WHEN I
>> I WONDERED ABOUT THAT WHEN I STARTED THE REPORT.
STARTED THE REPORT. AND WHEN YOU START TO DELVE INTO
AND WHEN YOU START TO DELVE INTO IT, YOU'VE GOT 91 INCORPORATED
IT, YOU'VE GOT 91 INCORPORATED CITIES AND TOWNS THAT ARE DOING
CITIES AND TOWNS THAT ARE DOING ECONOMIC DEVELOPMENT TO SOME
ECONOMIC DEVELOPMENT TO SOME DEGREE.
DEGREE. 15 TOWNEES, BIG ECONOMIC
15 TOWNEES, BIG ECONOMIC DEVELOPMENT GROUPS LIKE TREO IN
DEVELOPMENT GROUPS LIKE TREO IN TUCSON, GPAC IN PHOENIX.
TUCSON, GPAC IN PHOENIX. NOW YOU'VE GOT THE ARIZONA
NOW YOU'VE GOT THE ARIZONA COMMERCE AUTHORITY, WHICH IS
COMMERCE AUTHORITY, WHICH IS ABOUT A YEAR AGO, A
ABOUT A YEAR AGO, A PRIVATE-PUBLIC ORGANIZATION.
PRIVATE-PUBLIC ORGANIZATION. BEYOND THAT YOU HAVE SCORES OF
BEYOND THAT YOU HAVE SCORES OF CHAMBERS OF COMMERCE.
CHAMBERS OF COMMERCE. UNIVERSITIES ARE INVOLVED IN
UNIVERSITIES ARE INVOLVED IN ECONOMIC DEVELOPMENT.
ECONOMIC DEVELOPMENT. COMMUNITY COLLEGES.
COMMUNITY COLLEGES. THE LIST IS ALMOST LIMITLESS.
THE LIST IS ALMOST LIMITLESS. AND YOU'VE GOT BUSINESS PEOPLE
AND YOU'VE GOT BUSINESS PEOPLE INVOLVED.
INVOLVED. SO I WONDERED TOO, TOO MANY?
SO I WONDERED TOO, TOO MANY? IN THE END I DECIDED IT'S
IN THE END I DECIDED IT'S ALMOST -- THERE'S A SAFETY NET
ALMOST -- THERE'S A SAFETY NET MAYBE WITH ALL THESE DIFFERENT
MAYBE WITH ALL THESE DIFFERENT GROUPS INTERLOCKING.
GROUPS INTERLOCKING. THEY'RE HELPING OUT EACH OTHER.
THEY'RE HELPING OUT EACH OTHER. WITH ALL THESE DIFFERENT GROUPS
WITH ALL THESE DIFFERENT GROUPS YOU SAW THE SMALL TOWNS
YOU SAW THE SMALL TOWNS ESPECIALLY ARE WORKING TOGETHER.
ESPECIALLY ARE WORKING TOGETHER. THEY MAY BE 100 MILES APART, AND
THEY MAY BE 100 MILES APART, AND THEY'RE PITCHING IN AND TRADING
THEY'RE PITCHING IN AND TRADING INFORMATION AND LEADS.
INFORMATION AND LEADS. AND IF WE CAN'T LAND THIS
AND IF WE CAN'T LAND THIS BUSINESS, MAYBE YOU CAN DO IT.
BUSINESS, MAYBE YOU CAN DO IT. SO GOOD COOPERATION.
SO GOOD COOPERATION. AND I THINK THAT'S WHERE THE --
AND I THINK THAT'S WHERE THE -- IF YOU WANT TO CALL IT AN
IF YOU WANT TO CALL IT AN INDUSTRY ECONOMIC DEVELOPMENT IS
INDUSTRY ECONOMIC DEVELOPMENT IS HEADED WITH ARIZONA COMMERCE
HEADED WITH ARIZONA COMMERCE AUTHORITY PROVIDING SOMEWHAT
AUTHORITY PROVIDING SOMEWHAT OVERARCHING AUTHORITY OR SUPPORT
OVERARCHING AUTHORITY OR SUPPORT AND THEN GPAC AND TREO KIND OF
AND THEN GPAC AND TREO KIND OF LEADING THE WAY AND THE OTHER
LEADING THE WAY AND THE OTHER ORGANIZATIONS FILLING IN IN
ORGANIZATIONS FILLING IN IN THEIR OWN AREAS CERTAINLY AND
THEIR OWN AREAS CERTAINLY AND THEN AROUND THE EDGES.
THEN AROUND THE EDGES. >> SO THEY'RE DOING WORK ON THE
>> SO THEY'RE DOING WORK ON THE GROUND, BUT FROM A LARGER
GROUND, BUT FROM A LARGER STRATEGY POINT OF VIEW YOU
STRATEGY POINT OF VIEW YOU POINTED OUT IN YOUR REPORT THAT
POINTED OUT IN YOUR REPORT THAT THERE'S NOT A REAL SOLID
THERE'S NOT A REAL SOLID ECONOMIC I.D. FOR ARIZONA.
ECONOMIC I.D. FOR ARIZONA. WHAT CAN BE DONE TO IMPROVE ON
WHAT CAN BE DONE TO IMPROVE ON THAT?
THAT? >> WELL, THAT BRANDING AND
>> WELL, THAT BRANDING AND MARKETING'S ALWAYS INTRIGUED ME.
MARKETING'S ALWAYS INTRIGUED ME. HOW IS THE STATE PERCEIVED BY
HOW IS THE STATE PERCEIVED BY OTHER STATES AND CITIES.
OTHER STATES AND CITIES. EVERYONE RECOGNIZES THAT
EVERYONE RECOGNIZES THAT ARIZONA'S OWN FOR ITS SUNSHINE
ARIZONA'S OWN FOR ITS SUNSHINE AND TOURISM AND AS WE GOT INTO
AND TOURISM AND AS WE GOT INTO IT IT BECAME CLEAR TO ME THAT
IT IT BECAME CLEAR TO ME THAT THREE THINGS CAN REALLY IDENTIFY
THREE THINGS CAN REALLY IDENTIFY THE STATE OF ARIZONA AND THAT'S
THE STATE OF ARIZONA AND THAT'S ENTREPRENEURIALISM, OPPORTUNITY,
ENTREPRENEURIALISM, OPPORTUNITY, AND INNOVATION.
AND INNOVATION. >> PERHAPS A NEGATIVE IS THAT A
>> PERHAPS A NEGATIVE IS THAT A LOT OF DISCUSSION ABOUT THE
LOT OF DISCUSSION ABOUT THE EDUCATIONAL SYSTEM.
EDUCATIONAL SYSTEM. AND MS. GUPTA, YOU STUDIED THE
AND MS. GUPTA, YOU STUDIED THE CTE SYSTEM AND WHAT'S GOING ON
CTE SYSTEM AND WHAT'S GOING ON WITH THAT IN ARIZONA AS FAR AS
WITH THAT IN ARIZONA AS FAR AS PROVIDING EDUCATIONAL
PROVIDING EDUCATIONAL OPPORTUNITY.
OPPORTUNITY. WOULD YOU TALK ABOUT THAT?
WOULD YOU TALK ABOUT THAT? >> SURE.
>> SURE. CTE STANDS FOR CAREER AND
CTE STANDS FOR CAREER AND TECHNICAL EDUCATION.
TECHNICAL EDUCATION. HISTORICALLY CTE USED TO BE
HISTORICALLY CTE USED TO BE CALLED VOCATIONAL EDUCATION,
CALLED VOCATIONAL EDUCATION, USED TO BE THOUGHT OF AS THE
USED TO BE THOUGHT OF AS THE TRACK THAT'S FOR STUDENTS WHO
TRACK THAT'S FOR STUDENTS WHO ARE NOT GOING TO GO TO COLLEGE,
ARE NOT GOING TO GO TO COLLEGE, WHO PROBABLY WILL END UP IN JOBS
WHO PROBABLY WILL END UP IN JOBS THAT DO NOT REQUIRE MUCH
THAT DO NOT REQUIRE MUCH ACADEMIC TRAINING.
ACADEMIC TRAINING. THE THING IS, THOUGH, THE
THE THING IS, THOUGH, THE ECONOMIC LANDSCAPE HAS CHANGED
ECONOMIC LANDSCAPE HAS CHANGED IN THE WORLD, IN THE U.S., BUT
IN THE WORLD, IN THE U.S., BUT IN ARIZONA SPECIFICALLY AS WELL.
IN ARIZONA SPECIFICALLY AS WELL. CTE HAS EVOLVED WITH IT.
CTE HAS EVOLVED WITH IT. SO WHAT CTE DOES USUALLY AT THE
SO WHAT CTE DOES USUALLY AT THE HIGH SCHOOL LEVEL IS A VERY
HIGH SCHOOL LEVEL IS A VERY PRACTICAL HANDS-ON APPROACH TO
PRACTICAL HANDS-ON APPROACH TO PREPARING STUDENTS FOR A
PREPARING STUDENTS FOR A PARTICULAR CAREER.
PARTICULAR CAREER. NOW, THE RANGE OF CTE OFFERINGS
NOW, THE RANGE OF CTE OFFERINGS IN HIGH SCHOOLS ARE VERY VARIED.
IN HIGH SCHOOLS ARE VERY VARIED. THEY GO FROM PREPARING A CAREER
THEY GO FROM PREPARING A CAREER IN COSMETOLOGY TO PREPARING FOR
IN COSMETOLOGY TO PREPARING FOR CAREERS IN THE STEM FIELD.
CAREERS IN THE STEM FIELD. AS WELL AS PRE-ENGINEERING
AS WELL AS PRE-ENGINEERING FIELDS.
FIELDS. SO ONE OF THE THINGS THAT'S
SO ONE OF THE THINGS THAT'S HAPPENED IN ARIZONA IS CTE HAS
HAPPENED IN ARIZONA IS CTE HAS EVOLVED OVER THE YEARS TO
EVOLVED OVER THE YEARS TO RESPOND TO SOME OF THE DEMANDS
RESPOND TO SOME OF THE DEMANDS FROM EMPLOYERS.
FROM EMPLOYERS. >> IN FACT, YOU MENTIONED STEM,
>> IN FACT, YOU MENTIONED STEM, AND FOR OUR VIEWERS THAT'S
AND FOR OUR VIEWERS THAT'S SCIENCE, TECHNOLOGY,
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH
ENGINEERING, AND MATH CURRICULUM.
