Kay Lietz Lab Early Childhood Education Aff

Early Head Start Affirmative

Index
Index..........................................................................................................................................................1 1AC............................................................................................................................................................3 Observation I: .......................................................................................................................................3 Advantage I: Cycle of Poverty..............................................................................................................5 Advantage II: Competitiveness.............................................................................................................9 ............................................................................................................................................................16 Inherency Student Achievement Decreasing............................................................................................................17 Poverty Leads to Low Academic Performance...................................................................................18 Public Education Fails Children..........................................................................................................19 NCLB Fails to Improve Education......................................................................................................20 Obamas Education Funding Flawed..................................................................................................21 Education Funding Decreasing............................................................................................................26 Head Start Funding too Low...............................................................................................................28 Poverty Shifts Solutions from Education............................................................................................31 Politics Inherency................................................................................................................................32 Cost of Early Childhood Education Excludes Poor............................................................................35 ............................................................................................................................................................36 Failure of ECD Leads to Cognitive Underdevelopment in Poor Students..........................................37 Rich/Poor Gap Disproportionately Affects Minorities........................................................................40 Rich/Poor Gap Growing......................................................................................................................43 Economic Growth Alone will not Solve Gap......................................................................................52 Education Key to Breaking Cycle of Poverty.....................................................................................53 Rich/Poor Gap Growing in Education.................................................................................................56 Cycle of Poverty..................................................................................................................................61 Education Solves Cycle.......................................................................................................................63 Education Solves for Poverty Related Problems.................................................................................64 Education Solves Crime......................................................................................................................65 Education Solves for Community.......................................................................................................66 Poverty Impacts Environment..........................................................................................................67 Poverty Impacts: Education.................................................................................................................68 Education Solves Racism....................................................................................................................70 US Competitiveness Falling................................................................................................................71 Competitiveness Brink........................................................................................................................72 Soft Power Democracy Impacts.......................................................................................................76 China Brink.........................................................................................................................................77 Chinese Conflict Scenarios..................................................................................................................80 Soft Power AT: Hard Power Better..................................................................................................82 Economic (Sticky) Power Key............................................................................................................83 Economic Impacts...............................................................................................................................84 Long-term Education Policy Key to Solve..........................................................................................85 Education Key to Competitiveness ....................................................................................................86 Education Key to US Democracy........................................................................................................95

Kay Lietz Lab Early Childhood Education Aff ............................................................................................................................................................95 US Trailing in Education Internationally............................................................................................96 ECD Key to Competitiveness..............................................................................................................99 Social Capacity Key..........................................................................................................................102 Assistance Can Solve Poverty...........................................................................................................103 Early Head Start Solves Systemic Poverty Issues.............................................................................104 Early Head Start Solves Crime..........................................................................................................105 Early Head Start Solves Education....................................................................................................109 Early Head Start is Cost Effective.....................................................................................................113 Early Head Start Closes the Achievement Gap.................................................................................114 Head Start Solves..............................................................................................................................115 ECD Key to Academic Success........................................................................................................118 Social Networks Key.........................................................................................................................123 Solvency: Education Key..................................................................................................................124 AT: Deficit Model Immoral..............................................................................................................127 AT: States CP....................................................................................................................................128 AT: Politics........................................................................................................................................131 AT: Spending.....................................................................................................................................133

Kay Lietz Lab Early Childhood Education Aff

1AC
Observation I:
First, the current commitment to Early Childhood Education fails to meet the needs of 12 million children in poverty and fails to provide the cognitive foundations necessary to allow children living in poverty to break out of that cycle through education. Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais)
But we have a long way to go to ensure that all children can get a high-quality early education foundation. Today, nearly 12 million of the 18.5 million children under 5 in this country are in some type of regular child care or early education setting. Children with working mothers spend on average 36 hours per week in early learning settings. Child care costs for families with young children are generally the single highest or second highest spending cost, after housing. Parents need more affordable, quality early education settings for their children as they work longer hours or take on a second job. Unfortunately, research suggests that the quality of child care in this country is mediocre. This is not surprising given the weak and variable standards in most states for early learning programs. The vast majority of states have no training requirement for child care providers prior to working in a classroom. And thirteen state prek programs meet five or fewer of 10 key quality criteria. The American Recovery and Reinvestment Act provides emergency funding for child care, Head Start, and Early Head Start to expand opportunities for more low-income children, and create tens of thousands of new jobs. This is a good start--but more needs to be done. In his budget blueprint, President Obama outlined his plan to build on these key investments. He proposes creating incentives for states to support comprehensive and coordinated high quality early childhood programs for children age birth to five. I think these are the right types of investments. I look forward to working in a bipartisan way with the Obama Administration, to ensure our youngest children are provided the early learning opportunities they need to succeed in school and in life.

Kay Lietz Lab Early Childhood Education Aff Second, despite its effectiveness, Early Head Start programs do not exist nationwide St. Petersburg Times 02 (February 21, Jim Ross, St. Petersburg Times Program offers kids an earlier head start) Early Head Start has been a success in Marion, where it has operated the past three years. Early Head Start is just now graduating its Some students already have mastered many skills that they otherwise wouldn't have learned until later. "We have had a very successful transition of our first set of children," she said. "They are learning faster" than kids who entered Head Start without benefit of Early Head Start. Strangis of UF said that while Head Start has been helping children for 30 years, Early Head Start has been available only since 1995. As a result, the
Griffith said
first group to regular Head Start. academic community hasn't yet generated definitive studies about the program's effectiveness. But early studies and anecdotal evidence from people such as Griffith have shown parents are pleased with the program and are participating actively. Meanwhile, other research has clearly shown the value of investing in early childhood education, Strangis said. Childhood Development Services receives about $ 6-million a year to administer Head Start and Early Head Start in Citrus and Marion counties. That covers

There are thousands of Head Start programs nationwide, but only 800 to 1,000 Early Head Start programs, Strangis
services for 639 students in Head Start and 64 (including the 24 in Citrus) in Early Head Start. All the money comes from the federal government.

Third, despite hopes, Obamas policy will not provide universal Pre-K education Early Ed Watch, 08 (Sara Mead, April 10, http://www.newamerica.net/blog/early-edwatch/2008/primary-watch-barack-obamas-early-education-agenda-3239) The centerpiece of Barack Obamas early education agenda would be a new program of Early Learning Challenge Grants, which would provide states with funding to support quality child care, early education, and other services for pregnant women and children from birth through age five. States could use Early Learning Challenge Grant funds to support voluntary, high-quality preschool programs for three- and four-year olds, but universal pre-k is not the central focus of Obamas early education strategy. Instead, states would be given flexibility in how they choose to expand quality prek and other early education programs. In order to receive Early Learning Challenge Grants, states would be required to: match new federal funds, meet quality and accountability standards, develop public/private partnerships, ensure that parents receive valid information, and provide support for both early learning and family support services (such as nurse home visiting). Although Senator Obamas plan refers to high-quality early childhood care and pre-k, it does not describe the quality standards states would be expected to meet.

Kay Lietz Lab Early Childhood Education Aff

Advantage I: Cycle of Poverty

First, low Income Parents Faces Challenges in finding Quality Early Child Education Programs Rasmussen 09 (Jessie Rasmussen, Vice President of Buffett Early Childhood fund, the Importance of Early Childhood Development, March 17, 2009, p. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais) Access to quality early childhood programs for families of low income is compounded by the fact that a significant number of these parents with young children are working (as required in the welfare reform of the nineties) and need full day, year round care. However, many of the programs designed to serve children at risk are often only part day and don't operate all year. This means parents must arrange for care before and after the half day preschool program as well as make special arrangements for summer breaks. Even if parents could find care to fill in the gaps, the half-day preschool programs are often inaccessible to families of low income because parents are frequently in jobs that do not allow them the flexibility to leave work to transport their child between child care and preschool. Furthermore, we need to acknowledge the research that indicates children need continuity in care and should not be shuffled between multiple early childhood programs--and multiple caregivers--every single day. Secondly, this cycle of poverty creates a culture of violence in inner-cities.
Blumenson and Nilsen 2002. [Eric and Eva S., "How to Construct an Underclass, Or The War on Drugs Became a War on Education", May 16, 2002, http://www.dpfma.org/pdf/war_on_drugs_education.pdf]

The bleak consequences of withdrawing educational access sweep well beyond those directly deprived. They extend to the entire society. A robust economy as well as our democratic survival requires a well-educated population. As the Supreme Court has stated, "Some degree of education is necessary to prepare citizens to participate effectively and intelligently in our open political system if we are to preserve freedom and independence."85 Another predictable outcome of educational
deprivation is an increase in crime. There is a demonstrated correlation between the lack of secondary education and criminal behavior,86 a connection aggravated by expulsions that produce unsupervised free time, bleak future prospects,87 and feelings of unjust treatment.88 One study concludes that "school personnel may simply be dumping problem students out on the streets, only to find them later causing increased violence and disruption in the community . . . [W]e face serious questions about the long-term negative effects of one of the cornerstones of zero tolerance, school exclusion."89 As for prisoners, numerous studies show that prison education programs reduce recidivism rates,90 in some cases by a

A Rand study concluded that education is the most cost-effective crime prevention program available, and other studies confirm that investment in prisoner education more than pays for itself .92 The exploding incarceration rate and the termination of prison education programs were intended to "get tough" on criminals. But given the consequences.a multiplying recidivism rate93 at a time when an unprecedented 600,000 prisoners are returning to society per year94. These policies are proving particularly tough on America.
factor of four.91

Kay-Lietz ECD AFF

This is fueling an inner-city war that is based on and intended to continue policies of racism. Washington Post, 08 (Andrea Billups, Columnist of the Washington Post, The Washington Post) LN, July 25, 2008 "Schools are closing and kids are being shipped to different schools, so you have that kind of instability that goes along with the historic treatment of the black community as something to be pushed around into one place and treated as a second-class citizens." Mr. Hagedorn thinks police are not blameless in fueling local outrage. He calls the governor's offer to send extra law enforcement a political ploy, rather than a serious solution. "There has been a large string of shootings by police - at one point, seven over the course of 10 days. It's really added to the hostility and alienation of the community," he said. "One of the factors that fuels violence is hostility. The nihilism is there for a reason. "The other thing that is related to that is the method that this new chief is trying to use to get tough on the gangs - arming a unit with assault weapons and high-tech artillery and creating a military unit to attack the gangs," Mr. Hagedorn added. "It's the whole notion of war ... Chicago declared war on gangs in 1969, and we've had 40 years of war now Do you think maybe we could figure out something else? I don't know how war solves violence."

This cycle of violence dehumanizes children and impoverished communities. Anderson and Larson, 09 Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) Coming from an ethical rather than an economic perspective, Nussbaum (2000) argued that the capabilities approach to social justice theory plays a very practical role in understanding issues of inequity. She suggested that more holistic approaches to examining issues of injustice may help policy makers and practitioners eliminate the sort of self-deceptive rationalizing that frequently makes us collaborators with injustice (p. 36).
Like Sen, Nussbaum argued that insufficient attention to the particular features of individual lives often leads to harmful policies and practices. To Nussbaum,

children and families are human beings first, not simply students and parents. She argued that human beings need material support and without such support people cannot come into full being. Nussbaum asserted that the central
question researchers and leaders of schools might ask from a capabilities perspective is, What is child X actually able to do and to be? (Nussbaum, 2000, p. 12).

