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U.S. Education Reform
and National Security
Independent Task Force Report No. 68
Joel I. Klein and
Condoleezza Rice, Chairs
Julia Levy, Project Director
U.S. Education Reform
and National Security
The Council on Foreign Relations (CFR) is an independent, nonpartisan membership organization, think
tank, and publisher dedicated to being a resource for its members, government officials, business execu-
tives, journalists, educators and students, civic and religious leaders, and other interested citizens in order
to help them better understand the world and the foreign policy choices facing the United States and other
countries. Founded in 1921, CFR carries out its mission by maintaining a diverse membership, with special
programs to promote interest and develop expertise in the next generation of foreign policy leaders; con-
vening meetings at its headquarters in New York and in Washington, DC, and other cities where senior
government officials, members of Congress, global leaders, and prominent thinkers come together with
CFR members to discuss and debate major international issues; supporting a Studies Program that fosters
independent research, enabling CFR scholars to produce articles, reports, and books and hold roundtables
that analyze foreign policy issues and make concrete policy recommendations; publishing Foreign Affairs,
the preeminent journal on international affairs and U.S. foreign policy; sponsoring Independent Task
Forces that produce reports with both findings and policy prescriptions on the most important foreign
policy topics; and providing up-to-date information and analysis about world events and American foreign
policy on its website, www.cfr.org.
The Council on Foreign Relations takes no institutional positions on policy issues and has no affiliation
with the U.S. government. All views expressed in its publications and on its website are the sole responsibil-
ity of the author or authors.
The Council on Foreign Relations sponsors Independent Task Forces to assess issues of current and critical
importance to U.S. foreign policy and provide policymakers with concrete judgments and recommenda-
tions. Diverse in backgrounds and perspectives, Task Force members aim to reach a meaningful consensus
on policy through private and nonpartisan deliberations. Once launched, Task Forces are independent of
CFR and solely responsible for the content of their reports. Task Force members are asked to join a consen-
sus signifying that they endorse ‘‘the general policy thrust and judgments reached by the group, though not
necessarily every finding and recommendation.’’ Each Task Force member also has the option of putting
forward an additional or dissenting view. Members’ affiliations are listed for identification purposes only
and do not imply institutional endorsement. Task Force observers participate in discussions, but are not
asked to join the consensus.
For further information about CFR or this Task Force, please write to the Council on Foreign Relations,
58 East 68th Street, New York, NY 10065, or call the Communications office at 212.434.9888. Visit CFR’s
website at www.cfr.org.
Copyright © 2012 by the Council on Foreign Relations®, Inc.
All rights reserved.
Printed in the United States of America.
This report may not be reproduced in whole or in part, in any form beyond the reproduction permitted
by Sections 107 and 108 of the U.S. Copyright Law Act (17 U.S.C. Sections 107 and 108) and excerpts by
reviewers for the public press, without express written permission from the Council on Foreign Relations.
This report is printed on paper that is FSC® certified by Rainforest Alliance, which promotes environmen-
tally responsible, socially beneficial, and economically viable management of the world’s forests.
Task Force Members
Task Force members are asked to join a consensus signifying that they
endorse “the general policy thrust and judgments reached by the group,
though not necessarily every finding and recommendation.” They par-
ticipate in the Task Force in their individual, not institutional, capacities.
Carole Artigiani* Ellen V. Futter*
Global Kids, Inc. American Museum
of Natural History
Craig R. Barrett
Intel Corporation Preston M. Geren
Sid W. Richardson Foundation
Richard Barth
KIPP Foundation Louis V. Gerstner Jr.
Edith L. Bartley Allan E. Goodman
UNCF Institute of International Education
Gaston Caperton Frederick M. Hess
The College Board American Enterprise Institute for
Public Policy Research
Linda Darling-Hammond*
Stanford University Shirley Ann Jackson*
Rensselaer Polytechnic Institute
Jonah M. Edelman*
Stand for Children Joel I. Klein
News Corporation
Roland Fryer Jr.