CURRICULUM. AND TRACKING TO OFTEN GET INTO
AND TRACKING TO OFTEN GET INTO COLLEGE WITH THOSE.
COLLEGE WITH THOSE. SO MS. GUPTA, WITH THE IDEA OF
SO MS. GUPTA, WITH THE IDEA OF CTE PROGRAMS IN PLACE, PERHAPS
CTE PROGRAMS IN PLACE, PERHAPS AS A RESPONSE TO NEEDS ON THE
AS A RESPONSE TO NEEDS ON THE ECONOMIC SIDE OR ON THE
ECONOMIC SIDE OR ON THE WORKFORCE DEVELOPMENT SIDE, DO
WORKFORCE DEVELOPMENT SIDE, DO WE SEE PROGRESS WITH THAT IN
WE SEE PROGRESS WITH THAT IN ARIZONA NOW?
ARIZONA NOW? >> SO THERE IS PROGRESS IN THAT.
>> SO THERE IS PROGRESS IN THAT. ESPECIALLY WITH TECHNICAL
ESPECIALLY WITH TECHNICAL EDUCATION COURSE OFFERINGS AT
EDUCATION COURSE OFFERINGS AT THE COMMUNITY COLLEGE LEVEL,
THE COMMUNITY COLLEGE LEVEL, THOSE ARE DEVELOPED IN
THOSE ARE DEVELOPED IN PARTNERSHIP WITH INDUSTRY.
PARTNERSHIP WITH INDUSTRY. SO ADMINISTRATORS AT THE
SO ADMINISTRATORS AT THE COMMUNITY COLLEGE LEVEL LOOK AT
COMMUNITY COLLEGE LEVEL LOOK AT CHANGING DEMOGRAPHICS, BUT THEY
CHANGING DEMOGRAPHICS, BUT THEY ALSO INVOLVE EMPLOYERS IN
ALSO INVOLVE EMPLOYERS IN DEVELOPING WHAT KIND OF COURSES
DEVELOPING WHAT KIND OF COURSES ARE GOING TO BE OFFERED.
ARE GOING TO BE OFFERED. THAT'S ALSO HAPPENING AT THE
THAT'S ALSO HAPPENING AT THE HIGH SCHOOL LEVEL.
HIGH SCHOOL LEVEL. NOT A LOT OF -- ABOUT 88% OF THE
NOT A LOT OF -- ABOUT 88% OF THE CTE COURSES THAT ARE TAUGHT AT
CTE COURSES THAT ARE TAUGHT AT THE HIGH SCHOOL LEVEL IN THE
THE HIGH SCHOOL LEVEL IN THE STATE OF ARIZONA ARE TAUGHT AND
STATE OF ARIZONA ARE TAUGHT AND FUNDED THROUGH THE JOINT
FUNDED THROUGH THE JOINT TECHNICAL EDUCATION DISTRICTS,
TECHNICAL EDUCATION DISTRICTS, WHICH ARE SCHOOL DISTRICTS THAT
WHICH ARE SCHOOL DISTRICTS THAT ARE FORMED EXCLUSIVE --
ARE FORMED EXCLUSIVE -- SPECIFICALLY TO FUND AND
SPECIFICALLY TO FUND AND ADMINISTER TECHNICAL EDUCATION.
ADMINISTER TECHNICAL EDUCATION. THE JTEBS ALSO INVOLVE INDUSTRY
THE JTEBS ALSO INVOLVE INDUSTRY IN DEVELOPING THE EDUCATION.
IN DEVELOPING THE EDUCATION. IN MANY CASES CTE COURSES SUCH
IN MANY CASES CTE COURSES SUCH AS AUTOMOTIVE TECHNOLOGY HAVE
AS AUTOMOTIVE TECHNOLOGY HAVE INDUSTRY PARTNERS WHO NOT ONLY
INDUSTRY PARTNERS WHO NOT ONLY PROVIDE THE EQUIPMENT THAT'S
PROVIDE THE EQUIPMENT THAT'S USED FOR THESE COURSES BUT THEY
USED FOR THESE COURSES BUT THEY ALSO HELP DETERMINE THE
ALSO HELP DETERMINE THE CURRICULUM AND THE TRAINING.
CURRICULUM AND THE TRAINING. BUT THERE'S ALWAYS IMPROVEMENT
BUT THERE'S ALWAYS IMPROVEMENT THAT CAN BE MADE IN THAT REGARD.
THAT CAN BE MADE IN THAT REGARD. BUT A LOT OF WORK IS ALREADY
BUT A LOT OF WORK IS ALREADY BEING DONE IN PARTNERSHIP WITH
BEING DONE IN PARTNERSHIP WITH EMPLOYERS.
EMPLOYERS. >> NOW, SPEAKING OF THE
>> NOW, SPEAKING OF THE EMPLOYERS, IS THERE A CHICKEN
EMPLOYERS, IS THERE A CHICKEN AND EGG HERE, MR. WESTERN?
AND EGG HERE, MR. WESTERN? DO THE EDUCATIONAL SYSTEMS NEED
DO THE EDUCATIONAL SYSTEMS NEED TO BE MORE RESPONSIVE TO WHAT'S
TO BE MORE RESPONSIVE TO WHAT'S GOING ON ON THE BUSINESS SIDE OR
GOING ON ON THE BUSINESS SIDE OR ON THE THINKERS AND DOERS BEHIND
ON THE THINKERS AND DOERS BEHIND ECONOMIC DEVELOPMENT STRATEGY?
ECONOMIC DEVELOPMENT STRATEGY? >> WE DIDN'T GET INTO THAT
>> WE DIDN'T GET INTO THAT SPECIFICALLY.
SPECIFICALLY. WE WERE JUST TRYING TO FIGURE
WE WERE JUST TRYING TO FIGURE OUT WHAT'S HAPPENING OUT THERE
OUT WHAT'S HAPPENING OUT THERE WITH THE ECONOMIC DEVELOPMENT
WITH THE ECONOMIC DEVELOPMENT LANDSCAPE.
LANDSCAPE. BUT WE ATTENDED ONE CONFERENCE
BUT WE ATTENDED ONE CONFERENCE WHERE THE SPEAKER WAS A
WHERE THE SPEAKER WAS A RECRUITER, TRYING TO TELL CITIES
RECRUITER, TRYING TO TELL CITIES AND TOWNS HERE'S WHAT YOU NEED
AND TOWNS HERE'S WHAT YOU NEED TO DO IF YOU WANT BUSINESSES TO
TO DO IF YOU WANT BUSINESSES TO LOCATE IN YOUR COMMUNITY.
LOCATE IN YOUR COMMUNITY. AND WHAT CAME THROUGH IS WE'RE
AND WHAT CAME THROUGH IS WE'RE NOT JUST HIRING A WORKFORCE NOW,
NOT JUST HIRING A WORKFORCE NOW, WE WANT THE WORKFORCE FIVE AND
WE WANT THE WORKFORCE FIVE AND TEN YEARS FROM NOW.
TEN YEARS FROM NOW. SO THAT MEANS IT JUST ALWAYS
SO THAT MEANS IT JUST ALWAYS COMES THROUGH.
COMES THROUGH. THEY WANT PEOPLE AS EDUCATED AS
THEY WANT PEOPLE AS EDUCATED AS POSSIBLE AND TO HAVE THE SKILLS
POSSIBLE AND TO HAVE THE SKILLS FROM COMPUTER AND MATH AND
FROM COMPUTER AND MATH AND SCIENCE BACK TO THE STEM SKILLS.
SCIENCE BACK TO THE STEM SKILLS. THOSE ARE MORE STRESSED THAN
THOSE ARE MORE STRESSED THAN EVER.
EVER. AND ONE OF THE STUDIES SHOWS
AND ONE OF THE STUDIES SHOWS ARIZONA HIGHER EDUCATION RANKS
ARIZONA HIGHER EDUCATION RANKS 50th IN TERMS OF PERCENTAGES OF
50th IN TERMS OF PERCENTAGES OF STEM GRADUATES, WHICH IS ABOUT
STEM GRADUATES, WHICH IS ABOUT 19%, WELL BEHIND EVERYBODY ELSE.
19%, WELL BEHIND EVERYBODY ELSE. >> ONE THING I'D LIKE TO PICK UP
>> ONE THING I'D LIKE TO PICK UP ON WHAT KEN SAID IS ECONOMIC
ON WHAT KEN SAID IS ECONOMIC DEVELOPMENT IS INTRICATELY
DEVELOPMENT IS INTRICATELY CONNECTED WITH EDUCATION.
CONNECTED WITH EDUCATION. AND IN TERMS OF PREPARING OUR
AND IN TERMS OF PREPARING OUR WORKFORCE.
WORKFORCE. FROM MY PRIOR EXPERIENCE WORKING
FROM MY PRIOR EXPERIENCE WORKING ECONOMIC DEVELOPMENT, OFTEN
ECONOMIC DEVELOPMENT, OFTEN COMPANIES OR EMPLOYERS WHO ARE
COMPANIES OR EMPLOYERS WHO ARE LOOKING TO LOOK AT ARIZONA WOULD
LOOKING TO LOOK AT ARIZONA WOULD LOOK AT THE WORKFORCE AND WOULD
LOOK AT THE WORKFORCE AND WOULD SAY IS THE WORKFORCE -- THE
SAY IS THE WORKFORCE -- THE WORKFORCE THAT WE NEED NOW, DO
WORKFORCE THAT WE NEED NOW, DO THEY HAVE THE SKILLS NOW AND CAN
THEY HAVE THE SKILLS NOW AND CAN WE SEE 15 YEARS FROM NOW, 20
WE SEE 15 YEARS FROM NOW, 20 YEARS FROM NOW?
YEARS FROM NOW? BECAUSE THESE ARE ALL LONG-TERM
BECAUSE THESE ARE ALL LONG-TERM DECISIONS.
DECISIONS. ARE WE GOING TO HAVE THE SKILLED
ARE WE GOING TO HAVE THE SKILLED WORKFORCE?
WORKFORCE? AND I THINK CTE, WHEN IT'S
AND I THINK CTE, WHEN IT'S DELIVERED IN A HIGH-QUALITY
DELIVERED IN A HIGH-QUALITY LEVEL AND A RIGOROUS MANNER, CAN
LEVEL AND A RIGOROUS MANNER, CAN ACTUALLY FILL A LARGE GAP IN
ACTUALLY FILL A LARGE GAP IN TERMS OF PREPARING A FUTURE
TERMS OF PREPARING A FUTURE WORKFORCE.