Children and families vary greatly in their needs for resources and in their abilities to convert resources that institutions provide into valuable opportunities. Like Sen, Nussbaum argued that the structures and practices of our institutions, such as education, should be chosen with an eye toward expanding capabilities to achieve rather than focusing on achievement alone. For example, she argued that human capabilities are enhanced when an individual is free to expect to live a human life of normal length,
not dying prematurely. These insights compel educators and policy makers to ask, how and in what ways do safety and security concerns of poor youth affect their

human capability thrives when a person enjoys good health, good nutrition, and adequate shelter. If educators and policy makers recognized the importance of these capabilities to enhancing freedoms to achieve academically for poor children and youth, what would they do? In sum, from a capabilities perspective, physical integrity and emotional comfort are essential to human development and to increasing educational opportunity for children and youth. Yet current directions in school reform and in many educational support programs such as Upward Bound ignore issues of bodily and emotional integrity entirely. Nussbaum pointed out that the poor are often forced into choices they would not make if issues of bodily and emotional integrity were adequately supported. Rather than being free to choose the life they value, people living in impoverished communities are often forced into making what Nussbaum called deformed choices. Deformed choices arise when people feel as if they have no real choice in matters that concern them. When people are trapped in a deformed choice, they are not free to pursue a path that they value and, typically, they feel forced into taking a path they would not choose if they had a real choice. In this study, we seek to understand how the social, emotional, and economic context of the lives of impoverished youth create situations and circumstances that culminate in deformed choices that prevent motivated youth from focusing on academic achievement
freedoms to focus on achievement? Nussbaum also suggested that

Kay-Lietz ECD AFF This dehumanizing evil of the cycle of poverty has a devastating ripple effect that will destroy the planet. SOCIAL ISSUES .COM 06
Poverty Is the Root of All Evil http://socialissues.wiseto.com/Articles/FO3020630249/ References: Fagan, Patrick F. "SingleParent Families Are More Likely to Be Poor." Inner-City Poverty. Ed. Tamara L. Roleff. San Diego: Greenhaven Press, 2003. Hollander, Jack M. "Poverty Causes Environmental Degradation." At Issue: Is Poverty a Serious Threat? Ed. Mercedes Munoz. Detroit: Greenhaven Press, 2006. Li, Quan and Drew Schaub. "Poverty Causes Terrorism." At Issue: Is Poverty a Serious Threat? Ed. Mercedes Munoz. Detroit: Greenhaven Press, 2006.

Poverty is the enemy. It attacks all ages, genders and can be found around the globe. Authorities on this subject have
clear-cut ideas where to lay the blame. According to Patrick F. Fagan, who is the William H.G. FitzGerald Senior Fellow in family and cultural issues at the Heritage Foundation, believes that the likelihood of whether a child will live in poverty is greatly influenced by the marital status of the childs parents. Studies show that children of single parents are six times more likely to be impoverished than children whose parents are married Fagan asserts. Furthermore, divorce is closely linked to poverty: Almost half of all families that are broken by divorce become impoverished.Children born out of wedlock, especially to teenage mothers, also experience high rates of poverty, Fagan continues. This cycle often continues in the next generation, since children of single parents are more likely to get pregnant before marriage, which lessens the likelihood that they will complete their education and obtain a good-paying jobthus making it more likely that their children will also be raised in poverty. Jack M. Hollander, a professor of energy and resources at the University of California, Berkeley blames poverty for another problem: environmental degradation. The real enemy of the environment is povertythe

tragedy of billions of the world's inhabitants who face hunger, disease, and ignorance each day of their lives. Poverty is the environmental villain; poor people are its victims. Impoverished people often do plunder their resources, pollute their environment, and overcrowd their habitats. They do these things not out of willful neglect but only out of the need to survive. Quan Li and Drew Schaub,
professors of political science at Pennsylvania State University, extends the problems of privation ever further, alleging that the

primary cause of terrorism is poverty. Because poverty causes feelings of military and economic inferiority, people affected by it choose violent means to express their discontent. Consistent with this
argument, [President George W.] Bush claimed, in a widely cited speech, that the United States would fight against poverty because hope is an answer to terror. Numerous academic and social science researchers have demonstrated how the path to achieving a decent and stable income is still the traditional one: complete school, get a job, get married, then have children, in that order. Another factor, the acquisition of a positive work ethic, may be especially vital in the war on poverty. Li and Schaub believe that for economic globalization to reduce transnational terrorism, globalization has to be able to promote economic development and reduce poverty. As a consequence, Hollander states: With the increase of freedom and affluenceboth are crucialpeople are then likely to become motivated and increasingly able to apply the necessary political will, economic resources, and technological ingenuity to address environmental issues more broadly. Poverty is indeed the enemy. It has a negative ripple effect on families, the environment and

society as a whole.

Kay-Lietz ECD AFF Finally, Early Childhood / Preschool programs significantly increase reading/math attainment decreasing the likelihood of dropout and crime saving states billions of dollars. Corzine 2007. [Jon S., governor of New Jersey, Prevention: A Strategy for Safe Streets and Neighborhoods, http://www.nj.gov/oag/crimeplan/PreventionReportFinal%20.pdf]
Delinquency prevention is a critical component of the Strategy for Safe Streets and Neighborhoods because it is a more effective and efficient use of taxpayer dollars than waiting until youth have begun to offend, or delaying concerted system responses until juveniles have been arrested repeatedly or commit very serious offenses.7 A 2001 report issued by the Coalition for Juvenile Justice found that school dropouts are three and a half times more likely than high school graduates to be arrested. The Alliance for Excellent Education estimates that, for New Jersey, the impact of a five percent increase in male high school graduation rates would save the State $120,008,948 in crime related costs, with additional annual earnings of $69,283,091, for a total benefit to the state economy of $189,292,039.8 And a recent Justice Policy Institute brief found that for every one
For example, research has shown that educational attainment and access to market-rate jobs decrease crime and delinquency. percent increase in civilian labor force participation, violent crime is expected to decrease by 8.8 incidents per 100,000 people.9

Finally, research studies consistently show that youth development programs that enhance decision making skills or parentchild relations, diversion interventions and family therapies, home visitation programs and quality pre-school education, quality after-school programs, and other primary prevention programs can divert youth from delinquent activity, protect children and adults from violent crime, and provide positive returns on investment.10 In this regard, the State is encouraged by data unveiled in September 2007, by the U.S.
Department of Education from in New Jersey are among the best readers in the nation. The NAEP scores also showed dramatic

the National Assessment of Educational Progress (NAEP), which showed that 4th grade readers improvements in closing the achievement

gap in New Jersey. For 4th grade reading, Black students scores increased by 12 points from 2003 to 2007, and the gap between Black and White students decreased
by 10 points. This was one of the largest reductions in the achievement gap in the nation. For 4th grade math, the gap between Black and White students decreased by seven points over the same period, which was also one of the largest decreases in the nation. Black students scores increased 15 points, the largest such increase in the nation. There were also increases in test scores for Hispanic students in 4th grade reading.

These results are very promising. In particular, gains in reading scores appear to be indicative of the States commitment to early childhood programs and an emphasis on literacy for the younger grades.The results, however, also show that there is a significant
amount of work to be done to close the achievement gap and to improve educational outcomes for middle and high school students.

Kay-Lietz ECD AFF

Advantage II: Competitiveness

First, US innovation decline is leading to decreased US competitiveness. National Research Council 08 (Committee on Enhancing the Master's Degree in the Natural Sciences and the National Research Council, 2008, Science Professionals: Masters Education for a Competitive World, pg. 9-11, http://books.nap.edu/openbook.php? record_id=12064&page=11)
The United States enjoys a vital, dynamic economy that is the largest national economy in the world. The vitality of that economy, as the National Academies report Rising Above the Gathering Storm eloquently conveys, is derived in large part from the productivity of well-trained people and the steady stream of scientific and technical innovations they produce.1 Over the last decade, however, Americans have engaged in critical discussions about the nations position in the global economy and the steps necessary to sustain the competitiveness of both our economy and the scientific enterprise that fuels its growth in the long run. The disquiet about our competitiveness has found its voice among journalists and business leaders. Tom Friedman writes of a flattened world in which the economic playing field has been leveled through revolutionary forces among them knowledge workers deployed throughout the world and networked through the creation of a global telecommunications system. Andy Grove, former CEO of Intel, contends: If the world operates as one big market, every employee will compete with every person anywhere in the world who is capable of doing the same job. There are lots of them and many of them are hungry. The Council on Competitiveness, under the banner of Innovate or Abdicate, advocates a national effort to spur innovation as the intensification of a global knowledge economy has put pressure on the United States to remain a step ahead of the competition and ensure the United States is the premier place in the world to innovate.2

Second, US competitiveness is on the brink because of critical gaps in our educational system now is the defining moment. \National Research Council 08 (Committee on Enhancing the Master's Degree in the Natural Sciences, National Research Council, 2008, Science Professionals: Masters Education for a Competitive World, pg. 1-3, http://books.nap.edu/openbook .php?record_id=12064&page=3)
There is growing consensus that we are again at one of those moments when we need bold actions. The vitality and competitiveness of the U.S. economy is due in large measure to the investment our nation has made over five decades in research and higher education, yielding a steady stream of scientific and technical innovations. Many countries, however, now invest in research and the development of knowledgeable people who play a critical role in competitive success. The development of research capacity and productivity in Europe and Asia and the global competition for talent are now challenging U.S. technological leadership. There has not been a singular event, such as the Soviet launch of Sputnik in October 1957, to sound a clarion call to action. Instead, the situation has developed under the radar like a Silent Sputnik. It is a situation of deep concern nonetheless and the nation needs to act.

Kay-Lietz ECD AFF Our failure to improve education destroys US competitiveness and leadership NAFSA, 07 (Association of International Educators, An International Education Policy For U.S. Leadership, Competitiveness, and Security, October, http://www.nafsa.org/public_policy.sec/united_states_international/toward_an_international) The need is critical. Globalization is obliterating the distinction between foreign and domestic concerns. Today, most domestic problems are also international problems. The global economic and technology revolutions are redefining the nations economic security and are reshaping business, work, and life. In a devastating report, the Committee for Economic Development documents the myriad ways in which the U.S. educational system fails to produce graduates with the knowledge and skills required for a global workforce. U.S. competitiveness is a national interest. It underpins national security and leadership, and deliberate policies are required to facilitate it.

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Kay-Lietz ECD AFF A failure of US leadership will lead to increased terrorism and a new round of world wars with China . Nye, 08 (Joseph, Prof. Emeritus at Harvard University, Fmr. US Admiral, Real Institute Elcano, 5/19, http://www.realinstitutoelcano.org/wps/portal/rielcano_eng/Content? WCM_GLOBAL_CONTEXT=/Elcano_in/Zonas_in/USA-Transatlantic+Dialogue/00026) Academics, pundits, and advisors have often been mistaken about Americas position in the world. For example, two
decades ago, the conventional wisdom was that the United States was in decline, suffering from imperial overstretch. A decade later, with the end of the Cold War,

the new conventional wisdom was that the world was a unipolar American hegemony. Some neo-conservative pundits drew
the conclusion that the United States was so powerful that it could decide what it thought was right, and others would have no choice but to follow. Charles Krauthammer celebrated this view as the new unilateralism and it heavily influenced the Bush administration even before the shock of the attacks on September 11,

This new unilateralism was based on a profound misunderstanding of the nature of power in world politics. Power is the ability to get the outcomes one wants. Whether the possession of resources will produce such outcomes depends upon the context. In the past, it was assumed that military power dominated most issues, but in todays world, the contexts of power differ greatly on military, economic and transnational issues.
2001 produced a new Bush Doctrine of preventive war and coercive democratization.

Contextual intelligence must start with an understanding of the strength and limits of American power. We are the only superpower, but preponderance is not empire or hegemony. We can influence but not control other parts of the world. Power always depends upon context, and the context of world politics today is like a three dimensional chess game. The top board of military power is unipolar; but on the middle board of economic relations, the world is multipolar. On the bottom board of transnational relations (such as climate change, illegal drugs, pandemics, and terrorism) power is chaotically distributed. Military power is a small part of the solution in responding to these new threats. They require cooperation among governments and international institutions. Even on the top board
(where America represents nearly half of world defense expenditures), our military is supreme in the global commons of air, sea, and space, but much more limited in its ability to control nationalistic populations in occupied areas.

Second, the next president must understand the importance of developing an integrated grand strategy that combines hard military power with soft attractive power. In the struggle against terrorism, we need to use hard power against the terrorists, but we cannot hope to win unless we gain the hearts and minds of the moderates. If the mis-use of hard power (such as in Abu Ghraib or Guantanamo) creates more new terrorist recruits than we kill or deter, we will lose. Right now we have no integrated strategy for combining hard and soft power. Many official instruments of soft power public
diplomacy, broadcasting, exchange programs, development assistance, disaster relief, military to military contacts are scattered around the government and there is no overarching strategy or budget that even tries to integrate them with hard power into an overarching national security strategy. We spend about 500 times more on the military than we do on broadcasting and exchanges. Is this the right proportion? How would we know? How would we make trade-offs? And how should the government relate to the non-official generators of soft power everything from Hollywood to Harvard to the Bill and Melinda Gates Foundation -- that emanate from our civil society?

