institutions in terms of the completion rate. i have a few slides today that i think illustrate how i think about this education problem. i want to leave most of the time for whatever questions or discussion people are interested in. let me go through some of these and we will have time for that discussion. this is a challenging time in terms of the budget and no one knows that better than each of you. you are in a very tough time which is good anyway because it forces government to look at all expenditures and decide which are the most important. if it was possible, i would love all the new educational activity to be done incrementally, for new initiatives to be done with new money. unfortunately, that does not look like it is realistic. we have to look hard at which of the moneys that have been invested are giving us the outcomes a look at how we make changes. when we look at these budget figures, in some way, we all know this understates the magnitude of the problem. health costs continue to rise and a lot of costs that were born at the federal level, for example pell grants and title 1 money, there is an uncertain future in terms of what the size of those funds will be. if you look at some of the possibilities, the impact on research institutions, on cape test well funded, and the number of people going to higher education, if you add what might happen at the federal level into some of these numbers, you can look at get quite concerned. the history of education is that over the last 20 years, the spending has gone up about double the per people expenditure. during that time, if you take the constant benchmarktakethe naep numbers which showed the same story as s.a.t. scores or international competitions, those have been largely flat. it is a big investment and yet the outcomes have not changed that much. what we are being asked to do for equity and competitiveness is to literally flipper these curves and take the performance curve and make it look like the expenditure curve for the last 30 years and take the spending curve and at best, make it flat. it is a huge challenge but i will give you some reasons why i think it is not impossible. the best news here is that if we take the very best teachers and the very best institutions at either the k-12 or high-school level, we do get fantastic results. i am not talking about teachers who are paid out of the ordinary or school systems that spent per pupil money that is out of the ordinary. there are schools that take it from the inner city and spend less than the average and get over 90% of those kids going on to a four-year college pe. there are teachers were all the students in their classrooms get over two years of educational improvement simply by being in their classroom for one year. when we have that kind of huge difference, we can see that if we simply take the average performance of the teachers and the institutions and bring those up not even half way to let the very best are doing, we could be the best in the world. we could take that performance curve and make it look like that expenditure curve. the fact that this does not require inventing a whole new teaching techniques -- it does not even require inventing a whole new types of institutions -- it simply requires spreading best practices in a very fun way. that should give the state bleep that we could make a huge difference. the investments we have made had given us a lot of adults. this talks with the k-12 system. starting in 1960, for every 1000 students, you had 40 instructors. that includes teachers or people who had to do anything -- anything to do with instruction. at that time, teachers were teaching in the classroom a lot of hours, typically over eight hours. that number is down quite a bit to something like five hours. we have added other instructors by 1980, it was up to 58 per 1000 and today it is up to 85. we have added in about 40 people aboard non-instructional staff. if you take all the adults in the system, you have about an eight-one ratio instead of what you had which was more like a 20-one ratio. it is very different and in there, there is an opportunity to use the people we have got and use them in a better way. the key element of that is measuring their effectiveness. that is not a trivial thing to do but it is an absolutely critical thing to do. if we think of any areas of endeavor in the world, we think of sports records, we think of engineering capabilities, you would say today that professionals are better than the professionals of 50 years ago. there is a lot that has been learned and people do things in a much better way. education is an exception to that. some people say the best at catcher ever taught 50 years ago, it would be hard to contradict because there is not a large body of knowledge that has been transferred. that can't be transferred in a way that teaching possibly gets better. i believe that is very possible. when we talk about measuring effected teaching, there are many different ways to do that. test scores will be one element of that. in some subjects, reading, mathematics, those things really do tell a great story about if the kids are learning to multiplied and divide and the basic things they need to know. as you go into other subject areas, that is more difficult. you want to measure but provide feedback and you want analysis tools to get more granular in terms of saying to a teacher, what is it you are good at and what do you need to get better at? we have been pioneering taking a camera and putting it in the classroom with the magic of digital technology and that camera is very inexpensive and captures the teacher but also the students. as the lesson proceeds, you can see exactly when the students stopped paying attention. you can get a sense of what might have been done differently there. this photograph is a teacher, reviewing her own video. when you talk to a teacher looking at their video, it is fascinating what they have to say about what they should have