WORKFORCE. >> HOW DOES THAT TRANSLATE INTO
>> HOW DOES THAT TRANSLATE INTO EDUCATIONAL REALITY?
EDUCATIONAL REALITY? KATE McDONALD, PRINCIPAL OF
KATE McDONALD, PRINCIPAL OF METRO TECH HIGH SCHOOL IN
METRO TECH HIGH SCHOOL IN PHOENIX, TOLD ME IN THIS
PHOENIX, TOLD ME IN THIS INTERVIEW.
INTERVIEW. >> HOW IS YOUR HIGH SCHOOL
>> HOW IS YOUR HIGH SCHOOL DIFFERENT FROM A TRADITIONAL
DIFFERENT FROM A TRADITIONAL HIGH SCHOOL?
HIGH SCHOOL? >> WELL, ONE OF THE BIGGEST
>> WELL, ONE OF THE BIGGEST DIFFERENCES IS WE HAVE 19 CTE
DIFFERENCES IS WE HAVE 19 CTE PROGRAMS.
PROGRAMS. SO EVERY ONE OF OUR STUDENTS
SO EVERY ONE OF OUR STUDENTS TAKES A CTE PROGRAM AS PART OF
TAKES A CTE PROGRAM AS PART OF THEIR EDUCATIONAL DAY.
THEIR EDUCATIONAL DAY. >> AND CTE IS?
>> AND CTE IS? >> CTE STANDS FOR CAREER AND
>> CTE STANDS FOR CAREER AND TECHNICAL EDUCATION.
TECHNICAL EDUCATION. SO OUR PROGRAMS RANGE FROM
SO OUR PROGRAMS RANGE FROM THINGS LIKE COSMETOLOGY,
THINGS LIKE COSMETOLOGY, CULINARY ARTS, AUTOMOTIVE, TO
CULINARY ARTS, AUTOMOTIVE, TO ENGINEERING, HEALTH CAREERS,
ENGINEERING, HEALTH CAREERS, COMPUTER NETWORKING, AND SO WHEN
COMPUTER NETWORKING, AND SO WHEN OUR STUDENTS ARE JUNIORS THEY GO
OUR STUDENTS ARE JUNIORS THEY GO INTO A CTE PROGRAM THAT THEY
INTO A CTE PROGRAM THAT THEY SPEND ABOUT A LITTLE OVER TWO
SPEND ABOUT A LITTLE OVER TWO HOURS IN AS PART OF THEIR DAY.
HOURS IN AS PART OF THEIR DAY. AND THE BEAUTY OF THAT IS THAT
AND THE BEAUTY OF THAT IS THAT THEY ARE LEARNING HOW TO APPLY
THEY ARE LEARNING HOW TO APPLY SOME OF THE EDUCATION AND SKILLS
SOME OF THE EDUCATION AND SKILLS THAT THEY HAVE HAD IN THEIR
THAT THEY HAVE HAD IN THEIR ACADEMICS.
ACADEMICS. THEY'RE APPLYING THAT WITHIN A
THEY'RE APPLYING THAT WITHIN A CAREER ENVIRONMENT.
CAREER ENVIRONMENT. AND THEY'RE ALSO BEING ABLE TO
AND THEY'RE ALSO BEING ABLE TO REALLY THINK ABOUT WHERE DO I
REALLY THINK ABOUT WHERE DO I WANT TO GO PAST HIGH SCHOOL,
WANT TO GO PAST HIGH SCHOOL, PAST COLLEGE.
PAST COLLEGE. WHERE DO I WANT TO SPEND MY
WHERE DO I WANT TO SPEND MY ENTRY INTO THE CAREER WORLD.
ENTRY INTO THE CAREER WORLD. AND THEN WHAT KINDS OF SKILLS
AND THEN WHAT KINDS OF SKILLS WILL I NEED FOR THAT.
WILL I NEED FOR THAT. AND SO THAT MAKES OUR SCHOOL A
AND SO THAT MAKES OUR SCHOOL A LITTLE BIT MORE UNIQUE BECAUSE
LITTLE BIT MORE UNIQUE BECAUSE EVERY STUDENT IS GIVEN THAT
EVERY STUDENT IS GIVEN THAT OPPORTUNITY AS PART OF THEIR
OPPORTUNITY AS PART OF THEIR DAY.
DAY. >> SO WHAT UNIQUE ROLE DOES IT
>> SO WHAT UNIQUE ROLE DOES IT PLAY IN THE GRANDER SCHEME OF
PLAY IN THE GRANDER SCHEME OF EDUCATION IN PHOENIX?
EDUCATION IN PHOENIX? >> WELL, I THINK WHAT IT DOES IS
>> WELL, I THINK WHAT IT DOES IS IT PROVIDES A MODEL FOR THE IDEA
IT PROVIDES A MODEL FOR THE IDEA OF BALANCE, OF THE INTEGRATING
OF BALANCE, OF THE INTEGRATING THE CAREER AND COLLEGE READINESS
THE CAREER AND COLLEGE READINESS TOGETHER, BECAUSE WE HAVE A LOT
TOGETHER, BECAUSE WE HAVE A LOT OF TALK NOW ABOUT COLLEGE
OF TALK NOW ABOUT COLLEGE READINESS BECAUSE WE'RE VERY
READINESS BECAUSE WE'RE VERY FOCUSED ON RIGOR, WE'RE VERY
FOCUSED ON RIGOR, WE'RE VERY FOCUSED ON ACADEMICS, WE'RE
FOCUSED ON ACADEMICS, WE'RE FOCUSED ON COLLEGE READINESS
FOCUSED ON COLLEGE READINESS MEASUREMENTS, BUT COLLEGE IS
MEASUREMENTS, BUT COLLEGE IS ONLY A GATEWAY FOR YOUR CAREER.
ONLY A GATEWAY FOR YOUR CAREER. AND ALTHOUGH IT IS TRUE THAT NOT
AND ALTHOUGH IT IS TRUE THAT NOT EVERY STUDENT WILL GO TO COLLEGE
EVERY STUDENT WILL GO TO COLLEGE AND THAT YOU CAN HAVE A VERY
AND THAT YOU CAN HAVE A VERY HIGHLY SATISFYING CAREER WITHOUT
HIGHLY SATISFYING CAREER WITHOUT GOING TO COLLEGE, BUT IT WOULD
GOING TO COLLEGE, BUT IT WOULD BE DIFFICULT TO DO THAT WITHOUT
BE DIFFICULT TO DO THAT WITHOUT HAVING THE ACADEMIC CONFIDENCE
HAVING THE ACADEMIC CONFIDENCE THAT BEING COLLEGE READY CAN
THAT BEING COLLEGE READY CAN GIVE YOU.
GIVE YOU. IN OTHER WORDS, I MIGHT CHOOSE A
IN OTHER WORDS, I MIGHT CHOOSE A CAREER THAT DOESN'T NECESSARILY
CAREER THAT DOESN'T NECESSARILY NEED A COLLEGE DEGREE, BUT I
NEED A COLLEGE DEGREE, BUT I WANT TO BE PREPARED IN THAT
WANT TO BE PREPARED IN THAT CAREER TO TAKE OTHER
CAREER TO TAKE OTHER OPPORTUNITIES AS THEY BECOME
OPPORTUNITIES AS THEY BECOME AVAILABLE, EITHER THROUGH MY OWN
AVAILABLE, EITHER THROUGH MY OWN CHOOSING OR BECAUSE THAT CAREER,
CHOOSING OR BECAUSE THAT CAREER, THAT INDUSTRY HAS SHIFTED.
THAT INDUSTRY HAS SHIFTED. AS WE KNOW IN TODAY'S WORLD CAN
AS WE KNOW IN TODAY'S WORLD CAN VERY MUCH HAPPEN.
VERY MUCH HAPPEN. SO WHAT CTE DOES IS IT PROVIDES
SO WHAT CTE DOES IS IT PROVIDES AN OPPORTUNITY FOR STUDENTS TO
AN OPPORTUNITY FOR STUDENTS TO BE THINKING ABOUT CAREER
BE THINKING ABOUT CAREER READINESS AS WELL AS COLLEGE
READINESS AS WELL AS COLLEGE READINESS.
READINESS. >> NOW, THE OLD SCHOOL
>> NOW, THE OLD SCHOOL TERMINOLOGY FOR CTE IS
TERMINOLOGY FOR CTE IS VOCATIONAL SCHOOL, AND
VOCATIONAL SCHOOL, AND OLD-SCHOOL THINKING AND PERHAPS
OLD-SCHOOL THINKING AND PERHAPS EVEN CONTEMPORARY THINKING IS
EVEN CONTEMPORARY THINKING IS THAT IT'S ONE OR THE OTHER, IT'S
THAT IT'S ONE OR THE OTHER, IT'S VOCATIONAL OR CTE OR IT'S
VOCATIONAL OR CTE OR IT'S COLLEGE-BOUND.
COLLEGE-BOUND. BUT THAT'S NOT THE CASE AS
BUT THAT'S NOT THE CASE AS YOU'RE DESCRIBING IT.
YOU'RE DESCRIBING IT. >> NOT AT ALL.
>> NOT AT ALL. AND THAT IS STILL A PERCEPTION
AND THAT IS STILL A PERCEPTION THAT WE WORK WITH, BOTH WITH
THAT WE WORK WITH, BOTH WITH STUDENTS, WITH PARENTS, WITH
STUDENTS, WITH PARENTS, WITH TEACHERS, WITH THE LARGER
TEACHERS, WITH THE LARGER COMMUNITY, IS THAT A KID THAT
COMMUNITY, IS THAT A KID THAT HAS TO CHOOSE WHERE THEY'RE
HAS TO CHOOSE WHERE THEY'RE GOING TO LIFE AT THE AGE OF 14
GOING TO LIFE AT THE AGE OF 14 OR 16 AND THEN THEY PUT ON A
OR 16 AND THEN THEY PUT ON A TRACK AND THAT'S IT FOR THEM.
TRACK AND THAT'S IT FOR THEM. WE KNOW IN REALITY THAT THAT'S
WE KNOW IN REALITY THAT THAT'S NOT REASONABLE NOR IS IT REALLY
NOT REASONABLE NOR IS IT REALLY EQUITABLE.