A third aspect of contextual intelligence for the next president will be recognition of the growing importance of Asia. Bushs theme of a war on terrorism has led to an excessive focus on one region, the Middle East. We have not spent enough attention on Asia. In 1800, Asia had three fifths of the world population and three fifths of the worlds product. By 1900, after the industrial revolution in Europe and America, Asias share shrank to one-fifth of the world product. By 2020, Asia will be well on its way back to its historical share. The rise in the power of China and India may create instability, but it is a problem with precedents, and we can learn from history about how our policies can affect the outcome. A century ago, Britain managed the rise of American power without conflict, but the worlds failure to manage the rise of German power led to two devastating world wars. In this regard, the enormous success of South Korea both in economic and democratic terms offers a promising prospect for Asias future. It will be important to integrate Asian countries into an international institutional structure where they can become responsible stakeholders.

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Kay-Lietz ECD AFF US China war would lead to nuclear conflict Canberra Times, 07 (Dec. 3, LN)
Rudd enjoyed the Asia-Pacific Economic Cooperation leaders' summit while sidestepping difficult questions about the possibility of US-China conflict. Perhaps this was fair enough. It was possible to conclude at the APEC summit that Australia could successfully manage its relations with the US and China, and that APEC had lived up to its founders' vision of bringing the US and East Asia together. Further, the

ever-growing web of free trade agreements and regional initiatives suggest that the Asia-Pacific is well placed to continue on the prosperous path it has been on in recent decades. Yet it is possible to consider a different set of events from recent years and conclude that a darker, more dangerous future is still possible, with all the invidious choices that this would involve for Australia and the region. No one can definitively predict that the US and China will successfully negotiate China's rise, particularly since both are committed to armed conflict over Taiwan in certain circumstances.
US analyst Nancy Bernkopf Tucker says, "Today

the most dangerous place on earth is arguably the Taiwan Strait, where a war between the United States and China could erupt out of miscalculation, misunderstanding, or accident." She believes that the Taiwan Strait is "the only place in the world today where two major nuclear powers are threatening to engage in a colossally destructive war which would not just disrupt their economic, political and security relations but also have a profound impact on the Asian region and the world". It is easy to see how a crisis could develop. In 1996, China launched missiles into the sea around Taiwan to coincide with the first democratic
presidential elections in Taiwan. The US deployed its Seventh Fleet, including two aircraft carriers, to the Taiwan Strait in response. The two countries negotiated that crisis, but

fighting a war

in the Taiwan Strait continues to occupy defence planners in both countries. In the early years of the Bush Administration, China was characterised as a strategic competitor, and US President George W. Bush promised to do "whatever it takes" to defend Taiwan from Chinese attack. Were it not for September 11, and the subsequent wars in Afghanistan and Iraq, it is likely that there would have been far greater confrontation between the US and China under the Bush Administration. Both the US as the existing hegemon, and China, as the rising hegemon, have clear expectations about how Australia should act to
support their interests and the costs of a wrong decision.

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Kay-Lietz ECD AFF __ America requires a greater focus on minority education if it is to maintain its economic dominance in the globalizing world economy. Brown 09 (Dr. Frank Brown, Univ. of North Carolina, Education and Urban Society, July 2009, p. 242-3 ) America is more diverse by race and ethnicity today than in the past, and the country can no longer remain competitive and miseducate its nonWhite students, which led to the Courts decision in Brown (1954) and Swann (1971). The
Second, question now is whether the Courts Parents Involved (2007) decision will mean less quality education for nonWhite students.

the road to wealth in America has changed over the past half century for good and is not likely to return to private individual entrepreneurial avenue as in the past. Today, most large wealthy businesses are public and are subject to control by the
Third, federal government through the U.S. Security and Exchange Commission and other federal regulatory commissions. Individuals who are selected to manage these public companies (owned by millions of investors worldwide), such as IBM, Microsoft, General Electric, and Google, are individuals who do not own these companies but are hired by an independent board of directors who also do not own these companies (Rosenthall, 2009). Thus, the shortest road to wealth today is by being selected CEO of such companies and possibly earn $20 million per year. This can happen without the CEO investing any of his or her money, and if the company goes bankrupt, the CEO still gets paid. The quickest route to financial wealth without coming from a wealthy family is to graduate from an Ivy League type university with a degree in law or an MBA degree from a top business school and become the CEO of a top public corporation such as Ford, General Motors, IBM, or Macys (Friedman, 2008). Large corporations are more likely to buy out successful small businesses, and a successful small business is likely to generate less than $10 million in assets over several decades, which is less than half the annual salary of the CEO of a major corporation.

The road to the top economic ladder as CEO of a public corporation is an earned degree in business or law from a top college and university. This new route to wealth in America has advantages and disadvantages for minority students. The advantage is that minorities, in general, will not have to come from a wealthy background to become wealthy, but the disadvantage is that it is very difficult for most minorities to acquire the quality of education necessary to gain entrance to top colleges and universities. A major question for this special issue is the impact of a return to neighborhood schools on
the quality of education for minority students. More than 50 years after Brown (1954) eliminated legal segregation of public education by race, many minority students

American K-12 schools, in science and mathematics, are near the bottom of all industrialized nations for all students (Bradley, 2007). In
are still a long way from realizing desegregated or quality education from public schools (Brown, 2003a, 2003b, 2003c). addition, more top academically talented college students are enrolling in financial engineering programs, business administration, compared to other academic

may leave less talented students for careers in other fields. This leads us to ponder the future of what is expected to be more racially isolated schools by
disciplines (Leonhardt, 2009). This current movement to acquire more wealth after college neighborhoods after Parents Involved (2007) held that school boards may no longer use race of students to desegregate schools.

The Plan The United States federal government should substantially increase social services for persons living in poverty in the United States by providing universal Early Head Start programs in all Title I schools.

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Observation II: Early Childhood Development is critical to the future health of our nation
First, ECD is critical to a childs development as a learner and to their later productivity in society making it critical to our long-term intellectual and economic health. Stebbins, 09 (Helene Stebbins, Project Coordinator, National Center on Children in Poverty, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)
I am here today to talk to you about the state of state early childhood policies, and to urge you to think comprehensively about the range of policy options that support early learning. To thrive, young children need regular visits to the doctor even when they are healthy; they need stimulating early learning opportunities; and they need stable, nurturing families who have enough resources and parenting skill to meet their basic needs. These are the ingredients that put young children on a pathway to success. Early childhood policy that is informed by research improves the odds that young children will in fact have good health, positive early learning experiences, and strong, nurturing families to get them off to the right start. State policy choices are especially important to low-income families whose young children lack access to the kinds of supports and opportunities that their more affluent peers receive. In a nutshell, focusing on state policy choices that support early childhood development matters because: 1. Compelling research supports the lifelong importance of early childhood development. Both brain science and developmental research show that the quality of the earliest relationships and experiences set the stage for school success, health, and future workforce productivity. These experiences shape the hard wiring of the brain, which in turn sets the stage for how children approach life, how they learn, how they manage emotions, and how they relate to others. Once brain circuits are built, it is hard to change behavior. Thus, these early experiences set the stage for future development.\1\ 2. There is hard economic evidence that smart investments in early childhood yield long-term gains. More than 20 years of data on small and large-scale early intervention programs show that low-income young children attending high-quality programs are more likely to stay in school, more likely to go to college, and more likely to become successful, independent adults. They are less likely to need remediation, be arrested, or commit violent crimes. The return on investment of ensuring that young children and their caregivers have access not only to health care, but to mental health care when needed, also shows reduced health care costs when the children become adults.\2\ 3. Without support, low-income families cannot provide the basic necessities that their young children need to thrive. The official poverty level in 2009 is $18,310 for a family of three,\3\ but research shows that it takes twice this amount to provide basic necessities, and in many places it costs even more.\4\ To earn twice the poverty level ($36, 620), a single parent with two children working 35 hours per week would have to earn almost $20.00 an hour, which is more than three times the federal minimum wage. Nationally, 10 million children under the age of 6 (43 percent) live in families earning twice the poverty level or less. The younger the children, the more likely they are to be in poverty, and poverty is directly related to poor health and education outcomes.

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Kay-Lietz ECD AFF Secondly, The federal government needs to take the lead in supporting early childhood education. Patchwork Early Childhood Program makes federal action and funding key to solve. NYT 08 (Dec., 16, http://www.nytimes.com/2008/12/17/us/politics/17early.html) Now that new initiatives seem likely, experts are debating how best to improve Americas early childhood system, which they call fantastically fragmented, unconscionably underfinanced and bureaucratically bewildering. Some hesitate to use the word system at all. Its a patchwork quilt, a tossed salad, a nonsystem, said Libby Doggett, executive director of Pre-K Now, a group that presses for universal, publicly financed prekindergarten. There are federal and state, public and private, for-profit and nonprofit programs. Some unfold in public school classrooms, others in storefront day care centers, churches or Y.M.C.A.s, and still others in tiny centers run out of private homes. California has 22 different funding streams for child care and preschool, and that mirrors the crazy labyrinth of funding sources coming out of Washington, said Bruce Fuller, an education professor at the University of California, Berkeley, who is the author of Standardized Childhood: The Political and Cultural Struggle Over Early Education. Debates cut many ways. Some advocates want the nation to start by expanding services to all 4-year-olds. Others say improving care for infants and toddlers cannot wait. Some insist that middle-class and wealthy children must have access to public preschool. Others say the priority should remain with the poor. Mr. Obamas platform, which Mr. Duncan helped write, emphasizes extending care to infants and toddlers as well, and it makes helping poor children a priority. It would also provide new federal financing for states rolling out programs to serve young children of all incomes. Outright opponents are fewer, and certainly less influential than they once were. In 1971, President Richard M. Nixon vetoed a bill that would have underwritten child care for everyone, arguing that the bill would commit the vast moral authority of the national government to the side of communal approaches to child rearing over against the family-centered approach. For years after that, conservatives blocked many early childhood initiatives, but resistance has diminished in recent years. The last major federal initiative came in 1994, when the Clinton administration worked with Congress to create Early Head Start, which serves pregnant women and children from birth to age 3. Since then, states have largely carried the ball.

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Kay-Lietz ECD AFF Finally, supporting a new federally unified Early Head Start program will more effectively utilize funds, stop state insolvency, and solve two of the greatest crises of our age: poverty and racism. McCartney, Dean of Harvard Graduate School of Education, 09 (Kathleen, The Boston Globe, Finally getting smart about investing in learning, LN) Funding the status quo would be a mistake. Currently, early-education programs are supported through myriad funding streams, some administered from the Department of Education, such as Title I, and others from the Department of Health and Human Services, such as Head Start. California relies on 22 different programs to support early education. No wonder experts call the current state of early education "fantastically fragmented" or "a patchwork quilt" of programs. We need to create an early-childhood system that makes sense. Doing so will require an expansion of programs and facilities, incentives for accreditation, professional development for a mostly untrained workforce, the creation of curriculum standards and assessment tools, and hard decisions, such as: Should districts offer universal pre-kindergarten? Should Head Start and Early Head Start offer full-day programs to meet the needs of working parents? What is the role of the for-profit sector? Massachusetts is off to a good start through the creation of the Department of Early Education and Care. Its new commissioner, Sherri Killin, can't let funding streams determine policy. She will have her work cut out for her, as she prods agencies to collaborate. Obama has pledged to establish a Presidential Early Learning Council, modeled on the Illinois Early Learning Council, which he helped to create. This Council should include all stakeholders - educators, parents, researchers, advocates, and policymakers. Their task will be to design a system that is in the best interests of young children and not the best interests of the industry. Education Secretary Arne Duncan will need to provide incentives to states. When he led the Chicago Public Schools, Duncan increased access to pre-kindergarten programs to children from low-income families. It wasn't easy. As a practitioner, he understands the benefits of early education as well as the challenges. It is common for advocates to use economic arguments to justify investments of public resources in education; in today's parlance, we now hear that education increases our economic productivity and our global competitiveness. In the context of a $5 billion stimulus for early-childhood education, some will no doubt argue that investing in early education will stimulate our economy through the construction of new facilities and the creation of new jobs. All true, but there is another reason to invest in education: It is the civil rights issue of our time. Education affords each citizen access to the American dream - to pursue one's life goals through hard work and free choice.