done. they should have called on the kids at the back. they are losing their interest. really great teachers understand that it is a real time performance. they must constantly be seeing what is going on for this tool helps them understand that. as we look at the analysis of these techniques, whether it is, in the classroom down or rewarding his tunes were doing well, we get very diagnostic information that can help teachers do better. we are seeing that the grade classroom practice maps exactly to what you would expect in terms of the other measures. the peer evaluation of teachers, the test for improvements of teachers and we do things like we go to the student's and ask them questions. the two questions that appear to be very diagnostic of great teaching her asking the students -- does your student use the time in the classroom well and secondly, when you are confused about a subject, does the teacher help you understand it? the answers to those simple questions correlates very strongly to teacher excellence. part of the beauty of videos and stood in interviews or structure. abuse is that they can be used across more subject areas and they can be used to complement what ever measures including a test-type measures so people feel the system is very balanced and it is not likely to be capricious and that these -- and if these things are designed right, they can be designed with fairly light overhead. with several districts across the country, three with the intense partnerships and three others with partnerships that are less intents who are trying out of these evaluation systems. it is amazing to go from a system that is seniority-driven, master degree-driven which unfortunately do not correlate with the effectiveness well at all to go to a new system. if that system was great for student outcomes and everybody was enthused, the willingness to try it out and get it right, that requires a leap of faith. we and many others are involved in that. this will be the most catalytic. if we look at the finances today, if you break down compensation, it is in the category of base salary, education which is the master's degree peace, the benefits -- in any other budget times, you probably want to later on some additional instances for the teachers who are very effective and for the teachers who help other teachers become better. over time, there is very little doubt that teachers should be classified into different levels. that is so the master teachers are really getting rewarded not only for what they do but for how they help others. today, is almost a system in the united states where there is money that you say you can take a larger class and you will teach closer to more than the five hours per day. and get involved in things to help other teachers. results today are not a meaningful component. how could you get there? for new teachers, as this is being figured out, the ideal is not to make long-term promises in terms of things like the longevity for the master's degree portion. that you have that flexibility in these new systems that some of that resource would be available for these systems. another thing i am optimistic about is the common corestates initiative. we got a number of states together. 44 of the states are signed up to this. some states, about eight right now, art in an aggressive implementation mode. the common court is an amazing piece of work. i have met with the people doing this work. the work in mathematics which is strong. it is simple enough that a student can take some assessments and see for themselves where they are. the idea that the students and parents can look and understand where they are is very important these common cores reduces the size of the text book. sometimes we reached the curriculum. the common core brings that to a more focused approach. this is a really great thing. one of the benefits will be that for the state to have opted into this, but the teacher training and online materials will be share able on a national basis. the results will be far better than when there were 50 different standards and you could not take something that worked well to another state or bring it across. likewise, if a teacher was moving between systems, they had to learn the new thing. we have some schools that do extremely well. charter schools, of course, only get started in the late 1990's. at first, many of them were one off and some succeeded well and some did not. that was partly because many of them take on the tougher students. many of them are not above average. there's a number, including some that you get a chance to visit3 + . there is over a dozen of these that do pretty amazing jobs and a focus on kids in the inner city. they sometimes are able to get access to buildings. you have a strict regulatory limits where some states allow none and some allow caps but even in the states where you are not up against the cap, sometimes the access to the buildings or the reimbursement levels are holding back the schools. part of the reason these schools are so exciting is they try out new things. if we talk about what is the role of technology in the classroom, can you take your class and have half of them see where they are in their math and the other half doing group learning -- there are a number of charter schools that have started with exactly that idea in mind. without breaking the budget, they can langton the school day and intensified the way that they teach math. it is based on technology. technology is just at the beginning. i would not say all the answers are in as to how we should be used by m -- but i am optimistic. at the higher education level, the difference we see in results between different institutions is quite substantial. i was fairly amazed when the foundation was first getting into higher education that even basic questions about graduation rates were hard to and. which schools graduate in which students go on and get degrees? the private for-profit part, people are taking a hard look at