Harvard University Wendy Kopp
Teach For America
Ann M. Fudge
*The individual has endorsed the report and signed an additional or dissenting view.
v
vi Task Force Members
Jeffrey T. Leeds Benno C. Schmidt
Leeds Equity Partners, LLC Avenues: The World School
Julia Levy Stanley S. Shuman
Culture Craver Allen & Company LLC
Michael L. Lomax Leigh Morris Sloane
UNCF Association of Professional Schools
of International Affairs
Eduardo J. Padrón
Miami Dade College Margaret Spellings
Margaret Spellings and Company
Matthew F. Pottinger
China Six LLC Stephen M. Walt*
Harvard Kennedy School
Laurene Powell Jobs
Emerson Collective Randi Weingarten*
American Federation of Teachers
Condoleezza Rice
Stanford University
Contents
Foreword ix
Chairs’ Preface xiii
Acknowledgments xv
Task Force Report 1
Introduction 3
The Education Crisis Is a National Security Crisis 7
The State of Education in the United States Today 14
The Skills and Knowledge Needed for Tomorrow 41
Recommendations 44
Conclusion 56
Additional and Dissenting Views 60
Endnotes 70
Task Force Members 78
Task Force Observers 94
Foreword
It will come as no surprise to most readers that America’s primary and
secondary schools are widely seen as failing. High school graduation
rates, while improving, are still far too low, and there are steep gaps
in achievement between middle-class and poor students. Even in the
midst of high unemployment rates, business owners are struggling to
find graduates with sufficient skills in reading, math, and science to fill
today’s jobs. School districts, teachers’ unions, and parents are engaged
in fierce debates over the best way to rein in climbing costs and improve
standards. Meanwhile, progress is frustratingly slow, if in fact what is
taking place represents progress at all.
The domestic consequences of a weak education system are rela-
tively well known. The Council on Foreign Relations (CFR) made the
decision to sponsor this Task Force to address the less well known—
yet equally sobering—national security repercussions. In 2011, CFR
launched its Renewing America initiative, which examines domestic
issues such as infrastructure, energy security, and the federal deficit
that affect the United States’ ability to conduct foreign policy and com-
pete economically. Education is a critical component of this initiative.
A world-class education system is vital to preserving not just the coun-
try’s physical security but also to reinforcing the broader components
of American leadership, such as economic dynamism, an informed and
active democracy, and a coterie of informed professionals willing and
able to live and serve around the world.
In international tests of literacy, math, and science, American stu-
dents rank far below the world’s leaders in Finland, South Korea, and
Shanghai. They spend fewer years studying a more limited range of for-
eign languages than students in most other wealthy countries and just
1.4 percent of them study abroad, mostly in Europe. Significant majori-
ties of young Americans are unable to identify strategically or politi-
cally important countries, such as Iraq or Afghanistan, on a map of the
world; enrollment in civics and government classes is declining.
ix
x Foreword
As a result, students are leaving school without the math and science
skills needed for jobs in modern industry. They are too often unable to
pass military entrance exams. The State Department and intelligence
services lack sufficient linguists and analysts for critical regions. By
almost every measure, U.S. schools are failing to provide the kind of
education our society will need to ensure American leadership in the
twenty-first century.
This Independent Task Force examines the critical weaknesses of
the U.S. K-12 education system and assesses the actual and potential
impact on American national security. While the system’s present
flaws, including a sclerotic bureaucracy, a lack of incentive for innova-
tion, and few rewards for excellent teacher performance, are serious
and their effects on students severe, the Task Force nonetheless sees
cause for hope. The Common Core, a set of educational standards
shared among all but five U.S. states, is due to be rolled out in 2014
and will set national expectations for student achievement in math and
reading. President Barack Obama’s Race to the Top program allowed
states and school districts to compete for a share of $5 billion to fund
programs designed to improve student assessments, reward excellent
teachers, and rapidly improve the worst-performing schools. These
efforts build on President George W. Bush’s No Child Left Behind
Act, which was the first federal effort to measure and publicize student
test results, and the success of charter schools and voucher programs,
which allow families to choose the best school for their children.