Thomas Jefferson said "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be". The American educational system and it's "conveyor belt" method have proven to be inadequate in preparing its students to be the leaders of tomorrow.

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Inherency
Student Achievement Decreasing
__Despite significant investments US achievement scores falling Cochran 08 (John Cochran, ABC News Senior Washington Correspondent. ABC News April 26, 2008 p. http://abcnews.go.com/Politics/story?id=126712) Two recent reports on high school seniors unveil disturbing results. New education study suggests schools are failing. A study this week from Strong American Schools reports that 40 percent of seniors still do not understand the math they were taught in the eigth grade. And an earlier study from Common Core found that nearly a quarter cannot identify Adolph Hitler, more than half cannot place the American Civil War in the right century, and a third do not know that the Bill of Rights guarantees free speech. These reports come 25 years after a landmark study by a national commission that stunned President Ronald Reagan and the nation when it warned that public schools were eroding in a "rising tide of mediocrity." Ted Koppel reported on April 26, 1983, on ABC's "Nightline" : "The commission discovered something that borders on a disaster." Despite billions of dollars spent in the past quarter-century, the newest report finds high school graduation rates have actually dropped over the last 25 years. The United States once ranked first in graduation rates; now it ranks 21st. Math scores are also troubling. "If you rate us against the rest of the world, 30 nations, we're 25th from the top," said former Colorado Gov. Roy Romer, chairman of Strong American Schools. "We can do more intensive work. We can do more homework. We've got too much television and too much distraction in kids' lives."

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Poverty Leads to Low Academic Performance

__Kids with a greater socioeconomic disadvantage have low average achievement Rothstein 08 (Richard Rothstein, Research associate of the EPI, Educational Leadership Volume 65 | Number 7) Economic Policy Institute, April 17, 2008 (http://www.epi.org/publications/entry/ascd_whose_problem_is_poverty/) In my work, I've repeatedly stressed this logical claim: If you send two groups of students to equally high-quality schools, the group with greater socioeconomic disadvantage will necessarily have lower average achievement than the more fortunate group.1 Why is this so? Because low-income children often have no health insurance and therefore no routine preventive medical and dental care, leading to more school absences as a result of illness. Children in low-income families are more prone to asthma, resulting in more sleeplessness, irritability, and lack of exercise. They experience lower birth weight as well as more lead poisoning and irondeficiency anemia, each of which leads to diminished cognitive ability and more behavior problems. Their families frequently fall behind in rent and move, so children switch schools more often, losing continuity of instruction. Poor children are, in general, not read to aloud as often or exposed to complex language and large vocabularies. Their parents have low-wage jobs and are more frequently laid off, causing family stress and more arbitrary discipline. The neighborhoods through which these children walk to school and in which they play have more crime and drugs and fewer adult role models with professional careers. Such children are more often in single-parent families and so get less adult attention. They have fewer cross-country trips, visits to museums and zoos, music or dance lessons, and organized sports leagues to develop their ambition, cultural awareness, and self-confidence. Each of these disadvantages makes only a small contribution to the achievement gap, but cumulatively, they explain a lot.

__Poverty takes away childrens chances and puts them behind in development Hutt 07 (Jane Hutt, Minister for Children, Education, Lifelong Learning and Skills, The Western Mail), LN, December 6, 2007 There are many ways of describing and measuring poverty in our society. However there is no doubt that, in all its forms, it translates into restricted opportunity and unrealised potential for many thousands of children. Poverty robs them of the life chances they deserve and places them on the back foot at a time in their development when they should be surging forward and exploring all the world has to offer them. The negative impact of child poverty is so pervasive in terms of its impact on health, security, community cohesion and general human happiness, we have made it absolutely central to our policy for Government.

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Public Education Fails Children

__The current public education system is a failure for urban environments and needs reform Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 131)

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NCLB Fails to Improve Education

__NCLB will not be effective with minor modifications used to fix its current flaws Noguera and Rothstein 08 (Pedro Noguera and Richard Rothstein, Research associates of the EPI, Education Accountability Policy in the New Administration) Economic Policy Institute, December 19, 2008 (http://www.epi.org/page/-/pdf/EPIPolicyMemorandum137.pdf) Federal education accountability policy, as expressed in NCLB, has focused national attention on the poor basic math and reading skills of disadvantaged children. NCLB has succeeded in compelling schools to produce evidence that all students they serve are learning, but seven years after enactment, the academic needs of many students have still not been met, and little progress is being made. The benefits of NCLB have been offset in two important ways: first, by the unintended consequence of narrowing the curriculum in many schools to math and reading alone (with a disproportionate focus on test preparation); and second, by the nave demand that schools must close the achievement gap on their own, without the additional resources and social supports that disadvantaged children require to succeed. These flaws are so inherently fundamental to the NCLB approach that minor modifications to the law cannot correct them. Designing a new education accountability policy that does not distort curriculum and that creates incentives for states to adopt a broader array of reforms will take several years, and cannot be completed in time for NCLB re-authorization.

__NCLB assures that increased failure of disadvantaged children Noguera and Rothstein 08 (Pedro Noguera and Richard Rothstein, Research associates of the EPI, Education Accountability Policy in the New Administration) Economic Policy Institute, December 19, 2008 (http://www.epi.org/page/-/pdf/EPIPolicyMemorandum137.pdf) Curricular distortion in present policy is inevitable because schools are held accountable for only some of their many public goals. NCLB demands that schools produce evidence of adequate performance in math and reading scores. As a consequence, educators rationally respond to this demand by focusing attention and resources on math and reading instruction (test preparation and drill), often at the expense of instruction in social studies, history, science, arts and music, character development, citizenship education, emotional and physical health, and physical fitness This shift in time and resources has been most severe for the disadvantaged children whom NCLB was designed to help, because these children are the ones most at risk of failing to meet the math and reading targets. But these children are also, therefore, the most at risk of losing curricular opportunities in other areas that are also important goals of public education. As a result of this narrowing of the curriculum, NCLB has actually contributed to a widening of the achievement gap in critical content areas.

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Obamas Education Funding Flawed

__ Problems plague US education funding act from Obama: 1. Too many earmarks, 2. Too little regulation and 3. The likely tradeoff that will occur as states cut funding. USA Today, Jan 20, 2009 (LN) The USA's public schools stand to be the biggest winners in Congress' $825 billion economic stimulus plan unveiled last week. Schools are scheduled to receive nearly $142 billion over the next two years -- more than health care, energy or infrastructure projects -- and the stimulus could bring school advocates closer than ever to a long-sought dream: full funding of the No Child Left Behind law and other huge federal programs. But tucked into the text of the proposal's 328 pages are a few surprises: If they want the money -- and they certainly do -- schools must spend at least a portion of it on a few of education advocates' long-sought dreams. In particular, they must develop:*High-quality educational tests. *Ways to recruit and retain top teachers in hard-to-staff schools. *Longitudinal data systems that let schools track long-term progress. "The new administration does not want to lose a year on the progress because of the downturn in the economy," says Rep. George Miller, D-Calif., who chairs the House Education Committee. "So I think these are all things that are clearly doable." Testing, a key part of the No Child law, has gotten short shrift from most states, says Thomas Toch of Education Sector, a Washington, D.C., think tank. "Existing state tests are not as good as they could be," he says. "Putting new money into building stronger state assessments is what's needed." But he and others say a big challenge will be to ensure that states don't simply cut their own education budgets in anticipation of massive federal increases. "That's going to be a challenge because the states are all hurting," Toch says. The plan also will help schools modernize and fix buildings. Kati Haycock, president of The Education Trust, an advocacy group, says she's "pretty excited" about the requirement that states spend a portion of the stimulus cash attracting their best teachers to schools that serve low-income and minority students. "There's nothing they could do with it that would be more important for high-poverty kids." But Charles Barone, a former congressional staffer who helped design the education reform law, says the plan doesn't go far enough. He predicts states won't do much to change how they hire teachers -- and they'll still get their money. "All they're going to have to do is copy and paste what's in their current plan to get this money," says Barone, who now consults about education and writes a popular blog. "This is a once-in-a-lifetime opportunity," he says. "It seems to me you'd ask more from states and districts in terms of the kind of changes you've been talking about for years."

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Kay-Lietz ECD AFF _Obama funding of Early Head Start not enough. Impermanent funds from ARRA and permanent funds will maintain not increase funding of early childhood education despite increased dollars. Results.org, 09 (Head Start, http://www.results.org/website/article.asp?id=347) In May, President Obama sent his detailed fiscal year 2010 budget to Congress. The president requested $7.235 billion in FY 2010 for Head Start and Early Head Start. That is an increase of $122 million from a combined $7.113 billion in FY 2009. On May 15, a group of 31 senators sent a letter to the chair and ranking Republican of the Senate Appropriations Subcommittee on Labor, Health and Human Services, and Education. The letter, originated by Senators Chris Dodd (D-CT) and Olympia Snowe (R-ME), called for an increase of $1 billion for Head Start and Early Head Start in FY 2010. In February 2009, after a long drought for Head Start funding, there were two pieces of good news:

Congress passed the American Recovery and Reinvestment Act or ARRA (H.R.1), a bill to revive the slumping economy. This bill includes $2.1 billion in temporary funding for Head Start ($1.1 billion of that is for Early head Start). House Appropriations Committee Chairman David Obey (D-WI-7) announced that his omnibus bill to fund various government departments for FY 2009 includes $7.1 billion for Head Start, an increase of $235 million over 2008, and enough to serve 900,000 children.

These actions came after a long drought for Head Start. In May 2009, the president sent Congress his detailed FY 2010 budget request. He requested $7.235 billion for Head Start in FY 2010. Thats a $122 million increase from FY 2009 (not counting the ARRA funding). The combination of this increase and the ARRA monies will allow Head Start to continue the same level of services in 2010 as in 2009. __Obamas funding of Early Head Start will double those covered but will not do enough will not fix the program but fill in holes. Education Week, 09 (Christina Samuels, March 27, Stimulus Providing Big Funding Boost for Early Childhood, http://www.preschoolcalifornia.org/media-center/stimulus-providing-big-funding-boost-for-earlychildhood.html) Early Head Start is receiving a dramatic increase from the stimulus legislation, compared with its $689 million in funding in
fiscal 2008. The money is expected to double the number of children and families served by the program. Early Head Start works with pregnant women and helps promote the development of very young children, but is still just a fraction of the size of the older Head Start program. About 95,000 families and children are served by Early Head Start, compared with 976,000 in Head Start programs.

Only about 3 percent of eligible women are currently served through Early Head Start, said Matthew Melmed, the executive
director of Zero to Three, a nonprofit organization that supports professionals, policymakers and parents on issues related to infants and toddlers. Although the U.S.

Early Head Start money can be spent, Mr. Melmed anticipates that the aid will allow for the expansion of programs, as well as the creation of new ones. But some of the money also will be spent on improving programs. If all this money ends up doing is filling a hole that existed before, Mr. Melmed said, it will not move us toward the types of changes were committed to seeing.
Department of Health and Human Services, which administers Head Start and Early Head Start, has not released guidance on how the

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Kay-Lietz ECD AFF __ New Early Head Start Money will cause competition particularly if left up to the states. Education Week, 09 (Christina Samuels, March 27, Stimulus Providing Big Funding Boost for Early Childhood, http://www.preschoolcalifornia.org/media-center/stimulus-providing-big-funding-boost-for-earlychildhood.html) One early-childhood constituency to watch will be prekindergarten programs, said Sara Mead, a senior research fellow with the New America Foundation, a Washington think tank. While the bulk of stimulus dollars in education will flow through individual states school finance formulas, prekindergarten programs are often funded through a different revenue source in state budgets. That means prekindergarten programs could end up competing for resources along with other needs that are vying for governors attention, Ms. Mead said. Kathy Patterson, the senior officer for government relations for the Washington-based advocacy group Pre-K Now, pointed to the program in Marylands Montgomery County as a creative way to keep some prekindergarten programs operating, and even expanding. Her organization is assessing the health of prekindergarten programs in the economic recession, and has found that states have been trying to hang on to them. Weve had an awful lot of state leaders who have said, Weve got to keep on expanding these programs, Ms. Patterson said.