that and saying is the investment of money appropriated and are they doing the right thing? the same type of questions about outcomes and effectiveness should be asked of the whole higher education sector. there are exemplar is that are phenomenal in there and wait as the great charter schools. i happened to go to one of them in tennessee, tenn. technology center, where all the elements had come together. they were training people for the jobs that existed. they were doing it with tight camaraderie and supported all students very well. they were doing it on a very modest budget. i am sure that every state has some of these gems that are doing a great job and they deserve to be funded more. on the other side, it is difficult to say that the ones that do not have high graduation rates, why are students choosing to go to that? are they fully informed about the product they are investing their life into? is there any criteria under which funding would favor those that have the higher graduation rate? that is particularly in times where budgets are tight. that is not an easy problem but if we can get the good measures at least the data will be there for people to be able to decide that. the biggest investment the foundation makes is in this issue of effective teaching. for example, analyzing the videos of over 13,000 class as part of the segment -- second- biggest investment is in the technology peace so that any student can assess where they are on that. they don't have to graduate high school. when they enter into higher graduation institutions, they can take a quiz and they are below a line and are put into remedial math professor and as you are put into remedial math, you are not making progress in other courses. it is humiliating. those students can disproportionately never get any type of degree. over $9 billion per year is spent on students who never get through the system. it is a very negative experience for them as well as for the investment that does not pay off their. re.. people have talked about personalize learned for a long time but we finally have the ability to do that where you can find the best lecturers and exam balls that appeared to that student explained in a way that appeals to them. summer the great things can happen with technology. this is not replacing teachers particularly if you are in the lower grades. the role of the teacher is very fundamental. as you go all the way to higher education, there is the idea that the lecture peace can be done so it is any time you want and it is the best lector in the world and the study section piece is the only piece that has to be done face to face. that kind of splitting of the educational and experience can be done. there is some very exciting work taking a bad idea and shelling there is a lot of inefficiency that can come out of that some people are better at lectures and somebody at study groups. some people are better and counseling students where they try to figure out where their careers should be. technology can be used in many ways like to gather data and surveying students. figuring out which students are at risk of dropping out -- in the for-profit sector, despite some of its challenges, it does have some best practices that are worth looking at. show up,ent doesn't they are being called in five minutes. a counselor is brought in who is expert at talk to them about why they are having difficulties and what is their plan and helping to make sure that they move forward in their education career. technology is definitely on our side although it is not a panacea. and the complex -- the compete to complete initiative is very basic to be able to have these statistics. which of those students went into higher education expecting to get a degree and which ones did not? then you can go in and do analysis and understand what that is about. does it vary by subject or institution? what might have changed to allow that student to get through? until we have standard metrics for this and we can break it down by income level, by the different things that you like to see, it is hard to have a dialogue and identified the examplars. compete to complete is a great step in that direction. because we are in an area of trade-offs, there are many ideas about what should and should not be done. i will mention some of those quickly. some of these are more controversial than others. it is too bad that education is not something that in the end will be making huge increases against. if we are not careful, there is a natural design the way that government spending works that more and more of it would be spent on medical and less and less would be spent on education, research, and infrastructure. you can call that spending on the older version of the younger, that would shift dramatically. that would be very different than a number of the countries we compete with where they are abnormally focused on those elements that are investments in the young and not particularly on the medical side where the trends are for huge growth. we are unique both at the state and federal level on that. i've got what i think is the top priority which is getting the measurement of teacher effectiveness. if it was done well, that alone would make this the best in the world. there are others to do some of it. we are not the most aggressive on that. we have other factors in our favor. if we did this well, it would be big. the class size, it is unfortunate that has to come up. is important to note -- it is important to note is that if you had a choice to have either a more effective teachers teaching a larger class, that is a dramatic change. that is a 30% increase. if you gave 1/3 of that to the teacher for teaching, for taking on a tougher challenge, and you made sure that the people you were retailing to teach the somewhat larger glasses or the more effective teachers, you have a budget savings, you have the teacher making more money, and you would have better student outcomes. although class sizes can