Clearly, change is possible, as is cooperation across party lines.
The Task Force recommends three overarching reforms to improve
the educational system and enhance America’s future ability to safe-
guard the country, compete and collaborate with others, and reinforce
American leadership worldwide. First, it calls on governors to not only
adopt the state-led Common Core curriculum, but also expand the
curriculum to include skill sets—such as science, technology, and for-
eign languages—that are critical to national security. The Task Force
also advocates structural changes that will empower students and their
families to choose which schools they attend. Lastly, this report calls
on state governors, working in conjunction with the federal govern-
ment, to establish a national security readiness audit that holds educa-
tors and policymakers responsible for meeting national expectations
in education.
It is important to emphasize, though, that this report is the begin-
ning of a conversation, not the end of one. American teachers,
Foreword xi
administrators, policymakers, and parents all need to think about
how to better prepare students for life in a world that will affect them,
directly and indirectly, in countless ways. Young people will need not
only the skills outlined here but also a deep and diverse knowledge
base about the world around them. The histories and foreign policies
of other countries, the nature and function of the international system,
and an understanding of the challenges and opportunities globaliza-
tion offers—these could all be elements of a curriculum dedicated to
shaping the globally literate citizens our civil service, military forces,
economy, and society writ large will need. As policymakers consider
the important reforms proposed here, I hope they will do so with a
mind toward these potential next steps.
I would like to thank the Task Force’s distinguished chairs, Con-
doleezza Rice and Joel Klein, for their leadership and commitment to
this endeavor. This Task Force brought together a collection of excep-
tional individuals, each with very different backgrounds and opinions,
to reach a consensus on an issue that is often controversial and always
incites great passion. I am grateful to all of the Task Force members and
observers for contributing their time and informed perspectives to pro-
duce this report.
I also invite readers to review the additional views written by several
Task Force members that appear at the report’s conclusion. The report
of an Independent Task Force is a document that represents the con-
sensus among the group, and each signatory endorses the broad thrust
of the policy recommendations. However, these additional views pro-
vide valuable insight into the breadth of the debate and demonstrate the
complexity of the issues at hand.
My thanks also extend to Anya Schmemann, CFR’s Task Force Pro-
gram director, without whose guidance this project would not have
been possible. I would also like to thank Project Director Julia Levy, who
wove together the many perspectives represented by this Task Force in a
report that we hope helps generate a national conversation.
Richard N. Haass
President
Council on Foreign Relations
March 2012
Chairs’ Preface
Under its Renewing America initiative, the Council on Foreign Relations
has focused attention on the domestic sources of American strength and
global leadership. Education is one of those core strengths—and its ero-
sion will undermine the United States’ ability to lead.
When we as chairs convened this Task Force, we asked, Why is K-12
public school education a national security issue?
First, it is critical that children in the United States be prepared for
futures in a globalized world. They must master essential reading, writ-
ing, math, and science skills, acquire foreign languages, learn about the
world, and—importantly—understand America’s core institutions and
values in order to be engaged in the community and in the international
system.
Second, the United States must produce enough citizens with critical
skills to fill the ranks of the Foreign Service, the intelligence community,
and the armed forces. For the United States to maintain its military and
diplomatic leadership role, it needs highly qualified and capable men
and women to conduct its foreign affairs.
Third, the state of America’s education system has consequences for
economic competitiveness and innovation. No country in the twenty-
first century can be truly secure by military might alone. The dominant
power of the twenty-first century will depend on human capital. The
failure to produce that capital will undermine American security.