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AT: Obama Increasing EHS Funding

__Federal funding for Early Head Start only replaces state funding though significant , is not significantly increasing funding or access NYT, 09 (Sam Dillon, April 8, LN) From 2002 to 2008, spending on pre-kindergarten by states nearly doubled, to $4.6 billion from $2.4 billion, enabling states to increase enrollment to 1.1 million preschoolers from about 700,000. That growth came partly because governors and legislatures, convinced of the value of early childhood education, stepped in to fill a gap
left by federal inaction. President George W. Bush, who focused mainly on trying to improve achievement among older children, allowed budgets for the largest federally financed preschool programs to stagnate.

But given the economic decline, nine states -- Alabama, California, Connecticut, Florida, Iowa, Minnesota, New York, North Carolina and South Carolina -- have already announced cuts to state-run pre-kindergarten programs, Dr. Barnett said. And legislatures are debating cutbacks in some others, including Tennessee and Washington State, he said. ''All of this may produce dire consequences for state pre-K programs,'' says the new report, the State of Preschool 2008, by the National Institute for Early Education Researchat the Rutgers Graduate School of Education. ''In most states, expenditures on pre-K are entirely discretionary and therefore easier to cut than expenditures for some other program.'' at President Obama's request, Congress has significantly raised federal financing for preschool education. Mr. Obama promised during the campaign to make large new investments in early childhood education, and in the economic stimulus package, Congress appropriated more than $4 billion for Head Start and Early Head Start programs and for grants to states to support child care for low-income families.
Meanwhile, however,

''The big picture here is that for the last eight years, the only game around for early childhood was in the states,
because under Bush there was nothing going on at the federal level,'' said Cornelia Grumman, executive director of the First Five Years Fund, an advocacy group based

''All of a sudden that's changed. Now the only game is federal, because if you're a state-funded program relying on your state legislature, well, it's not a rosy picture.''
in Chicago.

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Social Services Harder to Obtain

__Government assistance is becoming harder for people in poverty to obtain. Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, page 8, copyright 2009)

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Education Funding Decreasing

__Inadequate school funding creates myriad problems Murray 09 (Phyllis Murray, Education News columnist, EdWize Education News, February 5, 2009 p. http://www.edwize.org/adequate-funding-is-the-key-ingredient-for-public-schools) As educators we know that the key ingredient for public schools is adequate funding for instructional programs, extended learning opportunities, and enriched health and social services. Effective teachers also know that often they must use their own personal resources to create classroom environments which are viable; write proposals to fund extended learning opportunities; and lobby in Albany to secure better health and safety conditions. Then teachers must lobby for additional psychologists, social workers, and guidance counselors. The failure of local and state governments to provide funding to economically poor citizens and their schools would otherwise compromise the teachers efforts and the future of this great nation. The truly dedicated educators have seen miracles happen daily for years as their students dreams were realized. Fortunately, this is not a new phenomenon throughout the nation. Good teachers have always made a difference in the lives of their students. Case in point: Directly after the Emancipation Proclamation the exceptionally gifted rose above the staggering obstacle of quasi-freedom, said Martin Luther King at the UFT Spring Conference in 1964. It is precisely because education is a road to equality and citizenship that it has been made more elusive for Negroes than many other rights. The warding off of Negroes from equal education is part of the historical design to submerge him in second class status. And today we can see this happening as the rich-poor gap is allowed to widen in NYC, New Orleans, Alabama, Mississippi, and even Washington, D.C., the nations capital. King reminded UFTers in 1964 that education for all Americans, white and black, has always been inadequate. The richest nation on earth has never allocated enough of its abundant resources to build sufficient schools, to compensate adequately its teachers, and to surround them with the prestige their work justifies. Therefore, when we read the Rich-Poor Gap Widens not only for individuals but for schools in general, we cannot be surprised. More economists are drawing the conclusions that a good education is one of the gateways to wealth creation for individuals as well as for nations, (Education Trust). Yet, benign neglect seems to be the mantra of many in political office who turn their backs on the ones who need quality education the most as the budget cuts cut-away at the dollars earmarked for public education. The Campaign for Fiscal Equity has become a prime example of how the state was not providing adequate funding to NYC Public Schools. And as educators, we know that the resources needed to implement new programs designed by the city are inadequate. Thus, we were not surprised to learn that New York also stands out for neglecting to fairly fund poor and minority school districts. New York spends $2,280 less per student in its poorest districts than its does on students educated in its wealthiest school districts. Even after New York was ordered to deal with these funding gaps, policy makers have failed to take action, (Education Trust Report 2005). John Hendrik Clarke said, History is a clock. It tells us where we are, but more importantly, what we must be. If we are the union, we must continue to fight for equity for all. And as New Yorkers, we must continue to keep the pressure on legislators from Albany, NY to Washington, D.C. Our quest must be to secure public schools that reflect democracy in action because the children are waiting. They are waiting for their only chance to get the education they deserve.

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Kay-Lietz ECD AFF __Title I money not reaching those who need it most Davis 06 (Michelle Davis, Contributing writer for Education Week, Education Week December 20, 2006 p. http://www.edweek.org/ew/contributors/michelle.davis.html) As federal funding meant to help the most disadvantaged students makes its way from the halls of the U.S. Capitol down to individual schools, the dollars intended to help poor and minority students are often diverted from the most needy students, concludes a report released today by the Education Trust. In a new analysis of how Title I funds are distributed, the Washington-based research and advocacy organization looked at how the $12.7 billion program funnels money from the federal government to the states and to local districts. The Funding Gaps 2006 report found that the money doesnt end up where it could help students who need it most. This issue is critical, the reports authors say, as educators are working toward closing the educational achievement gap between disadvantaged students and their more affluent peers. As our national education ambitions have grown bigger and bigger, we have not updated our school finance policies to reflect this new national reality, said Goodwin Liu, a co-author of the study and a co-director of the Chief Justice Earl Warren Institute on Race, Ethnicity, and Diversity at the University.

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Head Start Funding too Low

__Head Start is affective, but needs more funding

Barnet 09
(Steven Barnett, NIEER Director, September 13 2002, National Institute For Early Education Research, http://nieer.org/mediacenter/index.php?PressID=7) Sept. 13, 2002 (Washington, D.C.) -- Head Start produces substantial long-term educational benefits, but increased funding and higher standards can result in even greater gains for children in the future, according to a leading early education researcher. W. Steven Barnett, PhD, Director of the National Institute for Early Education Research, spoke today at a congressional Science and Public Policy briefing on the impact of Head Start. NIEER is a nonpartisan institute at Rutgers University, funded by The Pew Charitable Trusts.

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Kay-Lietz ECD AFF __ Michigan proves that early childhood funding is woefully inadequate leaving better than 1 of every 3 children underserved or not served by programs. Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] Michigan manages a patchwork of federal and state funds to provide early childhood education programs.Yet, due to a lack of funding, high-quality preschool programs are currently unavailable for thousands of Michigans children especially those most at risk. Head Start is the federally funded national program for low-income families that provides early education services for children ages 3 to 5. Unfortunately, the federal Head Start commitment of $228 million was not enough to cover all 3- and 4-year-olds.58 The Head Start program served 12,927 three-year-olds (10 percent of all 3-year-olds) and 19,174 four year-olds (14% of all 4-year-olds) during the 2002 to 2003 program year.59 Since 1985, the Michigan School Readiness Program (MSRP) has served 4-year-olds at risk of school failure. MSRP aims to provide preschool for the 4-year-olds who are not eligible for, or not being served by, Head Start, and has made great strides in increasing school readiness for thousands of children. Prior to 1985, there were no state school readiness programs that served children in Michigan. Now, state programs serve about 19 percent of all the 4-year-olds in the state.60 During the 2003 to 2004 school year, the Michigan School Readiness Program provided 25,712 four-year olds with preschool, with a state budget of approximately $84.85 million.61 Of the children served, 22,000 were in school district programs and the balance were in non-public school settings.62 MSRP serves children in 467 school districts and 65 community agency programs. It also provides direct grants to preschool centers not affiliated with public schools on a competitive basis.63 An additional 5,131 three-year-olds and 7,706 four-year-olds with special education needs were provided with federal funds to attend preschool through the Individuals with Disabilities Education Act during the 2002 to 2003 program year.64 Some high poverty schools use funding from Title I of the No Child Left Behind Act to provide preschool programs, but the funds are allocated to school districts based on narrow eligibility guidelines.65 Before reporting was discontinued three years ago, an estimated 5,000 at-risk children were served by school districts in Title I preschool programs.66 There are approximately 81,000 at-risk 4-year-olds in Michigan who are eligible for state and/or federal early education programs.67 Unfortunately, the Michigan School Readiness Program (MSRP), Head Start, and IDEA special education funds together only helped 65 percent of eligible at-risk 4-year-olds.68 Similarly, there are approximately 81,000 atrisk 3-year-olds in Michigan who are eligible for state and/or federal early education programs.69 Unfortunately, Head Start and IDEA special education funds together only helped 22 percent of eligible at-risk 3-yearolds. 70 The programs serve just 39 percent of all of Michigans 4-year-olds, and 13 percent of the states 3-year-olds.71 29

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Poverty Shifts Solutions from Education

__Inherency: Social dislocation obstructs the push for education as a key mediator Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 31-32)

people who are employed.Joblessness, as a way of life, takes on a different social meaning. Teachers become frustrated and children do not learn. __The Left and the Right agree that dysfunctional laws have lead to enormous societal problems that need to be fixed Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p.33)

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Politics Inherency
__Politics, not the lack of necessity, cause poverty and its ills in the US Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 14-15) There is absolute scarcity in our society of food, housing, educational opportunity, or work worthy of adequate pay. Poverty arises because of the way these social goods and opportunities are distributed-that is, from the politics of who gets what. Poverty is created and sustained, lessened or made worse, by a myriad of human deci-

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__Poverty evokes Political fervor, but with few solutions Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 28)

__ Societal narrative excludes outrage over poverty Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 3233)

33

Kay-Lietz ECD AFF __Society does not perceive rich / poor gap Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 60)

than estimates of food costs and the relationship these costs once held to overall costs of living

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Kay-Lietz ECD AFF

Cost of Early Childhood Education Excludes Poor

The Cost of Child Care is to High for Many Families Stebbins 09 (Helene Stebbins, Project Coordinator for the National Center on Children in Poverty, The Importance of Early Childhood Development, March 17, 2009, p. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais) State policies to promote early care and education include those that promote access to quality child care and/or state prekindergarten programs. Researchers and economists agree that high-quality early care and education programs can improve the odds of success for low-income children. But to benefit, young children have to be in high-quality early education settings that meet the needs of working parents. Quality early education programs are expensive and out of reach for many families. Full-day child care for one child can cost $10,000 or more per year, which is a substantial cost when half of all families with children under age 6 earn below $45,500.

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Kay-Lietz ECD AFF __Schools of children in poverty cost more to provide basic services Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 103104)

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Failure of ECD Leads to Cognitive Underdevelopment in Poor Students __US early child education fails poor students leading to severe cognitive challenges and decreased
educational achievement Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 101102)

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Kay-Lietz ECD AFF

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Advantage I: Cycle of Poverty

Poor Getting Poorer
__Despite gains in the 1990s economic problems have eroded gains by poorest leaving them worse off than ever. Marks 08 (Alexandra Marks, Staff writer of The Christian Science Monitor) LN, August 12, 2008 (LN) One less visible aspect of the economic boom of the 1990s was a decline in the number of lowincome working people who lived in very poor neighborhoods. But that trend has reversed during the first five years of this decade, according to a new analysis by the Brookings Institution, a nonpartisan think tank in Washington. It found that the number of poor people who live in areas of concentrated poverty increased by 41 percent since 1999. "Many of these neighborhoods that made these great gains in the 1990s - with the downturn in the beginning of this decade and the weak recovery - have been hit hard by this economic change," says Elizabeth Kneebone, lead author of the report and a senior research analyst at Brookings' Metropolitan Policy Program. "We've lost a lot of ground and see poverty again increasing in these neighborhoods." Such increases in concentrations of poor people in specific neighborhoods create a kind of selfperpetuating economic segregation, says Ms. Kneebone. That's because low-income neighborhoods generally have lower-performing schools, less access to good jobs, poorer health outcomes, higher crime rates, and less economic investment. "As people try to work their way out of poverty, they don't find as many of the opportunities they need in very low- income neighborhoods," she says. "All of this creates the cycle that perpetuates poverty."