EQUITABLE. BUT WHAT WE WANT TO DO IS WE
BUT WHAT WE WANT TO DO IS WE WANT TO OFFER A CAREER AND
WANT TO OFFER A CAREER AND TECHNICAL EDUCATION PROGRAMS AS
TECHNICAL EDUCATION PROGRAMS AS A WAY FOR ENTRY INTO A CAREER OR
A WAY FOR ENTRY INTO A CAREER OR JUST TO GET SOME SKILLS THAT
JUST TO GET SOME SKILLS THAT MIGHT BE USEFUL FOR YOU NO
MIGHT BE USEFUL FOR YOU NO MATTER WHERE YOU GO.
MATTER WHERE YOU GO. I GAVE AN EXAMPLE A LITTLE BIT
I GAVE AN EXAMPLE A LITTLE BIT AGO OF A STUDENT WHO WAS IN OUR
AGO OF A STUDENT WHO WAS IN OUR COSMETOLOGY PROGRAM.
COSMETOLOGY PROGRAM. AND HE'S FOLLOWED THAT PROGRAM
AND HE'S FOLLOWED THAT PROGRAM BECAUSE HIS MOTHER'S A
BECAUSE HIS MOTHER'S A COSMETOLOGIST.
COSMETOLOGIST. HIS AUNT'S A COSMETOLOGIST.
HIS AUNT'S A COSMETOLOGIST. AND SO HE'S COMFORTABLE IN THAT
AND SO HE'S COMFORTABLE IN THAT ENVIRONMENT.
ENVIRONMENT. BUT WHEN I SPOKE TO HIM ABOUT
BUT WHEN I SPOKE TO HIM ABOUT THAT DREAM, HE SAID NO, I'M NOT
THAT DREAM, HE SAID NO, I'M NOT PLANNING TO BE A COSMETOLOGIST.
PLANNING TO BE A COSMETOLOGIST. I WANT TO BE AN ATTORNEY.
I WANT TO BE AN ATTORNEY. BUT I HAVE TO GO TO SCHOOL FOR A
BUT I HAVE TO GO TO SCHOOL FOR A LOT OF YEARS TO DO THAT.
LOT OF YEARS TO DO THAT. AND THAT'S EXPENSIVE.
AND THAT'S EXPENSIVE. SO THIS SKILL WILL ALLOW ME TO
SO THIS SKILL WILL ALLOW ME TO BE ABLE TO PAY MY WAY THROUGH
BE ABLE TO PAY MY WAY THROUGH POST-SECONDARY ACADEMIC CAREER
POST-SECONDARY ACADEMIC CAREER THAT I'LL NEED IN ORDER TO GO
THAT I'LL NEED IN ORDER TO GO INTO MY CHOSEN FIELD OF BEING AN
INTO MY CHOSEN FIELD OF BEING AN ATTORNEY.
ATTORNEY. SO THERE'S JUST A DANGER IN
SO THERE'S JUST A DANGER IN TRYING TO TRACK KIDS ONE WAY OR
TRYING TO TRACK KIDS ONE WAY OR ANOTHER.
ANOTHER. AND TODAY'S CTE PROGRAM LOOKS A
AND TODAY'S CTE PROGRAM LOOKS A LOT DIFFERENT THAN THE OLD
LOT DIFFERENT THAN THE OLD SCHOOL VOCATIONAL SHOP CLASS OR
SCHOOL VOCATIONAL SHOP CLASS OR HOME EC CLASS THAT SOME OF US
HOME EC CLASS THAT SOME OF US HAVE IN OUR HEADS ABOUT
HAVE IN OUR HEADS ABOUT VOCATIONAL SCHOOLS, OUR
VOCATIONAL SCHOOLS, OUR VOCATIONAL PROGRAMS, BECAUSE THE
VOCATIONAL PROGRAMS, BECAUSE THE ACADEMIC RIGOR IS EMBEDDED IN
ACADEMIC RIGOR IS EMBEDDED IN CTE PROGRAMS AS WELL AS THOSE
CTE PROGRAMS AS WELL AS THOSE SOFT SKILLS.
SOFT SKILLS. AND SO THE EXPECTATION AND THE
AND SO THE EXPECTATION AND THE OUTCOMES FOR CTE PROGRAMS ARE
OUTCOMES FOR CTE PROGRAMS ARE BROADER THAN JUST A CERTAIN
BROADER THAN JUST A CERTAIN SKILL SET YOU NEED FOR THAT
SKILL SET YOU NEED FOR THAT PARTICULAR PROGRAM.
PARTICULAR PROGRAM. >> DO YOU FIND OTHER STUDENTS
>> DO YOU FIND OTHER STUDENTS MAKING THAT DOT CONNECTION THAT
MAKING THAT DOT CONNECTION THAT THE ONE STUDENT MADE, I NEED TO
THE ONE STUDENT MADE, I NEED TO DO THIS TO BE ABLE TO PAY FOR
DO THIS TO BE ABLE TO PAY FOR THE EDUCATION THAT I TRULY WANT?
THE EDUCATION THAT I TRULY WANT? IS THAT SOMETHING THAT'S
IS THAT SOMETHING THAT'S ENCOURAGED ON YOUR FACULTY AND
ENCOURAGED ON YOUR FACULTY AND AMONG YOUR COUNSELORS?
AMONG YOUR COUNSELORS? >> YES, IT IS.
>> YES, IT IS. WHAT WE TRY TO DO IS IN THEIR
WHAT WE TRY TO DO IS IN THEIR SOPHOMORE YEAR, AS THEY'RE
SOPHOMORE YEAR, AS THEY'RE GETTING READY TO SELECT THE CTE
GETTING READY TO SELECT THE CTE PROGRAM THAT THEY'RE GOING IT
PROGRAM THAT THEY'RE GOING IT STAY IN FOR TWO YEARS AS JUNIORS
STAY IN FOR TWO YEARS AS JUNIORS AND SENIORS, IS WE INTRODUCE
AND SENIORS, IS WE INTRODUCE THEM TO THE PROGRAM.
THEM TO THE PROGRAM. BUT WE HAVE ALSO, FROM THE TIME
BUT WE HAVE ALSO, FROM THE TIME WE'VE HAD THEM AS FRESHMEN,
WE'VE HAD THEM AS FRESHMEN, WE'VE BEEN WORKING WITH THEM ON
WE'VE BEEN WORKING WITH THEM ON THEIR -- WHAT WE CALL OUR FOUR
THEIR -- WHAT WE CALL OUR FOUR PLUS FOUR PLAN, YOUR FOUR YEARS
PLUS FOUR PLAN, YOUR FOUR YEARS OF HIGH SCHOOL AND WHAT'S YOUR
OF HIGH SCHOOL AND WHAT'S YOUR FOUR YEARS PAST HIGH SCHOOL AND
FOUR YEARS PAST HIGH SCHOOL AND WHERE IS THAT GOING TO TAKE YOU?
WHERE IS THAT GOING TO TAKE YOU? AND TO BE THINKING ABOUT THE
AND TO BE THINKING ABOUT THE PROGRAMS THAT WE OFFER.
PROGRAMS THAT WE OFFER. WE HAVE 19 ON OUR CAMPUS.
WE HAVE 19 ON OUR CAMPUS. OF THOSE PROGRAMS WHICH ONE WILL
OF THOSE PROGRAMS WHICH ONE WILL BE BEST TO LEVERAGE YOU INTO
BE BEST TO LEVERAGE YOU INTO WHERE YOU WANT TO GO.
WHERE YOU WANT TO GO. AND IT MIGHT NOT BE IN DIRECT
AND IT MIGHT NOT BE IN DIRECT ALIGNMENT WITH WHERE YOU THINK
ALIGNMENT WITH WHERE YOU THINK YOU MIGHT WANT TO GO IN A CAREER
YOU MIGHT WANT TO GO IN A CAREER AFTER YOU'RE DONE WITH YOUR
AFTER YOU'RE DONE WITH YOUR ACADEMIC PURSUITS, BUT IT CAN
ACADEMIC PURSUITS, BUT IT CAN POSSIBLY ASSIST, SUPPLEMENT, OR
POSSIBLY ASSIST, SUPPLEMENT, OR PROPEL YOU INTO THAT.
PROPEL YOU INTO THAT. >> ANY ISSUE THAT COMES UP IN
>> ANY ISSUE THAT COMES UP IN ARIZONA EDUCATION CONSTANTLY,
ARIZONA EDUCATION CONSTANTLY, AND WE HEARD IT HERE DURING THE
AND WE HEARD IT HERE DURING THE CONFERENCE IS THE LAGGING
CONFERENCE IS THE LAGGING SUCCESS FOR THE LATINO
SUCCESS FOR THE LATINO POPULATION.
POPULATION. YOUR SCHOOL IS 96% LATINO
YOUR SCHOOL IS 96% LATINO ENROLLMENT, I BELIEVE YOU SAID,
ENROLLMENT, I BELIEVE YOU SAID, BUT YOU'RE NOT EXPERIENCING THAT
BUT YOU'RE NOT EXPERIENCING THAT LAG FOR YOUR STUDENTS.
LAG FOR YOUR STUDENTS. TALK A LITTLE BIT ABOUT THAT.
TALK A LITTLE BIT ABOUT THAT. AND THEN I WANT TO ASK YOU WHAT
AND THEN I WANT TO ASK YOU WHAT ACCOUNTS FOR IT.
ACCOUNTS FOR IT. >> WELL, WE ARE.
>> WELL, WE ARE. WE'RE VERY PROUD OF OUR
WE'RE VERY PROUD OF OUR SUCCESSES.
SUCCESSES. AS YOU SAID, WE'RE 96% LATINO.
AS YOU SAID, WE'RE 96% LATINO. WE'RE 75% OF OUR STUDENTS SPOKE
WE'RE 75% OF OUR STUDENTS SPOKE SPANISH AS A FIRST LANGUAGE.
SPANISH AS A FIRST LANGUAGE. SO WE HAVE SOME LANGUAGE
SO WE HAVE SOME LANGUAGE ACQUISITION ISSUES.
ACQUISITION ISSUES. AND 87% OF OUR STUDENTS QUALIFY
AND 87% OF OUR STUDENTS QUALIFY FOR FREE AND REDUCED LUNCH.
