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					   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
  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                             Availability
U.S.                      17.20         90 percent of the
Mexico                      2.10        world’s workers live

China                        .65        in countries where the
                                        average wage is less
India                        .25
                                        than $1.00 per hour.

Source: Sung Won Sohn, Executive Vice   Source: Population Reference at
President and Chief Economist, Wells    Columbia University, New York, NY
Fargo, 2003 / Canamex, 2005



                                                                            11
HIGH-SKILL WORKFORCE
  Computer Programmer
                                      Annual
                                      Income
   U.S.                              $ 60,000
   India                                $ 7,000

 Source: The Future of Outsourcing,
 The Educational Broadcasting Corporation, 2007
 www.pbs.org/wnet/wideangle/printable/india2_info_print.html




                                                               12
 Worker
Education


            13
        EDUCATION SYSTEMS
             Content
               U.S.*                            Other Countries**
English – 4 years                         U.S. Academics +
Algebra I                                    Technical Reading
Algebra II
                                             Computers
Geometry
                                             Statistics and Probability
U.S. History
World History                                Logic
Economics
                                             Measurement
U.S. Government
                                             Systems
Biology
Chemistry
Physics
             •Source: American Diploma Project, Achieve, Inc., 2007
  ** Source: Willard R. Daggett,, International Center for Leadership in Education
                                                                                     14
       EDUCATION SYSTEMS
          Student Tasks
         U.S.                               Other Countries

Memorize facts for Research & Analyze
worksheets and     Apply Knowledge
quizzes.
                     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

  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
God-given right anymore.
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


           1 4
          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.

                    Nanyang             St. Paul’s             Carmel
Name
                    Model HS          English School             HS

Location            Shanghai             Bangalore        Carmel, Indiana

Government
                        Yes                 No *                Yes
School

Enrollment             1,600             300 (K-12)            4,000

College Bound          Most                                     92%



                * 1/3 of all schools in India are for-profit
                                                                        30
Colleges in the Film - Competitiveness
                                                           Percent
   SCHOOL
                                                          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
      2MM Remark


There is a battle being
  fought around the
world for the future of
 the global economy.

        Two Million Minutes
               2007
                              33
      2MM 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
       2MM 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      • 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      • 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   • 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                        Soft                      Habits
      Skills                        Skills                    of Mind
Informational reading        Teamwork                     Analysis
Persuasive writing           Work ethic                   Interpretation
Oral presentation            Responsibility               Precision & accuracy
                             • Attendance                 Problem solving
Data analysis & stats
                             • Punctuality                Reasoning
Math application
                             • Time 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   • 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

				
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