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Rich/Poor Gap Disproportionately Affects Minorities

__Despite majority of poor whites, poverty disproportionally affects minority communities Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 5253)

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__School segregation increased in the 90s

Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 85)

__Equity still illusive in school setting segregation and rich/poor gaps continue Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 97)

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Kay-Lietz ECD AFF __Poverty is endemic to American culture but still disproportionately effects minorities Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, pages 8-9 , copyright 2009)

__Poverty gap in education more critical to minority students who suffer under lack of resources and institutional discrimination. Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 3)

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Rich/Poor Gap Growing

__Extreme poverty increased 17% and is located in minority urban communities Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 51)

__People living in poverty are cut off from the rest of the world. Krugman 08 (Paul Krugman, NY Times Columnist, New York Times, Poverty is Poison) LN, February 18 2008 In 2006, 17.4 percent of children in America lived below the poverty line, substantially more than in 1969. And even this measure probably understates the true depth of many children's misery. Living in or near poverty has always been a form of exile, of being cut off from the larger society. But the distance between the poor and the rest of us is much greater than it was 40 years ago, because most American incomes have risen in real terms while the official poverty line has not. To be poor in America today, even more than in the past, is to be an outcast in your own country. And that, the neuroscientists tell us, is what poisons a child's brain.

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Kay-Lietz ECD AFF __US poverty rates are distorted, would be higher if stats didnt include 1950s Books 04
(Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 56)

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__Poverty

disproportionately effects African-Americans and does so with greater duration and greater impact. Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 98-99)

Children who grow up in long-term poverty meaning kids who were poor for at least nine years during their childhoods that group is 80% black

45

Kay-Lietz ECD AFF __Determination of poverty is misleading, taking into account other factors increases rates of poverty Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004,pg. 5657)

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Kay-Lietz ECD AFF

__Economic

change despite prosperity in the 70s were limited and generational poverty continued Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 378)

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__Poverty impairs childrens development leaving them unable to escape poverty Krugman 08 (Paul Krugman, NY Times Columnist, New York Times, Poverty is Poison) LN, February 18 2008 ''Poverty in early childhood poisons the brain.'' That was the opening of an article in Saturday's Financial Times, summarizing research presented last week at the American Association for the Advancement of Science. As the article explained, neuroscientists have found that ''many children growing up in very poor families with low social status experience unhealthy levels of stress hormones, which impair their neural development.'' The effect is to impair language development and memory -- and hence the ability to escape poverty -- for the rest of the child's life. __The Cycle of Poverty has caused lower performing schools, poorer health, higher crime rates, and less economic investment Marks 08 (Alexandra Marks, Staff writer of The Christian Science Monitor, The Christian Science Monitor) LN, August 12, 2008 One less visible aspect of the economic boom of the 1990s was a decline in the number of lowincome working people who lived in very poor neighborhoods. But that trend has reversed during the first five years of this decade, according to a new analysis by the Brookings Institution, a nonpartisan think tank in Washington. It found that the number of poor people who live in areas of concentrated poverty increased by 41 percent since 1999. "Many of these neighborhoods that made these great gains in the 1990s - with the downturn in the beginning of this decade and the weak recovery - have been hit hard by this economic change," says Elizabeth Kneebone, lead author of the report and a senior research analyst at Brookings' Metropolitan Policy Program. "We've lost a lot of ground and see poverty again increasing in these neighborhoods." Such increases in concentrations of poor people in specific neighborhoods create a kind of selfperpetuating economic segregation, says Ms. Kneebone. That's because low-income neighborhoods generally have lower-performing schools, less access to good jobs, poorer health outcomes, higher crime rates, and less economic investment. "As people try to work their way out of poverty, they don't find as many of the opportunities they need in very low- income neighborhoods," she says. "All of this creates the cycle that perpetuates poverty." __Disadvantaged kids chances of being stuck in poverty are high Krugman 08 (Paul Krugman, NY Times Columnist, New York Times, Poverty is Poison) LN, February 18 2008 Mainly, however, excuses for poverty involve the assertion that the United States is a land of opportunity, a place where people can start out poor, work hard and become rich. But the fact of the matter is that Horatio Alger stories are rare, and stories of people trapped by their parents' poverty are all too common. According to one recent estimate, American children born to parents in the bottom fourth of the income distribution have almost a 50 percent chance of staying there -- and almost a two-thirds chance of remaining stuck if they're black. That's not surprising. Growing up in poverty puts you at a disadvantage at every step.

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Kay-Lietz ECD AFF __US has highest poverty rates of industrialized nations, despite extreme prosperity Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 5152)

49

Kay-Lietz ECD AFF __Clinton welfare reform devastated the poor-particularly minority poor children Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 1516) The end of welfare as we know it-promised by former President Clinton, accomplished through the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, and embraced with fervor by

__Rich / Poor gap more polarizing than ever Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, pages 6-7 , copyright 2009)

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Kay-Lietz ECD AFF __Rich-Poor Gap is greater in the US than any industrial country Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 2)

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Kay-Lietz ECD AFF

Economic Growth Alone will not Solve Gap

___Despite Economic gains, poverty rates continued and rose. Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, page 5, copyright 2009)

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Education Key to Breaking Cycle of Poverty

__Education has been the main way out of poverty for many years Hutt 07 (Jane Hutt, Minister for Children, Education, Lifelong Learning and Skills, The Western Mail), LN, December 6, 2007 Achieving these goals is a major challenge that involves collaboration among agencies of all kinds right across the board. But right at the heart of that mission is the education system. For generations, education has been the main passport out of poverty providing the skills and knowledge for people to improve their lives. Education lays the foundations that give children the skills and self-esteem to aspire to better things and the confidence to take advantage of opportunities at each stage of their development
__There is less opportunity for people in poverty to improve their living standards Marks 08 (Alexandra Marks, Staff writer of The Christian Science Monitor, The Christian Science Monitor) LN, August 12, 2008 "Concentrated poverty is problematic because there's basically less opportunity for people to really improve their living standards," says Jared Bernstein, director of the Living Standards Program at the Economic Policy Institute in Washington. "But [the solution] can't just be a matter of moving people out of poor neighborhoods. We also have to think about creating opportunities within those neighborhoods."

__Education is critical to escaping poverty Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 35)

53

Kay-Lietz ECD AFF __Education is key to solving poverty Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 36)

) __Solving poverty requires overhaul of economy by increasing skill levels Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 37)

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Kay-Lietz ECD AFF __Education is critical to break the cycle of povery only by empowering impoverished communities do we see long-term solutions. Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 11-12)

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Rich/Poor Gap Growing in Education

__ National policy over the last 20 years proves US is not committed to resolving the poverty gap in education The Boston Globe, Nov. 30, 2005 (LN) WE ARE at the point where any study that shows how low-income schools can reach the heights of academic performance is also an indictment of how the nation has no commitment to lifting all schools. For instance, the California education think tank EdSource recently published a survey of 5,500 teachers and 257 principals in elementary schools in the state to see what factors correlate the most with high achievement. A median sample school was one in which 78 percent of students participated in free and reduced-price meal programs, 40 percent did not speak English as a first language, and 32 percent had parents who did not graduate from high school. Just 11 percent of students had parents who graduated from college. The top factors for a higher-achieving school were lofty expectations for all students; clear, measurable goals; a consistent curriculum; and a staff that pores over data to see where teachers and students can improve. Such schools have teachers who are not only willing to push students but come armed with up-to-date textbooks and other modern resources. The survey made some news for finding that parent involvement, while important, is not as influential a factor in a school as the ones above. Higher-achieving schools have a "shared culture" that allows them to function in a sense as if there were no parents at all. In a Washington Post story on the survey, a parent said a principal told her: "We don't have an expectation of the home. We don't blame the home. We can't teach parents. We don't worry about whose responsibility it should be. We just consider it ours." Such stoicism is admirable. But we keep getting reminders that the nation does not share that principal's sense of responsibility. A classic example is teacher quality. It has long been known that students in low-income schools are less likely to have a teacher qualified to teach a particular subject than students in higher-income schools. According to the Education Trust, the education reform think tank, 34 percent of classes in high-poverty schools are taught by "out-of-field" teachers, compared with 19 percent of classes in low-poverty schools. The problem is particularly pronounced in math, where 70 percent of middle school classes in high-poverty and high AfricanAmerican and Latino schools are taught by a teacher lacking even a college minor in math or a field related to math. The problem worsened under President Clinton. President Bush has dragged his feet on teacher quality with his chronic underfunding of No Child Left Behind. Under that program, the states are supposed to staff all core classes with qualified teachers.

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Kay-Lietz ECD AFF __ The changing demographics of public education will worsen the systemic problems inherent to the system that fail minority students. Brown 09 (Dr. Frank Brown, Univ. of North Carolina, Education and Urban Society, July 2009, p. 524-5 ) Second, I also predict a decline in educational reforms designed to reduce the impact of Brown (1954; Brown, 2006c, 2007) will reduce the level of quality education for minority students. The move of the economy from more family owned to large public corporations with open competition for the opportunity to compete for prestige and wealth should influence a greater move to quality for minority and majority students. Third, with White flight away from desegregation of schools after Brown (1954), we now have a reversal of White flight from suburbia back to urban communities when the Supreme Court stopped enforcing Brown more than a decade before its most definitive decision to void the use of race to desegregate public schools in Parents Involved (2007). Middle- and upper-class Whites began returning to urban centers such as San Francisco, Chicago, Detroit, Washington, D.C., and other large cities where White parents enroll their children in their neighborhood schools with other middle-class children from their neighborhood. This reversal, gentrification, is bringing about other changes: increased funding for public education, an increase in property values, a reduction in crime, and sadly, an exodus of many minority families who can no longer afford to live in cities (Brown, 2006a). This movement should help reduce academic tracking (Farrell & Mathews, 2006) under desegregation plans to separate Black and White students; the excessive placement of African American students in special education program, particularly African American males; the reduction of middle-class African American students who will be allowed to transfer to schools out of the Black community to promote desegregation; and adding more advanced academic courses to the schools programs. __ Parents Involved v. Seattle creates a re-segregation of schools Brown 09 (Dr. Frank Brown, Univ. of North Carolina, Education and Urban Society, July 2009, p. 525 ) Minority schools may be in a better position to recruit more minority teachers for their schools, and the schools programs will likely focus more on higher educational standards and less on race relations. The negative impact of this movement to legally enforced neighborhood only schools is less contact between students of different races and social classes and fewer teachers from different races and ethnic groups teaching in schools of a different racial minority. White families in largely minority neighborhoods may seek to relocate to a largely White community, rather than allow their children to attend school with African American students, or enroll their children in White private schools, and the reverse may happen with minorities leaving a largely White community. In Parents Involved (2007), the Supreme Court found no compelling state interest to act affirmatively in using a students race to desegregate public schools. Students must, in general, attend school in their neighborhood regardless of the racial makeup of the neighborhood. In practice, most White parents seek to reside in largely White communities where their children will attend school with other White children, where they expect schools in White communities to have superior facilities and instructional programs with superior teachers, and where these conditions should help maintain high property values (Boger & Orfield, 2005).