FOR FREE AND REDUCED LUNCH. SO WE HAVE POVERTY, SECOND
SO WE HAVE POVERTY, SECOND LANGUAGE LEARNERS, AND LATINO
LANGUAGE LEARNERS, AND LATINO MINORITY DEMOGRAPHICS AT OUR
MINORITY DEMOGRAPHICS AT OUR SCHOOL.
SCHOOL. BUT WE ALSO HAVE A 90%
BUT WE ALSO HAVE A 90% GRADUATION RATE.
GRADUATION RATE. OUR DROPOUT RATE IS LESS THAN
OUR DROPOUT RATE IS LESS THAN 1%.
1%. 99% OF OUR STUDENTS HAVE NEVER
99% OF OUR STUDENTS HAVE NEVER HAD A SERIOUS DISCIPLINARY
HAD A SERIOUS DISCIPLINARY REFERRAL.
REFERRAL. WE MEET OR EXCEED THE STATE
WE MEET OR EXCEED THE STATE AVERAGE.
AVERAGE. SO OUR KIDS OUTPERFORM THE OTHER
SO OUR KIDS OUTPERFORM THE OTHER KIDS IN THE STATE ON AN AVERAGE.
KIDS IN THE STATE ON AN AVERAGE. >> WHY IS THAT?
>> WHY IS THAT? >> IT'S A VARIETY OF REASONS.
>> IT'S A VARIETY OF REASONS. IT'S A SIMPLE SMO-- THERE'S NO
IT'S A SIMPLE SMO-- THERE'S NO SIMPLE SMOKING GUN REASON.
SIMPLE SMOKING GUN REASON. RIROR, RELEVANCE, AND
RIROR, RELEVANCE, AND RELATIONSHIP.
RELATIONSHIP. >> HOW DO YOU UNDERSTAND THE
>> HOW DO YOU UNDERSTAND THE IMPORTANCE OF CTE EDUCATION IN
IMPORTANCE OF CTE EDUCATION IN RELATION TO THE ECONOMY?
RELATION TO THE ECONOMY? >> OUR SCHOOL SPEAKS FOR ITSELF.
>> OUR SCHOOL SPEAKS FOR ITSELF. AND THAT'S ONE OF THE THINGS I'M
AND THAT'S ONE OF THE THINGS I'M VERY PLEASED TO BE ABLE TO
VERY PLEASED TO BE ABLE TO SHARE, IS WE CAN BE A MODEL FOR
SHARE, IS WE CAN BE A MODEL FOR WHAT IS PROMISED TO BE THE
WHAT IS PROMISED TO BE THE EDUCATION OF STUDENTS.
EDUCATION OF STUDENTS. ESPECIALLY FOR THE POPULATION OF
ESPECIALLY FOR THE POPULATION OF OUR SCHOOL.
OUR SCHOOL. WE HAVE BEEN UNDERSERVING THE
WE HAVE BEEN UNDERSERVING THE POPULATION.
POPULATION. IT'S NOT THE ONLY MODEL.
IT'S NOT THE ONLY MODEL. IT'S A MODEL.
IT'S A MODEL. AND I THINK BY TELLING THE
AND I THINK BY TELLING THE STORY, THE METRO TECH STORY IS
STORY, THE METRO TECH STORY IS ONE WAY.
ONE WAY. GETTING PEOPLE TO COME ONTO THE
GETTING PEOPLE TO COME ONTO THE CAMPUS IS ANOTHER WAY.
CAMPUS IS ANOTHER WAY. TO SEE OUR CAMPUS, TO SEE OUR
TO SEE OUR CAMPUS, TO SEE OUR STUDENTS, TO SEE WHAT'S
STUDENTS, TO SEE WHAT'S HAPPENING ON THE SCHOOL IS
HAPPENING ON THE SCHOOL IS ANOTHER WAY THAT'S VERY
ANOTHER WAY THAT'S VERY IMPORTANT TO THE EDUCATION OF
IMPORTANT TO THE EDUCATION OF THE PUBLIC.
THE PUBLIC. >> METRO TECH IS DOING IT.
>> METRO TECH IS DOING IT. CAN OTHER SCHOOLS DO THE SAME?
CAN OTHER SCHOOLS DO THE SAME? McDONALD TELLS HOW IN A LONGER
McDONALD TELLS HOW IN A LONGER VERSION OF THIS INTERVIEW ON OUR
VERSION OF THIS INTERVIEW ON OUR WEBSITE, AZWEEK.COM.
WEBSITE, AZWEEK.COM. THERE YOU'LL ALSO SEE LONGER
THERE YOU'LL ALSO SEE LONGER VERSIONS OF ALL OF TONIGHT'S
VERSIONS OF ALL OF TONIGHT'S INTERVIEWS.
INTERVIEWS. NOW FOR A LOOK AT THE HIGHER
NOW FOR A LOOK AT THE HIGHER EDUCATION PERSPECTIVE HERE'S
EDUCATION PERSPECTIVE HERE'S ARIZONA STATE UNIVERSITY
ARIZONA STATE UNIVERSITY PRESIDENT MICHAEL CORELL.
PRESIDENT MICHAEL CORELL. >> IS HIGHER EDUCATION IN
>> IS HIGHER EDUCATION IN ARIZONA FULFILLING THE MISSION
ARIZONA FULFILLING THE MISSION NEEDED TO GROW THE ECONOMY?
NEEDED TO GROW THE ECONOMY? >> IN ARIZONA I THINK HIGHER
>> IN ARIZONA I THINK HIGHER EDUCATION IS WORKING VALIANTLY
EDUCATION IS WORKING VALIANTLY TO FULFILL THAT MISSION.
TO FULFILL THAT MISSION. BUT WE'RE NOT QUITE THERE YET.
BUT WE'RE NOT QUITE THERE YET. AND I'M THINKING ABOUT THE
AND I'M THINKING ABOUT THE ENTIRE SECTOR, NOT JUST THE
ENTIRE SECTOR, NOT JUST THE PUBLIC UNIVERSITIES.
PUBLIC UNIVERSITIES. WE'RE ABOUT 30,000 GRADUATES PER
WE'RE ABOUT 30,000 GRADUATES PER YEAR SHORT OF WHAT'S NECESSARY
YEAR SHORT OF WHAT'S NECESSARY TO RESUPPLY AND ENHANCE OUR
TO RESUPPLY AND ENHANCE OUR ECONOMIC OPPORTUNITY JUST FOR
ECONOMIC OPPORTUNITY JUST FOR WHAT WE CAN PRODUCE WITHIN THE
WHAT WE CAN PRODUCE WITHIN THE STATE.
STATE. THAT'S ABOUT A 50% SCALE-UP FROM
THAT'S ABOUT A 50% SCALE-UP FROM WHERE WE PRESENTLY ARE.
WHERE WE PRESENTLY ARE. SO WE HAVE A LONG WAY TO GO TO
SO WE HAVE A LONG WAY TO GO TO ENHANCE OUR ABILITY TO GET TO
ENHANCE OUR ABILITY TO GET TO THE MOST COMPETITIVE
THE MOST COMPETITIVE POSITIONING.
POSITIONING. >> AND HOW DO WE FULFILL THAT
>> AND HOW DO WE FULFILL THAT GAP?
GAP? HOW DO WE CLOSE THAT GAP?
HOW DO WE CLOSE THAT GAP? >> THE REGENTS UNIVERSITY,
>> THE REGENTS UNIVERSITY, ARIZONA UNIVERSITY AND ASU, WILL
ARIZONA UNIVERSITY AND ASU, WILL TAKE ABOUT HALF OF THAT.
TAKE ABOUT HALF OF THAT. AND THEN PRIVATE COLLEGES AND
AND THEN PRIVATE COLLEGES AND PRIVATE FOR-PROFITS WILL HAVE TO
PRIVATE FOR-PROFITS WILL HAVE TO PICK UP THE REST OF THAT.
PICK UP THE REST OF THAT. MOST IMPORTANTLY, WHAT WE HAVE
MOST IMPORTANTLY, WHAT WE HAVE TO FOCUS ON IS WE HAVE A
TO FOCUS ON IS WE HAVE A PIPELINE ISSUE.
PIPELINE ISSUE. SO WE HAVE INSUFFICIENT NUMBERS
SO WE HAVE INSUFFICIENT NUMBERS OF STUDENTS COMING UP THROUGH K
OF STUDENTS COMING UP THROUGH K THROUGH 12 THAT ACTUALLY PROVIDE
THROUGH 12 THAT ACTUALLY PROVIDE THE STARTER MATERIAL TO GET TO
THE STARTER MATERIAL TO GET TO THE COLLEGE GRADUATE.
THE COLLEGE GRADUATE. AND SO WE'VE GOT TO REALLY SPEND
AND SO WE'VE GOT TO REALLY SPEND SOME TIME FOCUSED ON OUR
SOME TIME FOCUSED ON OUR PIPELINE.
PIPELINE. >> YOU TALKED IN YOUR SPEECH TO
>> YOU TALKED IN YOUR SPEECH TO THE MORRISON INSTITUTE
THE MORRISON INSTITUTE CONFERENCE ABOUT THE EQUALITY
CONFERENCE ABOUT THE EQUALITY ISSUE.
ISSUE. DOES THAT PLAY A ROLE IN THAT
DOES THAT PLAY A ROLE IN THAT PIPELINE THAT YOU'RE TALKING
PIPELINE THAT YOU'RE TALKING ABOUT?
ABOUT? >> ABSOLUTELY.
>> ABSOLUTELY. THE NOTION OF -- I TALKED ABOUT
THE NOTION OF -- I TALKED ABOUT EQUALITY AND EDUCATION.
EQUALITY AND EDUCATION. AND SO THIS NOTION OF JUSTICE
AND SO THIS NOTION OF JUSTICE THROUGH EQUALITY, EQUALITY IS A
THROUGH EQUALITY, EQUALITY IS A FACTOR IN THE PIPELINE IN THE
FACTOR IN THE PIPELINE IN THE SENSE THAT WHAT WE NEED IS WE
SENSE THAT WHAT WE NEED IS WE NEED PEOPLE CAPABLE OF HAVING
NEED PEOPLE CAPABLE OF HAVING ACCESS TO THAT WHICH WILL MAKE
ACCESS TO THAT WHICH WILL MAKE THEM A 21st CENTURY EDUCATED
THEM A 21st CENTURY EDUCATED INDIVIDUAL CAPABLE OF
INDIVIDUAL CAPABLE OF CONTRIBUTING TO A 21st CENTURY
CONTRIBUTING TO A 21st CENTURY ECONOMY, AND THAT MEANS MAKING
ECONOMY, AND THAT MEANS MAKING CERTAIN THAT SCHOOLS CAN DELIVER
CERTAIN THAT SCHOOLS CAN DELIVER THAT TO EVERY CHILD.