Finally, the United States cannot be two countries—one educated
and one not, one employable and one not. Such a divide would under-
mine the country’s cohesion and confidence and America’s ability and
willingness to lead. Opportunity and promise for all Americans are
bedrock principles upon which this country was founded.
The United States is an exceptional nation in many ways. As a people,
we are not held together by blood, nationality, ethnicity, or religion. The
true American identity is born of the idea that it does not matter where
xiii
xiv Chairs’ Preface
you came from; it only matters where you are going. And thus, solu-
tions to education must be unique and foster the American identity
among citizens. The circumstance in which this American ideal is no
longer obtainable for a substantial part of the American population is
unacceptable.
While recognizing the improvement efforts already in progress, this
report details the above concerns and offers recommendations to build
upon the American education system today. This is a clarion call to the
nation, aiming to magnify the need for change. We feel strongly that
the United States must continue to provide an education that allows our
country to lead the international community. The nation cannot allow
Americans to lose confidence or the country to turn inward, resulting
in a lack of American leadership around the world.
American education is vital to sustaining the nation’s international
leadership and competitiveness. And it is core to upholding the Ameri-
can ideals that our forefathers set out to establish in this democracy.
We took on this project because we believe that the crucial question for
our generation is whether the American Dream becomes the American
memory on our watch. We believe and hope that the American Dream
can still be sustained.
Joel I. Klein
Condoleezza Rice
Task Force Chairs
Acknowledgments
The report of the Independent Task Force on U.S. Education Reform
and National Security is the product of a great deal of effort by the
members and observers of the Task Force, and I am very appreciative
of the time, attention, and expertise that each member devoted to this
important project.
In particular, I would like to thank our distinguished chairs, Joel
Klein and Condoleezza Rice, for their leadership, dedication, thought-
ful direction, and constructive feedback on draft after draft. Joel and
Condi come from different backgrounds and perspectives but are both
inspirational in their passion for bringing people together to confront
the challenges in U.S. education. It has been a true pleasure to work
with both chairs and their teams, in particular Georgia Godfrey, Mad-
eline Kerner, and Rosanne Mullaly.
It is striking how often politicians, executives, and other leaders in
American life discuss the challenges America faces without addressing
education—which is so intimately tied to long-term U.S. competitive-
ness, prosperity, and security. K-12 education reform is an unfamiliar
topic for CFR, and I applaud the organization for having the vision and
courage to take it on.
Throughout the process, I have been deeply appreciative of the Task
Force members’ and observers’ time and attention and of their invalu-
able expertise and guidance. Many members took time to share detailed
comments. Several, including Craig Barrett, Louis Gerstner, and Randi
Weingarten, made presentations to the full group. I am also thank-
ful to several people who met with and briefed the Task Force group,
including U.S. secretary of education Arne Duncan, Mary Cullinane,
formerly of Microsoft, Sir Michael Barber of Pearson, and David Cole-
man of Student Achievement Partners.
I also received help and support from CFR members. The New
York Meetings team organized an event at the 2011 Term Member
xv
Another Random Scribd Document
with Unrelated Content
CHILD AND MOTHER
O MOTHER-my-love, if you’ll give me your hand,
And go where I ask you to wander,
I will lead you away to a beautiful land—
The Dreamland that’s waiting out yonder.
We’ll walk in a sweet-posie garden out there
Where moonlight and starlight are streaming
And the flowers and the birds are filling the air
With the fragrance and music of dreaming.
There’ll be no little tired-out boy to undress,
No questions or cares to perplex you;
There’ll be no little bruises or bumps to caress,
Nor patching of stockings to vex you.
For I’ll rock you away on a silver-dew stream,
And sing you asleep when you’re weary,
And no one shall know of our beautiful dream
But you and your own little dearie.
And when I am tired I’ll nestle my head
In the bosom that’s soothed me so often,
And the wide-awake stars shall sing in my stead
A song which our dreaming shall soften.