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Kay-Lietz ECD AFF __ Push for overtesting and narrowing of curriculum has been traumatic to the education of our most impoverished Anderson and Larson, 09 Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) Many schools are resorting to drilling students on skills that will be tested. For example, in New York City, schools are increasing the amount of time that underperforming schools and students spend on tested subjects and skills (Anderson, 2006; Crocco & Costigan, 2007). Similarly, college preparation programs such as Upward Bound are extending the school day of children from low-wealth communities into the evening hours and summer months in an effort to increase students test scores. Some people have argued that this overt academic turn, particularly in low-wealth communities, is a positive effort to create greater educational competence and opportunity for poor children of color (Scheurich, Skrla, & Johnson, 2000). Others disagree, arguing that this narrowing of the curriculum and increased emphasis on test scores in schools are becoming a contagious disease that has metastasized (Shapiro, 1979, 2006), resulting in killing through drilling, or what Shujaa (1994) calls too much schooling and toolittle education (p. i). How is this emphasis on increasing students academic skills and competencies as a path to creating greater educational and life opportunities for poor youth playing out in the experiences of economically impoverished youth? __ Must increase opportunities to achieve for the poorest thats the only way to increase educational success Anderson and Larson, 09 Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) In Inequality Reexamined (1992), Sen, a Nobel Prizewinning developmental economist, argued that an individuals position in any social arrangement can be judged in two distinct ways: (a) actual achievement and (b) freedom to achieve. Achievement is what an individual accomplishes or, said differently, the measurable outcome. The freedom to achieve is the real opportunity an individual has to accomplish what he or she wants to do. For Sen, the distinction between achievement and freedom to achieve is central to understanding issues of equity and to increasing actual achievement for poor people. He asserted that we cannot expand real opportunity by focusing on achievement alone. Rather, we must focus on expanding freedoms to achieve (Sen, 1992). To Sen, this requires identifying the spaces of unfreedom that prevent impoverished people from doing what they would choose to do if they had the freedom to do so. __ Opportunities to go to school not enough impoverished students will still lack the opportunities to achieve that are given to wealthy students, preventing solvency unless education is radically reformed Anderson and Larson, 09 Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) In a similar vein, Nussbaum (1999) noted that many children in the United States today enjoy enormous privilege, far beyond need, whereas others live without basic human necessities and under conditions of considerable deprivation. Economic inequality is greater in the United States than it is in any other country in the developed world (Wolff, 2006). Nussbaum argued that wealth offers privileged children greater educational freedom. For example, wealth brings many young children into high quality elementary and secondary schools and eliminates concerns about having money to pay for college dreams. Financial resources also afford privileged children who aspire to college the freedom to focus on educational achievement and the confidence that they are free to pursue the life path they value. In this regard, poor children have far fewer freedoms of opportunity. 58

Kay-Lietz ECD AFF __ Teacher quality is a failure at the federal level and is exacerbated by state inconsistencies The Boston Globe, Nov. 30, 2005 (LN) Defining a "qualified teacher" is state-by-state roulette where college credentials and state certifications that satisfy No Child Left Behind requirements do not necessarily equate with credibility and connectivity with students. Education and psychology professor Robert Pianta of the University of Virginia, whose research involves observations of nearly 3,000 classrooms, estimates that only 25 percent of the nation's first- through fifth-graders receive high-level instruction in what he calls "gap-closing classrooms." The gap in gap-closing teachers is monumental. The Education Trust reported this year that California's largest districts generally spend far less on teachers serving in high-poverty schools and schools with the highest percentages of African-American and Latino students. By the time a student at a high school that is mostly Latin American and Latino graduates, her district will have spent $173,000 less on her teachers than is spent on teachers in schools with few African-American and Latino students. Other research in places like Dallas and Houston that show how high-poverty students are so much more likely to receive ineffective teachers repeatedly confirm how the nation's school children suffer from a "crushing impact of maldistribution" of teachers, according to the Education Trust. In Capitol Hill testimony two months ago, Education Trust director Kati Haycock asked, "What's happened with all the new money and all the new focus on teacher quality? No one knows. . . . What we are left with is a bold policy initiative from Congress that has never seen the light of day." She said many states "have yet to even acknowledge the disparities in access, let alone craft a plan to address the problems." This, by the way, is from an advocate who praised No Child Left Behind in general in the same testimony for its "dramatically positive impact on American education." The studies keep coming that show that schools can raise student achievement with stoic principals and dedicated teachers who toil in a "shared culture" against all odds. It will be a great day when every child has a chance to share in the culture.

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Kay-Lietz ECD AFF __ Education reforms are failing because of gaps between low and high-income students. No solution will work absent reform that addresses this fact The Boston Globe, May 28, 2009 (LN) Surging levels of poverty and immigration present some of the most serious obstacles to boosting student achievement, according to a new report being released today that examines the first 15 years of the state's 1993 Education Reform Act. In Brockton and Everett, the percentage of low-income students during that period more than doubled to well above 50 percent, while in Revere, it nearly doubled to 62.3 percent. Those findings pale in comparison to a 272 percent increase in low-income students in Randolph, where years of Draconian budget cuts have prompted middle-class families to shun the school system, causing the percentage of low-income students to swell to 43.1 percent. The changing demographics call into question the likelihood of the state meeting the bold vision of its overhaul effort: that all students, regardless of their ZIP code, can achieve at their highest levels, according to the report, ``Incomplete Grade: Massachusetts Education Reform at 15'' by MassINC., a nonpartisan public policy research and educational institute. This cautionary note looms large over the otherwise significant gains achieved over the past 15 years, including steady improvement on state and national standardized tests and increased equity among school districts on perpupil spending. In fact, had the state not infused millions of dollars into public schools and adopted rigorous academic standards, the achievement gap between low- and high-spending districts would have widened considerably, said the report, funded by Bank of America. Yet the extra cash delivered under the education bill did little to narrow the achievement gap between high- and low-spending districts because test scores often increased at similar rates. The report also warned that much work remains in wiping away, or at least chipping away, at the gaps in performance that persist among students of different demographic backgrounds, especially among low-income students and nonnative English speakers.

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Cycle of Poverty
__Children in Poverty suffer from layered effects of poverty causing poverty cycle Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg 5)

__Current system leads to a cycle of poverty Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 29)

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Kay-Lietz ECD AFF __Cycle of poverty is caused because of tectonic shifts because of a decrease of manufacturing jobs and an increase of high skill white collar jobs Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 31)

__Education is key so solving violence in inner-cities Washington Post, 08 (Andrea Billups, Columnist of the Washington Post, The Washington Post) LN, July 25, 2008 "There is a culture of violence in the inner city," Mr. Hadiman said. "Most people come from violent thinking and violent lifestyles and they think it's OK to kill somebody. We have to get them thinking on a higher level. "Education is key," he added. "We can't change their circumstances, so the main thing we have to stress is the education factor. The more education you receive, the more tools you will have to think about your actions before you act. That's important. Some of these guys never leave the block. It's their whole world."

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Education Solves Cycle

__Education solves for the cycle of poverty by providing the potential for opportunity Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, page 71, copyright 2009)

__EDUCATION IS KEY TO SOLVING THE POVERTY CYCLE DAVID WILES doctor, Professor of Albany in New York Education and the Cycle of Poverty http://www.albany.edu/~dkw42/s4_poverty.html
&nbspThere has always been considerable controversy over the "bottom line" purpose of public education. Narrow interpretations of promoting literacy for the sake of an educated citizenry have been challenged by those

. For the last seventy five years receiving public education has been related to the ideas of getting a good job and becoming (or staying) a good American. The concept
who believe the purpose of such a vital public service must also demonstrate vocational or socialization value of universal access into post secondary education following world war two was also an employment and resocialization idea. &nbspOf course, what a good public education meant in terms of curriculum content and instructional strategies often reflected the controversy over purpose. Literacy may mean enough schooling to be able to "read the Bible and know the laws of the state" as it was in l820-l850's America. It might mean Great Books content. On the other hand, the content of public education has also been imagined as social adjustment or life skills and values clarification. In the l990's curriculum may expect to have a "school-to-work" orientation. Although management theory and educational managers have attempted to retain the neutrality of operating any form of "service delivery system" purposes do shape the organizational roles. Implementation may be separated from policy intent in who decides, but the classification of a child as a "client" or a "person" (or better still, "victim") depends upon the perception of the operating context where managing takes place.&nbspOne consistent

. All children can learn and each child deserves an equal opportunity to access the benefits of becoming educated have been bedrock expectations. Since the early l960's the "hardest cases" of the all children expectations have dominated public education as a service. While civil rights focused upon the individual differentiated by discrimination or disablement a parallel expectation was that becoming educated could bring people out of poverty and into the economic middle class. As a public policy, the Great Society effort of the l960's assumed that individuals could "bootstrap" out of poverty with schooling and that whole classes of economically disadvantaged citizens could also be helped as the "rising tide lifts all boats." &nbspThe economic benefit to public schooling justified a federal role at a time that "health, education and welfare" were perceived as an organizational entity. The Great Society initiative to "target" resources for disadvantaged individuals ( e.g., reading readiness for preschool children to have a headstart) and groups ( e.g., inner city, non white minorities) assumed that schools were the main contributor to being educated. Enough good education could impact on individuals and groups that were the "persistent poor (intergenerational) and break the endless cycle of poverty for some in American society. The
value of public education has been that it was to contribute to the well being of all children logic was ideological belief and the presupposition of advocacy as a public policy stance.&nbspArguments from research that asserted the impact of efforts to break the cycle of poverty failed (and that schooling made little or no difference) went to the heart of compensatory education. The debate split between those who determined the "delivery system" was at fault and those who used the information to argue that it was hopeless to assume that education could help those in persistent poverty.&nbspThe mainstream discussion has been about schools as a questionable organization to deliver or implement resources to the point of need. Thorough the veil of concern about federal government "big brother" was the larger questions of inefficiency and non accountability. For example, how federal money got to the school (direct allocation or "flow-through" State Education Departments) was assumed to a minor logistical issue of implementation. The struggle for control within the public education "family of governments" resulted in the Richard Nixon era of New Federalism "revenue sharing" with states and municipal governments and a separate Department of Education in the Jimmy Carter era.&nbspThe questions of fundamental purpose and linkage between schooling and economic well being disappeared into organizational capacity questions at all levels of education government. It might be argued that the initial Reagan era "nation at risk" challenge had tones of questioning purpose but the policy focus was on "tinkering" and "fine-tuning" the implementation of organizational allocations. Shifting from categorical titles to block grants for local school governments was an issue of organizational adjustment. Demands for the elimination of the Department of Education were, in real effect, simple bully pulpit posturing. By the l980's calls for cooperative federalism or "getting federal government out of the education business altogether" were organizational

Today, the faint whispers of dreams about breaking the cycle of persistent poverty are still heard in "school linked services" discussions. Educators are still concerned about the ethical implications of blaming the victim, but the predominant discussion is on the mechanics of "authentic
debates. &nbsp assessment" or the "gridlock" of organizational arrangements necessary to deliver the schooling service. When the latter dominate discussion the tendency is to give the ethics of victimization a second class priority.

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Education Solves for Poverty Related Problems

__Education is key to solve poverty related educational issues Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 138)

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Education Solves Crime

Increasing overall level of education leads to decrease in poverty, violent crime, and increased income Crampon 09 (William J. Crampon, Professor of University of Illinois and Chapman University, Los Angeles Times) LN, January 11, 2009 Research has consistently shown that to improve the long-term economic conditions of a state, there needs to be a decrease in the percentage of people living in poverty (less spending on social services), a decrease in the rate of violent crime (lower public safety, court and prison costs) and an increase in the level of income (higher levels of spending and tax revenue). Research also has shown that increasing the overall level of education within a state leads to a long-term decrease in poverty, a decrease in violent crime and increased income. Given this, please explain why our governor's solution to the long-term economic problems facing California is to decrease the educational opportunities available to its citizens?

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Education Solves for Community

__Introducing high quality education programs to African American neighborhoods will change the culture of education and motivate students Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 125)

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Poverty Impacts Environment

__Poverty causes environmental waste default, causing significant lose of life Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 38)

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Poverty Impacts: Education

__School inequality causes devastating impacts on Americas poorest students in math and reading Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 106)

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Kay-Lietz ECD AFF __Schools of high poverty areas see lower test scores and increased drop-out rates Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 106)

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Education Solves Racism

__Racism is reified by policies of education in poverty, education key to solve
(Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 146-147)

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Advantage II: Competitiveness

US Competitiveness Falling
__Americans see decline in U.S. engineering power and education; therefore, a decrease in competitiveness Leopold, George March 9, 09 (George Leopold, staff writer for the Electronic Engineering Times,Pg. 20 LN A growing percentage of Americans believe the United States will be unable to compete technologically with emerging powers in the coming decades, according to a survey released last week. The survey, commissioned by Duke University's Pratt School of Engineering and conducted by Hart Research Associates, found that only 49 percent of the 808 adults polled from Jan. 22-25 believed U.S. engineers would lead the way in technological advances during the 21st century. Of those who said America's ability to compete technologically would decline, 55 percent viewed the situation as temporary, while 39 percent said the decline would last longer. Americans understand that innovation is critical to their future but also recognize that our country's continued leadership isn't assured just because we invented everything from the airplane to the personal computer, Thomas Katsouleas, dean of the Pratt School of Engineering, said in a statement. The survey shows that when Americans focus on how central engineers are to solving our biggest problems, they come to view the discipline as essential and want to attract more talented young people to it. Respondents cited increased job training, a greater emphasis on teaching math and science, and tougher standards for public school teachers as the best ways to improve U.S. global competitiveness. But the survey found that respondents were much less likely to endorse tax breaks for business and investment. Respondents also were lukewarm about expanding U.S. immigration policies to attract foreign engineers, the Duke/Hart survey found. More than half of the respondents (58 percent) said the perception that the engineering profession is a difficult field requiring lengthy schooling and providing relatively low pay, even for those who succeed, has made it a less attractive career choice among U.S. students.