THAT TO EVERY CHILD. >> DOES ARIZONA HAVE THE RIGHT
>> DOES ARIZONA HAVE THE RIGHT VISION FOR ITS ECONOMY,
VISION FOR ITS ECONOMY, INCLUDING THE EDUCATIONAL FACTOR
INCLUDING THE EDUCATIONAL FACTOR THAT FEEDS THE ECONOMY?
THAT FEEDS THE ECONOMY? >> YOU KNOW, I THINK THAT
>> YOU KNOW, I THINK THAT ARIZONA HAS A DIRECTIONALLY
ARIZONA HAS A DIRECTIONALLY CORRECT VISION BUT IT'S
CORRECT VISION BUT IT'S INADEQUATELY EMPOWERED.
INADEQUATELY EMPOWERED. SO ARIZONA IS A PLACE BUILT ON
SO ARIZONA IS A PLACE BUILT ON THIS NOTION OF FREE SPIRIT AND
THIS NOTION OF FREE SPIRIT AND INDEPENDENTNESS AND
INDEPENDENTNESS AND ENTREPRENEURISM AND SO FORTH.
ENTREPRENEURISM AND SO FORTH. BUT TO ENABLE THAT WE NEED A
BUT TO ENABLE THAT WE NEED A SOCIAL INFRASTRUCTURE THROUGH
SOCIAL INFRASTRUCTURE THROUGH EDUCATION THAT HAS ABLE-BODIED
EDUCATION THAT HAS ABLE-BODIED MEN AND WOMEN, YOUNG BOYS AND
MEN AND WOMEN, YOUNG BOYS AND YOUNG GIRLS, PRODUCED FROM THIS
YOUNG GIRLS, PRODUCED FROM THIS SYSTEM THAT ENABLE US TO ATTAIN
SYSTEM THAT ENABLE US TO ATTAIN THAT VISION.
THAT VISION. RIGHT NOW WE'RE NOT ON THE RIGHT
RIGHT NOW WE'RE NOT ON THE RIGHT PATH.
PATH. WE NEED TO DEVOTE MORE ENERGY TO
WE NEED TO DEVOTE MORE ENERGY TO THAT.
THAT. >> ARE YOU REFERRING TO A
>> ARE YOU REFERRING TO A COLLABORATIVE EFFORT THAT NEEDS
COLLABORATIVE EFFORT THAT NEEDS TO BE DONE STATEWIDE THAT YOU
TO BE DONE STATEWIDE THAT YOU DON'T SEE NOW?
DON'T SEE NOW? >> NO, WHAT I'M REFERRING TO IS
>> NO, WHAT I'M REFERRING TO IS WHAT WE NEED IS MORE OF A
WHAT WE NEED IS MORE OF A RELENTLESS FOCUS ON ARIZONA'S
RELENTLESS FOCUS ON ARIZONA'S VISION OF ITSELF AND THAT AS A
VISION OF ITSELF AND THAT AS A PART OF THAT WHAT WE NEED IS THE
PART OF THAT WHAT WE NEED IS THE ROOT OF THAT IS TO FOCUS ON THIS
ROOT OF THAT IS TO FOCUS ON THIS NOTION OF JUSTICE THROUGH
NOTION OF JUSTICE THROUGH EQUALITY, ALL PEOPLE BEING
EQUALITY, ALL PEOPLE BEING EQUAL, AND BEING TREATED FAIRLY
EQUAL, AND BEING TREATED FAIRLY AND EQUALLY UNDER THE LAW, AND
AND EQUALLY UNDER THE LAW, AND THEN ALSO WHAT WE NEED IS A
THEN ALSO WHAT WE NEED IS A FOCUS ON EDUCATIONAL ATTAINMENT.
FOCUS ON EDUCATIONAL ATTAINMENT. WE DON'T YET HAVE THAT MINDSET,
WE DON'T YET HAVE THAT MINDSET, THAT EDUCATIONAL ATTAINMENT IS
THAT EDUCATIONAL ATTAINMENT IS AS IMPORTANT AS IT IS.
AS IMPORTANT AS IT IS. I'M NOT QUITE SURE WHY, BUT WE
I'M NOT QUITE SURE WHY, BUT WE DON'T QUITE HAVE THAT YET.
DON'T QUITE HAVE THAT YET. >> AND HOW DO WE GET TO THAT?
>> AND HOW DO WE GET TO THAT? WHAT NEEDS TO BE DONE IN THE
WHAT NEEDS TO BE DONE IN THE PUBLIC EDUCATION REALM
PUBLIC EDUCATION REALM INFORMALLY, KIND OF MARKETING I
INFORMALLY, KIND OF MARKETING I GUESS IS WHAT I'M ALLUDING TO?
GUESS IS WHAT I'M ALLUDING TO? >> IT'S NOT JUST MARKETING.
>> IT'S NOT JUST MARKETING. WHERE WE NEED COLLABORATION
WHERE WE NEED COLLABORATION AMONG AND BETWEEN ALL THE
AMONG AND BETWEEN ALL THE SCHOOLS, K THROUGH 12, THE
SCHOOLS, K THROUGH 12, THE UNIVERSITIES, THE COMMUNITY
UNIVERSITIES, THE COMMUNITY COLLEGES AND EVERYONE, IS WE
COLLEGES AND EVERYONE, IS WE JUST NEED TO GO INTO A MODE THAT
JUST NEED TO GO INTO A MODE THAT THE MODEL THAT WE HAVE NOW FOR
THE MODEL THAT WE HAVE NOW FOR THE MOST PART GOT US TO POINT B.
THE MOST PART GOT US TO POINT B. WE NEED TO GET TO POINT A.
WE NEED TO GET TO POINT A. TO GET FROM POINT B TO POINT A
TO GET FROM POINT B TO POINT A WE MUST HAVE HIGHER LEVELS OF
WE MUST HAVE HIGHER LEVELS OF INNOVATION, HIGHER LEVELS OF
INNOVATION, HIGHER LEVELS OF CREATIVITY, NEW WAYS OF DOING
CREATIVITY, NEW WAYS OF DOING THINGS, NEW WAYS OF ATTACKING
THINGS, NEW WAYS OF ATTACKING THE PROBLEM BECAUSE WE'RE NOT
THE PROBLEM BECAUSE WE'RE NOT GOING TO BE ABLE TO DO IT BASED
GOING TO BE ABLE TO DO IT BASED ON THE OLD METHODS.
ON THE OLD METHODS. SO COLLABORATION THROUGH
SO COLLABORATION THROUGH INNOVATION.
INNOVATION. >> IS WHAT YOU SEE GOING ON AT
>> IS WHAT YOU SEE GOING ON AT STATE GOVERNMENT LEVEL AND AT
STATE GOVERNMENT LEVEL AND AT LOCAL GOVERNMENTAL LEVELS IN
LOCAL GOVERNMENTAL LEVELS IN TERMS OF SUPPORTING THAT NOTION
TERMS OF SUPPORTING THAT NOTION ADEQUATE AT THIS POINT?
ADEQUATE AT THIS POINT? >> NO, IT'S NOT ADEQUATE BECAUSE
>> NO, IT'S NOT ADEQUATE BECAUSE OUR PERFORMANCE NUMBERS INDICATE
OUR PERFORMANCE NUMBERS INDICATE THAT WE'RE NOT MAKING AS MUCH
THAT WE'RE NOT MAKING AS MUCH PROGRESS AS WE NEED TO BE
PROGRESS AS WE NEED TO BE MAKING.
MAKING. AND SO THAT MEANS ALL THINGS.
AND SO THAT MEANS ALL THINGS. WE SHOULD JUST GO DOWN TO ZERO
WE SHOULD JUST GO DOWN TO ZERO BASE AND RECONSIDER THE
BASE AND RECONSIDER THE STRUCTURE OF EVERYTHING SO THAT
STRUCTURE OF EVERYTHING SO THAT WE CAN ATTAIN THESE EDUCATIONAL
WE CAN ATTAIN THESE EDUCATIONAL OUTCOME OBJECTIVES WE NEED TO
OUTCOME OBJECTIVES WE NEED TO ATTAIN.
ATTAIN. >> THE LEG UP FOR MANY FOR
>> THE LEG UP FOR MANY FOR COLLEGE STUDENTS WOULD BE
COLLEGE STUDENTS WOULD BE FINANCIAL AID.
FINANCIAL AID. BUT IT'S MORE THAN JUST THAT.
BUT IT'S MORE THAN JUST THAT. AS THE HELIOS EDUCATION
AS THE HELIOS EDUCATION FOUNDATION'S PAUL LUNA TOLD ME.
FOUNDATION'S PAUL LUNA TOLD ME. IT USES ITS HALF MILLION-DOLLAR
IT USES ITS HALF MILLION-DOLLAR ENDOWMENT TO PROVIDE
ENDOWMENT TO PROVIDE SCHOLARSHIPS AND COLLEGE
SCHOLARSHIPS AND COLLEGE READINESS PROGRAMS INTO ARIZONA
READINESS PROGRAMS INTO ARIZONA AND FLORIDA.
AND FLORIDA. >> NOW, YOUR FOUNDATION PROVIDES
>> NOW, YOUR FOUNDATION PROVIDES A LOT OF THE FUNDING THAT HELPS
A LOT OF THE FUNDING THAT HELPS SUPPORT STUDENTS IN HIGHER
SUPPORT STUDENTS IN HIGHER EDUCATION.
EDUCATION. WHAT MORE IS NEED BESIDES THAT
WHAT MORE IS NEED BESIDES THAT TO HELP MAKE STUDENTS SUCCESSFUL
TO HELP MAKE STUDENTS SUCCESSFUL IN SCHOOL?
IN SCHOOL? >> I THINK WHAT WE HAVE FOUND AT
>> I THINK WHAT WE HAVE FOUND AT THE HELIOS EDUCATION FOUNDATION
THE HELIOS EDUCATION FOUNDATION IS THAT INVESTMENT IN EDUCATION
IS THAT INVESTMENT IN EDUCATION IS A CRITICAL FACTOR BUT IT IS
IS A CRITICAL FACTOR BUT IT IS JUST ONE OF THE CRITICAL
JUST ONE OF THE CRITICAL FACTORS.