So, Mother-My-Love, let me take your dear hand,
And away through the starlight we’ll wander—
Away through the mist to the beautiful land—
The Dreamland that’s waiting out yonder!
MEDIEVAL EVENTIDE SONG
C OME hither, lyttel childe, and lie upon my breast to-night,
For yonder fares an angell yclad in raimaunt white,
And yonder sings ye angell as onely angells may,
And his songe ben of a garden that bloometh farre awaye.
To them that have no lyttel childe Godde sometimes sendeth down
A lyttel childe that ben a lyttel angell of his owne;
And if so bee they love that childe, he willeth it to staye,
But elsewise, in his mercie, he taketh it awaye.
And sometimes, though they love it, Godde yearneth for ye childe,
And sendeth angells singing, whereby it ben beguiled;
They fold their arms about ye lamb that croodleth at his play,
And beare him to ye garden that bloometh farre awaye.
I wolde not lose ye lyttel lamb that Godde hath lent to me;
If I colde sing that angell songe, how joysome I sholde be!
For, with mine arms about him, and my musick in his eare,
What angell songe of paradize soever sholde I feare?
Soe come, my lyttel childe, and lie upon my breast to-night,
For yonder fares an angell yclad in raimaunt white,
And yonder sings that angell, as onely angells may,
And his songe ben of a garden that bloometh farre awaye.
ARMENIAN LULLABY
I F thou wilt shut thy drowsy eyes,
My mulberry one, my golden sun!
The rose shall sing thee lullabies,
My pretty cosset lambkin!
And thou shalt swing in an almond-tree,
With a flood of moonbeams rocking thee—
A silver boat in a golden sea,
My velvet love, my nestling dove,
My own pomegranate blossom!
The stork shall guard thee passing well
All night, my sweet! my dimple-feet!
And bring thee myrrh and asphodel,
My gentle rain-of-springtime!
And for thy slumbrous play shall twine
The diamond stars with an emerald vine
To trail in the waves of ruby wine,
My myrtle bloom, my heart’s perfume,
My little chirping sparrow!
And when the morn wakes up to see
My apple bright, my soul’s delight!
The partridge shall come calling thee,
My jar of milk-and-honey!
Yes, thou shalt know what mystery lies
In the amethyst deep of the curtained skies,
If thou wilt fold thy onyx eyes,
You wakeful one, you naughty son,
You cooing little turtle!
CHRISTMAS TREASURES
I COUNT my treasures o’er with care,—
The little toy my darling knew,
A little sock of faded hue,
A little lock of golden hair.
Long years ago this holy time,
My little one—my all to me—
Sat robed in white upon my knee,
And heard the merry Christmas chime.
“Tell me, my little golden-head,
If Santa Claus should come to-night,
What shall he bring my baby bright,—
What treasure for my boy?” I said.
And then he named this little toy,
While in his round and mournful eyes
There came a look of sweet surprise,
That spake his quiet, trustful joy.
And as he lisped his evening prayer
He asked the boon with childish grace;
Then, toddling to the chimney-place,
He hung this little stocking there.
That night, while lengthening shadows crept,
I saw the white-winged angels come
With singing to our lowly home
And kiss my darling as he slept.
They must have heard his little prayer,
For in the morn, with rapturous face,
He toddled to the chimney-place,
And found this little treasure there.
They came again one Christmas-tide,—
That angel host, so fair and white;
And singing all that glorious night
And, singing all that glorious night,
They lured my darling from my side.
A little sock, a little toy,
A little lock of golden hair,
The Christmas music on the air,
A watching for my baby boy!
But if again that angel train
And golden-head come back for me
To bear me to Eternity,
My watching will not be in vain.
OH, LITTLE CHILD
H USH, little one, and fold your hands—
The sun hath set, the moon is high;
The sea is singing to the sands,
And wakeful posies are beguiled
By many a fairy lullaby—
Hush, little child—my little child!