get above 30, that is clearly detrimental. if you look at all the different trade-offs, that is one that may not be appropriate as you look to the different things going on. in the college area, everybody should have a sense of which colleges are doing very well and break that down by the department. it is very interesting when you take higher education and negative in that way. the amount of subsidization is not that well correlated to the areas that actually create jobs in this state and create income for the state. in the past, it felt fine to say that we will be generous to this sector. in this era, to break down and see what are the categories that help build jobs and drive that state economy in the future, you will find it is not across the board in terms of everything that the state subsidizes in higher education. finally, the point about technology -- i think there is a lot of experimentation that should go on even in tough budget times. foundations like ourselves can be helpful on this but the state will have to be involved and try out ways of using technology. it is not ready for prime time in the sense that you can make a dramatic cut and put in technology and immediately be able to retain the same output. category, at least one state reduced the length of the school year. the united states has one of the shortest school years already. that seems like it is going the wrong direction. we also have one of the shortest school days in the world. that is partly work-rule related. it is very different. in terms of committed dollars, if there is some way to retain flexibility so that as the effectiveness pay issues come along, funding teachers to be in different categories and have some incentive elements that there is money available for. that in terms of college enrollments, there are some colleges that can actually fund on the margin. some of the tuition revenue is from the students and from from the federal programs. that can fund that incremental step in. that limits and works against the scale economics that for the strong institutions are very important in higher education, we would like to see that the student her enrollment would go up and a student enrollments of burlesque-affected institutions would go down for it in order to make that work, you have to have room for expansion in the more effective institutions. hopefully, i have given you a sense that there are some improvements that can be made. we can take a huge amount of money that the united states spends on education. even a state that is that the nation in spending is spending more than most countries and the world including countries that are getting a better outcome than we get. it is valuable to think where it can be spent and how it can have an impact there are two books that i felt very educational on these topics. i wish there were more. those are the two in front of me. what "is where your school dollar goes on and"stretching the school dollar." many of the superintendent did the reallocations found themselves without a judge subsequently. it is not easy politically to do many of these things. it is important. i thank you for your focus on education and i think it is the key issue for the country. our foundation helps out on these things. the goal is pretty tough which is to flip that curve and have the performance go up even at a time where the amount of money will not go up like it has the past. thank you. [applause] >> thank you, bill and thank you for the commitment of the foundation. i would like to start by asking probably a more personal question. when you look at a foundation like the one that you and melinda have, what is it that brought you to decide that you would invest so much in education and that would be your priority? >> our foundation has ended up having two priorities. one was to look at the world as a whole and as with the greatest inequity was and we looked at the health care problems and found there was a magical solution that is more vaccines could be invented for malaria or tuberculosis. you could save lives literally for a few thousand dollars. it has a powerful impact on improving health and lowering population growth that makes all goals far more achievable. we knew that even though we had the global issue, we want to pick something that was important for the united states. the issue we thought would make the most difference for the country because we grew up here and a portion we are spending for may because of the incredible system in the united states. that is where we picked education. we did not have to say that we cared more about the overall success of the country or equity within the country because education is so central to both of those things. we did not have to pick one or the other. if you care about any type of equity or if you care about lower income families have a chance to have their children be successful and if you care about racial inequities, education jumped out so much ahead of anything else. it is a little scary to look at the fact that the things the united states has done well in education including our strong universities, other countries are mimicking those things. some of the things we don't do that well like paying for seniority, they did not choose to copy those things. the relative results they are getting are more challenging. in some ways those -- in some ways that is good but we saw that as the thing we wanted to get involved with. n we were quiteaive at that -- we were quite naive at the time. we have gotten very excited about this. there are times where it seems daunting. you have to go back and visit one of these great schools and meet with the kids and the teachers and remind yourself that this really can work. a you getre-dedicated to the cause. when you look at the numbers sometimes like with these budget things, you say how much progress can we make in the next 5-10 years. with the right focus, it brings a willingness to look at what really works and what does not even though