FACTORS. WHEN YOU TALK ABOUT WHAT REALLY
WHEN YOU TALK ABOUT WHAT REALLY NEEDS TO BE DONE TO IMPROVE THE
NEEDS TO BE DONE TO IMPROVE THE QUALITY OF EDUCATION IN OUR
QUALITY OF EDUCATION IN OUR STATE AND QUITE FRANKLY IN OUR
STATE AND QUITE FRANKLY IN OUR COUNTRY.
COUNTRY. I THINK WHAT'S IMPORTANT AND
I THINK WHAT'S IMPORTANT AND WHAT WE'VE LEARNED THROUGH OUR
WHAT WE'VE LEARNED THROUGH OUR WORK -- THE HELIOS EDUCATION
WORK -- THE HELIOS EDUCATION FOUNDATION WAS ESTABLISHED IN
FOUNDATION WAS ESTABLISHED IN 2004.
2004. SO WE'RE A RELATIVELY NEW
SO WE'RE A RELATIVELY NEW FOUNDATION.
FOUNDATION. OUR MISSION AND OUR XHINLT IS TO
OUR MISSION AND OUR XHINLT IS TO HELP ALL STUDENTS IN ARIZONA AND
HELP ALL STUDENTS IN ARIZONA AND FLORIDA, THOSE ARE THE TWO
FLORIDA, THOSE ARE THE TWO STATES WE SERVE, TO BE
STATES WE SERVE, TO BE SUCCESSFUL IN POST-SECONDARY
SUCCESSFUL IN POST-SECONDARY EDUCATION.
EDUCATION. AND SOME OF WHAT HAS REALLY
AND SOME OF WHAT HAS REALLY CRYSTALLIZED IN OUR PARTNERSHIPS
CRYSTALLIZED IN OUR PARTNERSHIPS HAS BEEN ENSURING THAT STUDENTS
HAS BEEN ENSURING THAT STUDENTS ARE ACADEMICALLY PREPARED WHEN
ARE ACADEMICALLY PREPARED WHEN THEY GRADUATE FROM HIGH SCHOOL,
THEY GRADUATE FROM HIGH SCHOOL, THAT THEY HAVE A COLLEGE-GOING
THAT THEY HAVE A COLLEGE-GOING CULTURE, THAT THEY HAVE A
CULTURE, THAT THEY HAVE A SUPPORT SYSTEM AND NETWORK
SUPPORT SYSTEM AND NETWORK AROUND THEM TO HELP THEM BE
AROUND THEM TO HELP THEM BE SUCCESSFUL ON THIS ACADEMIC
SUCCESSFUL ON THIS ACADEMIC JOURNEY.
JOURNEY. >> THAT COLLEGE-GOING CULTURE,
>> THAT COLLEGE-GOING CULTURE, AS YOU CALL IT, IS AN IMPORTANT
AS YOU CALL IT, IS AN IMPORTANT FACTOR, ESPECIALLY IN LOW-INCOME
FACTOR, ESPECIALLY IN LOW-INCOME OR EMERGING ECONOMIC GROUPS.
OR EMERGING ECONOMIC GROUPS. HOW DO YOU INSTILL THAT?
HOW DO YOU INSTILL THAT? >> AND I THINK YOU'RE ABSOLUTELY
>> AND I THINK YOU'RE ABSOLUTELY RIGHT ON THE IMPORTANCE OF THIS
RIGHT ON THE IMPORTANCE OF THIS IDEA OF A COLLEGE-GOING CULTURE.
IDEA OF A COLLEGE-GOING CULTURE. WE SORT OF IDENTIFY FROM A
WE SORT OF IDENTIFY FROM A HELIOS PERSPECTIVE THE TARGET
HELIOS PERSPECTIVE THE TARGET POPULATION OF FIRST-GENERATION
POPULATION OF FIRST-GENERATION COLLEGE STUDENTS.
COLLEGE STUDENTS. NOT NECESSARILY ANY ONE ETHNIC
NOT NECESSARILY ANY ONE ETHNIC BACKGROUND OR POINT OF VIEW BUT
BACKGROUND OR POINT OF VIEW BUT THIS IDEA THAT SAYS HOW DO WE --
THIS IDEA THAT SAYS HOW DO WE -- HOW DO WE REACH AND ENGAGE IN
HOW DO WE REACH AND ENGAGE IN TRADITIONALLY UNDERSERVED
TRADITIONALLY UNDERSERVED COMMUNITIES THAT WHERE THESE
COMMUNITIES THAT WHERE THESE FIRST-GENERATION COLLEGE
FIRST-GENERATION COLLEGE STUDENTS CAN EMERGE?
STUDENTS CAN EMERGE? WE FUNDAMENTALLY BELIEVE THAT
WE FUNDAMENTALLY BELIEVE THAT EDUCATION CHANGES LIVES AND
EDUCATION CHANGES LIVES AND MAKES COMMUNITIES BETTER.
MAKES COMMUNITIES BETTER. SO WHEN YOU START TO TALK ABOUT
SO WHEN YOU START TO TALK ABOUT A COLLEGE-GOING CULTURE, THERE'S
A COLLEGE-GOING CULTURE, THERE'S MULTIPLE FACETS TO THAT.
MULTIPLE FACETS TO THAT. ONE OF IT IS AS IT RELATES TO
ONE OF IT IS AS IT RELATES TO THE STUDENTS.
THE STUDENTS. AND THAT'S WHERE WE HAVE A POINT
AND THAT'S WHERE WE HAVE A POINT OF EMPHASIS ON THE ACADEMIC
OF EMPHASIS ON THE ACADEMIC PREPAREDNESS OF THOSE STUDENTS.
PREPAREDNESS OF THOSE STUDENTS. WE CAN HELP AND GET A STUDENT
WE CAN HELP AND GET A STUDENT EXCITED ABOUT GOING TO COLLEGE
EXCITED ABOUT GOING TO COLLEGE AND BEING SUCCESSFUL, BUT IF
AND BEING SUCCESSFUL, BUT IF THEY'RE NOT ACADEMICALLY
THEY'RE NOT ACADEMICALLY PREPARED THE LIKELIHOOD OF THEM
PREPARED THE LIKELIHOOD OF THEM BEING SUCCESSFUL IS VERY LOW.
BEING SUCCESSFUL IS VERY LOW. AT THE SAME TIME WE HAVE TO
AT THE SAME TIME WE HAVE TO BUILD AN UNDERSTANDING AND
BUILD AN UNDERSTANDING AND COMMITMENT OF THE FAMILY AND THE
COMMITMENT OF THE FAMILY AND THE COMMUNITY AROUND THOSE STUDENTS.
COMMUNITY AROUND THOSE STUDENTS. BECAUSE TOO OFTENTIMES IT'S BEEN
BECAUSE TOO OFTENTIMES IT'S BEEN HISTORICAL BARRIERS THAT HAVE
HISTORICAL BARRIERS THAT HAVE PREVENTED THAT FIRST-GENERATION
PREVENTED THAT FIRST-GENERATION COLLEGE STUDENT FROM BEING
COLLEGE STUDENT FROM BEING SUCCESSFUL.
SUCCESSFUL. THAT OLD IDEA THAT SAYS, WELL,
THAT OLD IDEA THAT SAYS, WELL, KIDS FROM THIS SCHOOL OR THAT
KIDS FROM THIS SCHOOL OR THAT COMMUNITY OR FROM YOUR
COMMUNITY OR FROM YOUR BACKGROUND, THEY DON'T GO TO
BACKGROUND, THEY DON'T GO TO COLLEGE.
COLLEGE. WELL, THAT HAS HELD BACK TOO
WELL, THAT HAS HELD BACK TOO MANY STUDENTS THAT WE BELIEVE
MANY STUDENTS THAT WE BELIEVE AND WE HAVE SEEN AND LEARNED
AND WE HAVE SEEN AND LEARNED HAVE THE POTENTIAL AND ABILITY
HAVE THE POTENTIAL AND ABILITY TO BE SUCCESSFUL IN
TO BE SUCCESSFUL IN POST-SECONDARY EDUCATION.
POST-SECONDARY EDUCATION. >> HOW DO YOU INSTILL IN THOSE
>> HOW DO YOU INSTILL IN THOSE STUDENTS AND IN THEIR PARENTS
STUDENTS AND IN THEIR PARENTS THAT THE REAL GOAL HERE IS NOT
THAT THE REAL GOAL HERE IS NOT JUST ATANG A DEGREE?
JUST ATANG A DEGREE? >> I THINK THAT'S A GOOD POINT.
>> I THINK THAT'S A GOOD POINT. AND I THINK THAT IS PART OF WHAT
AND I THINK THAT IS PART OF WHAT WE WOULD CALL THE COLLEGE-GOING
WE WOULD CALL THE COLLEGE-GOING CULTURE.
CULTURE. IT'S UNDERSTANDING THE ECONOMIC
IT'S UNDERSTANDING THE ECONOMIC IMPACT THAT POST-SECONDARY
IMPACT THAT POST-SECONDARY SUCCESS, COLLEGE SUCCESS, IF YOU
SUCCESS, COLLEGE SUCCESS, IF YOU WILL, WILL HAVE ON A STUDENT AND
WILL, WILL HAVE ON A STUDENT AND A FAMILY.
A FAMILY. BECAUSE THERE ARE TRADEOFFS.
BECAUSE THERE ARE TRADEOFFS. AND CULTURALLY, YOU HAVE
AND CULTURALLY, YOU HAVE CHALLENGES WHERE IF PRIOR
CHALLENGES WHERE IF PRIOR GENERATIONS HAVE NEVER HAD THE
GENERATIONS HAVE NEVER HAD THE ABILITY OR OPPORTUNITY TO
ABILITY OR OPPORTUNITY TO ACHIEVE HIGHER LEVELS OF
ACHIEVE HIGHER LEVELS OF ACADEMIC SUCCESS, IT'S HARDER
ACADEMIC SUCCESS, IT'S HARDER FOR THEM TO UNDERSTAND THE VALUE
FOR THEM TO UNDERSTAND THE VALUE OF WHAT THAT WILL MEAN FOR THEIR
OF WHAT THAT WILL MEAN FOR THEIR CHILDREN OR FOR THEIR STUDENT.