Dream, little one, and in your dreams
Float upward from this lowly place—
Float out on mellow, misty streams
To lands where bideth Mary mild,
And let her kiss thy little face,
You little child—my little child!
Sleep, little one, and take thy rest—
With angels bending over thee,
Sleep sweetly on that Father’s breast
Whom our dear Christ hath reconciled—
But stay not there—come back to me,
Oh, little child—my little child!
GANDERFEATHER’S GIFT
I WAS just a little thing
When a fairy came and kissed me;
Floating in upon the light
Of a haunted summer night,
Lo, the fairies came to sing
Pretty slumber songs and bring
Certain boons that else had missed me.
From a dream I turned to see
What those strangers brought for me,
When that fairy up and kissed me—
Here, upon this cheek, he kissed me!
Simmerdew was there, but she
Did not like me altogether;
Daisybright and Turtledove,
Pilfercurds and Honeylove,
Thistleblow and Amberglee
On that gleaming, ghostly sea
Floated from the misty heather,
And around my trundle-bed
Frisked, and looked, and whispering said—
Solemnlike and all together:
“You shall kiss him, Ganderfeather!”
Ganderfeather kissed me then—
Ganderfeather, quaint and merry!
No attenuate sprite was he,
—But as buxom as could be;—
Kissed me twice, and once again,
And the others shouted when
On my cheek uprose a berry
Somewhat like a mole, mayhap,
But the kiss-mark of that chap
Ganderfeather, passing merry—
Humorsome, but kindly, very!
I was just a tiny thing
When the prankish Ganderfeather
Brought this curious gift to me
With his fairy kisses three;
Yet with honest pride I sing
That same gift he chose to bring
Out of yonder haunted heather.
Other charms and friendships fly—
Constant friends this mole and I,
Who have been so long together
Thank you, little Ganderfeather!
BAMBINO
B AMBINO in his cradle slept;
And by his side his grandam grim
Bent down and smiled upon the child,
And sung this lullaby to him,—
This “ninna and anninia”:
“When thou art older, thou shalt mind
To traverse countries far and wide,
And thou shalt go where roses blow
And balmy waters singing glide—
So ninna and anninia!
“And thou shalt wear, trimmed up in points,
A famous jacket edged in red,
And, more than that, a peakéd hat,
All decked in gold, upon thy head—
Ah! ninna and anninia!
“Then shalt thou carry gun and knife,
Nor shall the soldiers bully thee;
Perchance, beset by wrong or debt,
A mighty bandit thou shalt be—
So ninna and anninia!
“No woman yet of our proud race
Lived to her fourteenth year unwed;
The brazen churl that eyed a girl
Bought her the ring or paid his head—
So ninna and anninia!
“But once came spies (I know the thieves!)
And brought disaster to our race;
God heard us when our fifteen men
Were hanged within the market-place—
But ninna and anninia!
“Good men they were, my babe, and true,—
Right worthy fellows all and strong;
Right worthy fellows all, and strong;
Live thou and be for them and me
Avenger of that deadly wrong—
So ninna and anninia!”
LITTLE HOMER’S SLATE
A FTER dear old grandma died,
Hunting through an oaken chest
In the attic, we espied
What repaid our childish quest;
’Twas a homely little slate,
Seemingly of ancient date.
On its quaint and battered face
Was the picture of a cart,
Drawn with all that awkward grace
Which betokens childish art;
But what meant this legend, pray:
“Homer drew this yesterday”?
Mother recollected then
What the years were fain to hide—
She was but a baby when
Little Homer lived and died;
Forty years, so mother said,
Little Homer had been dead.
This one secret through those years
Grandma kept from all apart,
Hallowed by her lonely tears
And the breaking of her heart;
While each year that sped away
Seemed to her but yesterday.
So the homely little slate
Grandma’s baby’s fingers pressed,
To a memory consecrate,
Lieth in the oaken chest,
Where, unwilling we should know,
Grandma put it, years ago.
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