it is a challenging situation. >> every governor here thank you for your commitment, both you and the foundation, to education. before i open it up to questions, i have one more question. as you travel the world with microsoft and now with the foundation, i am sure you have seen countries where we clearly will be in competition with them or are already that have got it right with respect to education or at least parts of it so that lessons learned for us as governors. can you share your thoughts on that? >> there are a few things that the united states got right that others still did not have a right. the quality of our best universities is still overwhelmingly the best in the world. if you took the top 20 universities, the argument would be whether 15-19 of them are united states universities. everybody would put cambridge in and there are four or five others. there is one in china that alarms and that list. the u.s. is way ahead and that and that took many, many decades to develop that. it is a combination of our very best students who have done well and smart people from all over the world who have wanted to come to these universities, both at the undergraduate and graduate levels. our net imports i ofq into this country has been a huge advantage. there is no other country that has had that. that is not quite as powerful in some ways. we make it hard sometimes for those people either to come in or stay. it is still a mind-blowing pingree we need to double down on that. -- it is still in mind blowing thing. we need to double down on that. is that element of support going to be there for those institutions? whenever people tell you about the overseas school systems that are very good, take it with the grain of salt. there is a temptation for them to tell you about the part that is good and not tell you about the full story. it is hard to run a good education system. nobody has a perfect education system and there are many elements including cultural. when people look at the finished school system that scores high, they don't have a longer school year. they have their very best students choose to become teachers which used to be the case in united states but is not any longer. that is an exception. the look of the other systems that work well, they run amazing teacher personal system. they run longer school days, long school years. and the interest of the students in going into topics like mathematics, science and engineering is just much higher than in the united states. outside of asia, the number of engineers be graded in the rest of the world is going down while net worldwide is going up because asia means in the and china are increasing the number of people who understand manufacturing and product design. those numbers are very daunting when you look at those. if you take somebody like microsoft who wants to hire engineers, that is our bread and butter. it is a real challenge. there are strong elements from these different systems. singapore, korea, the one that was a shocker was they took a piece of china in the most recent data and it outscored everyone. these educational port is that theoecd and analyzes, these are phenomenal reports. they are extremely well done. i am amazed that they did so well. they interviewed the teachers and talk about class size. they got into all the different elements of why some of these systems do better than others. >> questions? please, a ch governoraffee. >> on the flip the curve, where you show the cost for people and the ratio of adults per 1000 students, when i was mayor, my school enrollment was declining. we went from 20,000 students to 18.5000 and our costs were going up. what is going on here? the answer was, more children are coming in with special needs, what it is and is a new phenomenon a,dd, and we're spending much more per the supreme court ruling of the 1970's and the public school system has to educate every child. ket high- thepawtucjk school and i talked to the teacher asked how many students he has. he said eight and how many teachers, three. there is our cost. has your foundation look at how we can better deal with this mandate, necessary mandate of educating our special needs students? >> i think the analysis would show that some are close to 15% of that cost increase relates to special needs. that is a substantial category. it is not overwhelming but it is substantial. the actual cost per special needs students varies from state to state. are some states doing a good job in getting specialists and putting many of these kids into a single location? is that a good model? does the transportation cost work out to do it in that type of way? are their best practices in that? i am not an expert in that. if you had to take the five or six things that caused all the a adultsto student ratio to change and dig into those, a special education would be one that would jump out at you. >> governor herbert pe governorrdue and b governorashir. >> thank you for spending time with us. as the governor of utah which is number 50 and force people spending in the nation, we're not proud of this. cha governorffee is losing student population. we have 20% larger family size and we have a lot of public land in our state which limits our ability to develop commercially. that being the case, we have tried to think outside the box in some ways. we have even tried a voucher program which became world war three between our legislature and others supporting it and those who claim to represent education. you have talked about best practices. there are many of those best practices out there in the private sector and charter schools. we are having a hard time getting everyone to agree on what those best practices are. some of the new technology and adaptive learning processes are getting pushed back. they say before you do that, you will reduce the classroom sizes. give me some suggestions on how we can get people to come together that have different points of view and are opinionated to find the best