CHILDREN OR FOR THEIR STUDENT. SO WHAT WE HAVE TO DO IS EDUCATE
SO WHAT WE HAVE TO DO IS EDUCATE THE STUDENT AND THE FAMILIES, TO
THE STUDENT AND THE FAMILIES, TO UNDERSTAND THAT THE LONG-TERM
UNDERSTAND THAT THE LONG-TERM VALUE OF THAT EDUCATION WILL
VALUE OF THAT EDUCATION WILL REAP BENEFITS BACK TO THE
REAP BENEFITS BACK TO THE INDIVIDUAL, THE FAMILIES, AND
INDIVIDUAL, THE FAMILIES, AND THE COMMUNITIES THAT THEY COME
THE COMMUNITIES THAT THEY COME FROM.
FROM. >> A LOT OF WHAT YOU'RE TALKING
>> A LOT OF WHAT YOU'RE TALKING ABOUT IS INDIVIDUAL-BASED OR
ABOUT IS INDIVIDUAL-BASED OR FAMILY-BASED MOTIVATION AND
FAMILY-BASED MOTIVATION AND SPURRING ACTION AT THAT LEVEL.
SPURRING ACTION AT THAT LEVEL. BUT ARE THERE THINGS THAT WE CAN
BUT ARE THERE THINGS THAT WE CAN DO IN SOCIETY IN THE LARGER
DO IN SOCIETY IN THE LARGER SENSE PUBLICLY AND PRIVATELY
SENSE PUBLICLY AND PRIVATELY THAT CAN HELP SPUR THIS?
THAT CAN HELP SPUR THIS? >> I THINK THE ROLE OF THE
>> I THINK THE ROLE OF THE PUBLIC IN EDUCATION OF ALL
PUBLIC IN EDUCATION OF ALL STUDENTS IS CRITICALLY
STUDENTS IS CRITICALLY IMPORTANT.
IMPORTANT. AND IN FACT, I WOULD TELL YOU I
AND IN FACT, I WOULD TELL YOU I THINK WE REALLY BELIEVE THAT'S
THINK WE REALLY BELIEVE THAT'S WHERE IT BEGINS.
WHERE IT BEGINS. IF WE WANT TO CREATE A
IF WE WANT TO CREATE A WORLD-CLASS EDUCATION SYSTEM IN
WORLD-CLASS EDUCATION SYSTEM IN THE STATE OF ARIZONA IT'S GOING
THE STATE OF ARIZONA IT'S GOING TO HAPPEN ONLY IF THE STATE OF
TO HAPPEN ONLY IF THE STATE OF ARIZONA AND THE INDIVIDUALS IN
ARIZONA AND THE INDIVIDUALS IN THE STATE, THE PUBLIC, IF YOU
THE STATE, THE PUBLIC, IF YOU WILL, DEMAND IT.
WILL, DEMAND IT. AND SO THAT'S WHERE THE IMPETUS
AND SO THAT'S WHERE THE IMPETUS OF IMPROVING EDUCATION IS GOING
OF IMPROVING EDUCATION IS GOING TO COME FROM.
TO COME FROM. AND IT BEGINS WITH THE STATE
AND IT BEGINS WITH THE STATE ITSELF UNDERSTANDING THE
ITSELF UNDERSTANDING THE ECONOMIC FUTURE OF OUR STATE AND
ECONOMIC FUTURE OF OUR STATE AND WHAT ROLE EDUCATION PLAYS IN
WHAT ROLE EDUCATION PLAYS IN ENSURING THE TYPE OF ECONOMIC
ENSURING THE TYPE OF ECONOMIC FUTURE THAT WE WANT FOR THE
FUTURE THAT WE WANT FOR THE STATE OF ARIZONA.
STATE OF ARIZONA. SO EVERY INDIVIDUAL HAS A ROLE
SO EVERY INDIVIDUAL HAS A ROLE TO PLAY TO CHAMPION EDUCATION,
TO PLAY TO CHAMPION EDUCATION, WE BELIEVE.
WE BELIEVE. EVERY INDIVIDUAL HAS TO
EVERY INDIVIDUAL HAS TO UNDERSTAND THE GLOBAL REALITIES
UNDERSTAND THE GLOBAL REALITIES OF THE TYPES OF JOBS THAT OUR
OF THE TYPES OF JOBS THAT OUR STUDENTS ARE GOING TO BE
STUDENTS ARE GOING TO BE COMPETING FOR IN THE FUTURE AND
COMPETING FOR IN THE FUTURE AND THE LEVEL OF EDUCATION WE'RE
THE LEVEL OF EDUCATION WE'RE PROVIDING TODAY IS INSUFFICIENT
PROVIDING TODAY IS INSUFFICIENT TO ENSURE THAT OUR STUDENTS ARE
TO ENSURE THAT OUR STUDENTS ARE ABLE AND READY TO COMPETE FOR
ABLE AND READY TO COMPETE FOR THOSE FUTURE JOBS.
THOSE FUTURE JOBS. >> DO YOU SEE THE PUBLIC SECTOR
>> DO YOU SEE THE PUBLIC SECTOR MOTIVATION IN THAT REGARD NOW?
MOTIVATION IN THAT REGARD NOW? DOES THE PUBLIC SECTOR, DO
DOES THE PUBLIC SECTOR, DO POLITICIANS AND POLICY MAKERS IN
POLITICIANS AND POLICY MAKERS IN ARIZONA UNDERSTAND THAT THEY
ARIZONA UNDERSTAND THAT THEY HAVE TO HAVE THAT COMMITMENT?
HAVE TO HAVE THAT COMMITMENT? >> I THINK THAT'S AN AREA WHERE
>> I THINK THAT'S AN AREA WHERE WE NEED TO -- WE NEED TO GROW
WE NEED TO -- WE NEED TO GROW SUPPORT.
SUPPORT. WITH OUR ELECTED LEADERS, WITH
WITH OUR ELECTED LEADERS, WITH EDUCATION LEADERS, AND BACK TO
EDUCATION LEADERS, AND BACK TO EVERYBODY -- FROM EVERYBODY'S
EVERYBODY -- FROM EVERYBODY'S PERSPECTIVE.
PERSPECTIVE. I THINK TOO OFTEN WE'RE
I THINK TOO OFTEN WE'RE COMPLACENT WHEN IT COMES TO
COMPLACENT WHEN IT COMES TO EDUCATION IN OUR STATE.
EDUCATION IN OUR STATE. IN AN EFFORT TO ENSURE THAT WE
IN AN EFFORT TO ENSURE THAT WE ARE APPROPRIATELY RECOGNIZING
ARE APPROPRIATELY RECOGNIZING THAT THERE ARE SOME REALLY
THAT THERE ARE SOME REALLY BRIGHT SPOTS ACADEMICALLY AND
BRIGHT SPOTS ACADEMICALLY AND FROM AN EDUCATION PERSPECTIVE IN
FROM AN EDUCATION PERSPECTIVE IN OUR STATE, AND THERE ARE, I
OUR STATE, AND THERE ARE, I THINK -- HOWEVER, I THINK
THINK -- HOWEVER, I THINK SOMETIMES IN AN EFFORT TO ENSURE
SOMETIMES IN AN EFFORT TO ENSURE THAT WE'RE NOT ESSENTIALLY
THAT WE'RE NOT ESSENTIALLY MAKING PEOPLE FEEL BAD IN TERMS
MAKING PEOPLE FEEL BAD IN TERMS OF WHAT'S BEING PRODUCED TODAY,
OF WHAT'S BEING PRODUCED TODAY, WE DON'T FULLY RECOGNIZE AND
WE DON'T FULLY RECOGNIZE AND ACKNOWLEDGE THAT THERE NEEDS TO
ACKNOWLEDGE THAT THERE NEEDS TO BE IMPROVEMENT.
BE IMPROVEMENT. WE DO ABSOLUTELY NEED TO RAISE
WE DO ABSOLUTELY NEED TO RAISE THE BAR OF EXPECTATIONS OF WHAT
THE BAR OF EXPECTATIONS OF WHAT WE HAVE AND WHAT WE EXPECT FROM
WE HAVE AND WHAT WE EXPECT FROM OUR STUDENTS IN ORDER TO BE ABLE
OUR STUDENTS IN ORDER TO BE ABLE TO ENSURE THAT THEY'RE READY TO
TO ENSURE THAT THEY'RE READY TO COMPETE.
COMPETE. >> THANKS TO THE MORRISON
>> THANKS TO THE MORRISON INSTITUTE AT ASU FOR GIVING US
INSTITUTE AT ASU FOR GIVING US FULL ACCESS TO THE CONFERENCE
FULL ACCESS TO THE CONFERENCE AND ITS PARTICIPANTS.
AND ITS PARTICIPANTS. MORE INFORMATION FROM THE
MORE INFORMATION FROM THE CONFERENCE IS ON OUR WEBSITE,
CONFERENCE IS ON OUR WEBSITE, AZPM.ORG.
AZPM.ORG. THAT'S OUR PROGRAM FOR FRIDAY
THAT'S OUR PROGRAM FOR FRIDAY NOVEMBER 30th, 2012.
NOVEMBER 30th, 2012. NEXT FRIDAY, 71 YEARS AFTER THE
NEXT FRIDAY, 71 YEARS AFTER THE DAY THAT WILL LIVE IN INFAMY,
DAY THAT WILL LIVE IN INFAMY, THE MEMORIES OF THOSE WHO
THE MEMORIES OF THOSE WHO EXPERIENCED THE HORRORS OF PEARL
EXPERIENCED THE HORRORS OF PEARL HARBOR AND ITS AFTERMATH.
HARBOR AND ITS AFTERMATH. FOR "ARIZONA WEEK" I'M MICHAEL
FOR "ARIZONA WEEK" I'M MICHAEL CHIHAK.
-- Captions by VITAC -- www.vitac.com
>> PRODUCTION OF "ARIZONA WEEK" IS MADE POSSIBLE IN PART BY A
IS MADE POSSIBLE IN PART BY A GRANT FROM THE STONEWALL
GRANT FROM THE STONEWALL FOUNDATION AND BY THE MEMBERS OF
FOUNDATION AND BY THE MEMBERS OF ARIZONA PUBLIC MEDIA.
ARIZONA PUBLIC MEDIA. THANK YOU FOR YOUR CONTINUED
THANK YOU FOR YOUR CONTINUED SUPPORT.