practices we should embrace. >> over the years, there is been a strong argument that more resources should be put into the sector. that has happened that was very successful. now that we are having this sea change where it is unlikely in all but very few states that there will be substantial increases, the dialogue has to change. there will be a dialogue about minimizing what cuts are made. the dialogue will have to be about what affect spending is. there is a virtual school in utah where i met with the principle of recently. it is a phenomenal piece of work. six point out $5,500 per student is not as generous. but he had figured out how to make that school work. there are states that spend up to three times as much as utah does. whenever we talk about comes, we really should talk about outcomes. per dollar. the extra investment did not really going to math and reading and the core skills. it is about how much time students spend and that is down professional development dollars that went into this are not a high impact dollars. in many subject areas, the normal blood excellence it is pretty well understood math and reading -- no child left behind as things that people complain about but it pointed out that many schools were not doing well on those four topics. there has been a little bit of a shift back into those four topics. the effectiveness of the discussion -- some people come to the table on that discussion because that is what we have got to play with at this point in time. >> thank you. >> mr. gates, north carolina has been a beneficiary of the bill and melinda gates foundation. i want to thank you for the investments that you have allowed to be made in our state iran teacher effectiveness and quality. the shining star is the new schools project which has allowed us to do some cool innovation in how we educate children. we have kids who are juniors in high school signing the pledge and that they do when extra year, they can go to community college or get a career degree in five years. it is changing our state and will change our state more. we adopted your model for virtual education. we have the best virtual school education in america appare. north carolina has been a leader in a commoncore. we want to know where we are going as governors. we're spending hundreds of millions of dollars individually in states, spending on evaluation. i read this book and a marked the graph and your data says that quality teachers are the bottom line to a productive worker in america. i believe the data says if you get a bad teacher three years in a row, you might as well drop out. i think we can break that but it is still true. it by merely bad teacher, i was a teacher and i hope i was a good one. if i am a really bad teacher because my budget in north carolina was in bad shape and i decide that i will take this book and it will not make a bit of difference if i save money on my budget by adding four or five more kids to a classroom, that is the easy way to balance the budget -- to get rid of teachers -- what will happen to the kid who has a really bad teacher? >> there's nothing worse than having a bad teacher. that is why our key priority is the evaluation system. we want to get it to be multi- faceted enough so there is broad acceptance, that teachers and parents see it has been tried and they heard it worked and heard it is not caprices and they have heard it is not high overhead and it is operating like it does in many professions. no profession do people like to praise their evaluation system but they know it is a necessary element that has to be there. because you don't have a measure, so many things don't operate when you don't have a measure. your schools of education are motivated to do anything spectacular because they don't have a measure that would tell them that doing this is good and doing something else is not good. the professional development money and master's degrees -- until you have a measure, they are just sitting there and it is all anecdotal. likewise the use of technology, can we let teachers say other really good teachers? i am a big believer that you can raise that average quality quite a bit and the efficiency of doing that will be pretty high because of the technology being a part of it. my wife and i were in north carolina about a year and a half ago, we saw some very straightforward things were the formative assessment tests were being scanned and the teachers would get together and talk about one class doing well and another class did not do as well. the formative assessments were allied with end of the year test scores. it was going to be aligned with what the college tests were. that is the top boundary. -- that is a tough boundary. if you have bad teachers and the system, -- in the system, we have not put the average is something that identifies who those people are and pushes them in one of two directions, eager to improve or to find a more appropriate occupation. >> unfortunately, we are running out of time. i think we have only got enough time for two more questions and if we can help, make them quit. ck. >> thank you for the worker foundation is doing in kentucky, also. there are many exciting things going on because of that. you mentioned a common core standards. i was grabbed a kentucky was the first state to adopt those buried there are now 44 of us. can you give us your brief thoughts about what that will do for us and the long run? -- in the long run? >> it is strange that there were ever 50 standards. math and reading are not that different in different parts of the country. we are the only country that had such a diversity of standards. it is great that this came together as states choosing to get involved with this so that they have some skin in the game. the real work in terms of getting the test a line to it and the teacher aligned to it will take place at the state level. right now, it is the math and reading and. writing the science is coming along. that is a year or two behind. i think these things are quite spectacular. people have talked about the value of the commonality which is a common-sense thing. as the get exposed to the work that has been done here, there will talk about the fact that students can understand where it. they are there were vague words instead is that only medicare would read that stuff. they would put it in their tour because it was so thick and not clear. hear, the clarity, the understanding what the assessment against these various conceptual skills will be, i think it will be quite fantastic. it drew on looking on what is going on international. it did not just look at the 50 and arbitrarily picked a little bit from one state or another. in it was are-think of what needed to go on. if you want to see a website that is amazing, clonacademy.org which as lectures on all sorts of things starting from elementary school the way through. that is being aligned to the common core and there are other innovators who have ways of teaching things that are outlining to the common corporate your ability to pick pieces and assemble them together will be better. in the past, you went on the web you did not know if the magic thing you were taking related to a state standard. there is never any learning and growing that would build up from that. the common core is a great thing. lead states will start to see the benefit of it. we hope or the next five years, that all 44 states have in their classroom. >> i will try to be brief. i want to express all of our appreciation for your time and work. you were almost the ultimate example of why capitalism works. we have lost the irony that the most successful dropout is working so hard. [laughter] to get a good education. colorado is known for many things like skiing. even in these hard times, we would love to be known for the most rapidly reforming education system. i think we can accelerate the rate of reform especially in teacher effectiveness. you clearly see that as the crops. what would you see the barriers to perform at that level? >> the thing that colorado has hat distinguishes is a loaw that redefines tenure in a very pro-student way. is is in the process of implementation. we are contributing what we can to make sure that implementation is as strong as possible it is a great thing. my dream is that you have some places including colorado that teachers around the country can go and look at how bad the evaluation is. they will hear that this is great because it identifies what they need to improve. it identified a few people did not belong here and given that clear message. it was in an appropriate way and this is obviously the way this should be done and they will have a few complaints because these things will continue to evolve. that would be really to have a few places in the country where the evaluation system is going well. my goal for years from now is to have that and then to see it spread from year. whether that can be done these budgetary times, i am not sure. the colorado law is a great example of bringing all the people that should care to gather -- together to say this is a case that you have to do something tough now that is beneficial for the future. there is a lot of different experiments going on. everybody needs to learn from each other. we have a district in pittsburgh and one in florida that are doing teacher effectiveness banks. in several of those cases, the union has been a good partner in helping to design those things. it is pretty radical and that means the compensation structure over time will look very different than it does today. that requires political bravery to move to that change. [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2011] >> ben bernanke delivers the semiannual report to the banking committee tomorrow morning. live coverage is on c-span 3 at 10:00 eastern. he was last on capitol hill in early february before political unrest in the middle east led to an increase in the price of oil. "washington journal" is next with the day's news and your phone calls and the house is in session for general speeches at 10:00 eastern with legislative business scheduled for noon. the agenda today includes debate on a bill to extend federal spending for several more weeks. current spending authority expires on friday. in about 45 minutes, we will talk about federal spending with a democratic representative from ohio ma and senatorrk kirk from illinois at 8:30. we will focus on libya. ♪ ♪ host: good morning and welcome to "washington journal." it is tuesday, march 1, 2011. new polls asked americans who they would hold responsible for a government shutdown. it is reported that 29% of people would hold democrats responsible. 23% would blame the gop. our question this morning, who would you blame for a government shutdown? you can also e-mail us and we are on twitter. tweets on theyour 2 air. an impasse between democrats and republicans over spending cuts could lead to a temporary federal government shutdown on march 4. if this happens, would you blame the democrats, the republicans, or blame both equally? 43% of americans would blame those parties. "the hill" says independents are a key group to watch and may be very revealing. 34% of independents would blame democrats. 19% would blame the gop. we are asking you this morning who you would hold responsible for a government shutdown. do you think this is a different scenario then happened in the 1990's? with go to bob cusack "until -- bob cusack with "the hill." what are the discussions going on with democrats right now about how to proceed next? guest: monday was a different day for democrats. over the last couple of weeks, they have been very aggressive accusing republicans of trying to shut down the government. they were fairly quiet on monday. a split emerged between the house and senate chambers. senate majority leader harry reid indicated some support for what republicans introduced last week. they introduced a $4 billion they introduced a $4 billion short-