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Competitiveness Brink __Banking crisis puts US competitiveness is on the brink

Singapore Press Holdings Limited May 19, 09 (The Business Times Singapore, The main newspaper publisher in Singapore, Error! Hyperlink reference not valid.) When the storm clears, we cannot expect the world to be as before. A consensus is growing that the world is in for an extended period of slow growth. The problem of bad banking assets in many countries, especially the US and Europe, will take several years to unwind. Asian demand will grow, but not enough to make up for the drop from developed countries. Meanwhile developing countries will be upgrading their infrastructure and workforce, and acquiring new capabilities. China and India will emerge as stronger competitors, though they will also offer new opportunities.

__ Banking crisis has not crushed US competitiveness but other nations catching up
Singapore Press Holdings Limited May 19, 09 (The Business Times Singapore, The main newspaper publisher in Singapore, Error! Hyperlink reference not valid.) Maintaining a safe and secure Singapore is a basic precondition for our people to pursue their dreams. As a small state, we must understand and influence our environment in order to enlarge our external space. Post crisis, the US will remain the leading power in the world, and the key to a coherent and stable global system. But in Asia, China and India will play growing roles. Stable relations between the US and China will be vital to solving many international issues, and to integrating an emerging Asia into the global community.

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__ We cannot look at achievement as a guide to learning in impoverished students refocusing education to provide greater access to opportunities to achieve is KEY. Anderson and Larson, 09 Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) Sen asserted that the advantages and disadvantages we possess can be judged in terms of many different variables, including income, wealth, resources, rights, quality of life, and so on. The choice of evaluative space, or which focal variables we examine, is crucial to analyzing inequality and to developing public policy that creates greater freedom to achieve for poor people. Furthermore, he asserted that greater equality requires a shift away from utilitarian values, which concentrate on achievement while ignoring social, economic, and political disparities in freedoms to achieve. His focus on freedoms to achieve, rather than on achievement or outcomes alone in economic development, has significant ramifications for how we examine equity issues in education (Larson & Murtadha, 2002). Sen asserted that the advantages and disadvantages we possess can be judged in terms of many different variables, including income, wealth,resources, rights, quality of life, and so on. The choice of evaluative space,or which focal variables we examine, is crucial to analyzing inequality and to developing public policy that creates greater freedom to achieve for poor people. Furthermore, he asserted that greater equality requires a shift away from utilitarian values, which concentrate on achievement while ignoring social, economic, and political disparities in freedoms to achieve. His focus on freedoms to achieve, rather than on achievement or outcomes alone in economic development, has significant ramifications for how we examine equity issues in education (Larson & Murtadha, 2002).

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Soft Power Terror Impacts

_Soft power and leadership are key for the United States to stop the war on terror
Nye, 04 (Joseph S. Nye, University Distinguished Service Professor at the Kennedy School of Government at Harvard University, Council of Foreign Relations, Foreign Affaris, May June http://www.foreignaffairs.com/articles/59888/joseph-s-nye-jr/the-decline-of-americas-soft-power?page=3 But the recent decline in U.S. attractiveness should not be so lightly dismissed. It is true that the United States has recovered from unpopular policies in the past (such as those regarding the Vietnam War), but that was often during the Cold War, when other countries still feared the Soviet Union as the greater evil. It is also true that the United States' sheer size and association with disruptive modernity make some resentment unavoidable today. But wise policies can reduce the antagonisms that these realities engender. Indeed, that is what Washington achieved after World War II: it used soft-power resources to draw others into a system of alliances and institutions that has lasted for 60 years. The Cold War was won with a strategy of containment that used soft power along with hard power. The United States cannot confront the new threat of terrorism without the cooperation of other countries. Of course, other governments will often cooperate out of self-interest. But the extent of their cooperation often depends on the attractiveness of the United States. Soft power, therefore, is not just a matter of ephemeral popularity; it is a means of obtaining outcomes the United States wants. When Washington discounts the importance of its attractiveness abroad, it pays a steep price. When the United States becomes so unpopular that being pro-American is a kiss of death in other countries' domestic politics, foreign political leaders are unlikely to make helpful concessions (witness the defiance of Chile, Mexico, and Turkey in March 2003). And when U.S. policies lose their legitimacy in the eyes of others, distrust grows, reducing U.S. leverage in international affairs.

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__ Without an increase in soft-power the war on terrorism will continue as recruits grow Nye, 08 (Joseph, Prof. Emeritus at Harvard University, Fmr. US Admiral, Real Institute Elcano, 5/19, http://www.realinstitutoelcano.org/wps/portal/rielcano_eng/Content? WCM_GLOBAL_CONTEXT=/Elcano_in/Zonas_in/USA-Transatlantic+Dialogue/00026) The Bush Administration has drawn analogies between the war on terrorism and the Cold War. The president is correct
that this will be a long struggle. Most outbreaks of transnational terrorism in the past century took a generation to burn out. But another aspect of the analogy has been neglected.

We won the Cold War by a smart combination of our hard coercive power and the soft attractive power

of our ideas. When the Berlin Wall finally collapsed, it was not destroyed by an artillery barrage, but by hammers and bulldozers wielded by those who had lost faith in communism.
There is very little likelihood that we can ever attract people like Osama bin Laden: we need hard power to deal with such cases. But

we cannot win if the

number of people the extremists are recruiting is larger than the number we are killing and deterring or convincing to choose moderation over extremism. The Bush administration is beginning to understand this general proposition, but it does not seem to
know how to implement such a strategy. To achieve this to thwart our enemies, but also to reduce their numbers through deterrence, suasion and attraction -- we need better strategy.

In the information age, success is not merely the result of whose army wins, but also whose story wins. The current
struggle against extremist jihadi terrorism is not a clash of civilizations, but a civil war within Islam.

We can not win unless the Muslim

mainstream wins. While we need hard power to battle the extremists, we need the soft power of attraction to win the hearts and minds of the majority. Polls throughout the Muslim world show that we are not winning this battle, and that it is our policies not our values that offend.
Presidential rhetoric about promoting democracy is less convincing than pictures of Abu Ghraib.

Despite these failures,

there has been little political debate about the squandering of American soft power. Soft power is an it has taken hold in academic analysis, and in other places

analytical term, not a political slogan and perhaps that is why, not surprisingly,

like Europe, China and India, but not in the American political debate. Especially in the current political climate, it makes a poor
slogan -- post 9/11 emotions left little room for anything described as soft. We may need soft power as a nation, but it is a difficult political sell for politicians. Bill Clinton captured the mindset of the American people when he said that in a climate of fear, the electorate would choose strong and wrong over timid and right. The good news from the 2006 Congressional election is that

the pendulum may be swinging back to the middle.

Of course soft power is not the solution to all problems. Even though North Korean dictator Kim Jong Il likes to watch Hollywood movies,
that is unlikely to affect his nuclear weapons program. And soft power got nowhere in attracting the Taliban government away from its support for Al Qaeda in the 1990s. It took hard military power to end that. But other

goals such as the promotion of democracy and human rights are better 75

achieved by soft power. Coercive democratization has its limits as the Bush Administration has found in Iraq.

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Soft Power Democracy Impacts

__Soft power is necessary to demonstrate democracy Nye, 04 (Joseph S. Nye, University Distinguished Service Professor at the Kennedy School of Government at Harvard University, Council of Foreign Relations, Foreign Affaris, May June http://www.foreignaffairs.com/articles/59888/joseph-s-nye-jr/the-decline-of-americas-soft-power?page=3 Democracy, however, cannot be imposed by force. The outcome in Iraq will be of crucial importance, but success will also depend on policies that open regional economies, reduce bureaucratic controls, speed economic growth, improve educational systems, and encourage the types of gradual political changes currently taking place in small countries such as Bahrain, Oman, Kuwait, and Morocco. The development of intellectuals, social groups, and, eventually, countries that show that liberal democracy is not inconsistent with Muslim culture will have a beneficial effect like that of Japan and South Korea, which showed that democracy could coexist with indigenous Asian values. But this demonstration effect will take time -- and the skillful deployment of soft-power resources by the United States in concert with other democracies, nongovernmental organizations, and the United Nations.

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China Brink
__Economic and political instability makes war with China plausible for the first time since the cold war China Daily.com, 09 (Jan 8, LN) First, while peace and development remain the themes of the times with the international situation generally staying stable, the insecurity, instability and uncertainties have decidedly increased with some areas experiencing fresh chaos and even war. Second, the traditional threats to security and the non-traditional threats are becoming increasingly intertwined. While the traditional threats remain grave, the non-traditional ones are fast stretching to cover such sectors as climate, food, energy, economy, finance and terrorism. The most visible one is the international crisis triggered by the US subprime mortgage crisis. Third, the above-mentioned developments have driven various countries to give more weight to international dialogue and cooperation in dealing with diversified security issues. __2008 put China on the brink will militarize if it feels global security issues are not controlled China Daily.com, 09 (Jan 8, LN) While the armed forces of all the major powers are devoting great efforts to catch up with the revolution in military affairs and lift their combat capability under information-centric conditions, greater importance has been attached to building up the capability of executing military operations other than war for the sake of dealing with various threats to security. Last year was likewise quite an unusual year for China's national security situation. China was not only hit by the powerful tsunami of international financial crisis, but was also nagged by such problems as "Taiwan independence" and "Tibet independence" as well as the troubles incited by the "East Turkistan" terrorist forces. And these came after the atrocious damage and heavy losses inflicted by the snowstorms and the fatal earthquake. Traditional security issues refer to security threats related to national sovereignty, territorial integrity, political stability and the like, all of which belong to the political and military domains. Three prominent changes of traditional security issues were reflected last year: First, there were more frequent eruptions of local wars and armed conflicts; second, the international military competition with the new revolution in military affairs as the centerpiece got fiercer with each passing day; third, the situation of nuclear proliferation and armament control continued to be grim. Last year saw the eruption of about 50 local wars and armed conflicts worldwide, showing a
sharp jump from 33 the previous year. The Middle East and South Asia were the two regions where relatively more local wars and armed conflicts flared up. The Afghanistan War staged by the US in 2001 and the Iraq War in 2003 are unable to wind up to this day. What merits attention is that an armed conflict broke out

The Russia-Georgia conflict popped up against the strategic backdrop of Russia rapidly recovering national strength and the US and Europe pushing forward with their drive of eastward expansion. This gave the conflict a deeper strategic background of geopolitics and complicated historical roots. At the same time, the new round of revolution in military affairs with informationization as the centerpiece is unfolding for
between Russia and Georgia on Aug 8 over the South Ossetia issue. various major powers and in the midst of constant adjustments. All the major powers are progressively increasing their input in military outlay. Going parallel with this

the development of the strategic nuclear force by major world powers. The US-Russia rivalry centering on the deployment of the missile defense system continues to develop. Furthermore, the major powers continue to deepen the military reform. In a nutshell, a new round of international arms race with quality building as the centerpiece is in full swing. Besides, the nuclear issues in the Korean Peninsula and Iran remain grave challenges in the international security sector, the nuclear proliferation sector in particular. At the third meeting of the chief negotiators of the sixth round of Six-Party Talks last
is December, consensus was arrived at on some issues. And yet it fell short of reaching an agreement on verifying the nuclear declaration list submitted by the Democratic People's Republic of Korea. The failure indicates that numerous difficulties remain to be overcome before the ultimate settlement of the issue.

Worse still, even

backslides cannot be ruled out. The Iran nuclear issue remains deadlocked. The US and Europe bypassed the UN Security Council to impose a number of sanctions on Iran in an attempt to force Iran to give up nuclear development but of no avail. On its part, Iran has been playing both hard and soft tactics to deal with the US and Europe in an endeavor to win more time for its nuclear development. So far, peaceful settlement of the Iran nuclear issue remains the primary choice of the international community and the door for negotiation has not been closed and yet the 77

Kay-Lietz ECD AFF CONTINUED CONTINUED FROM p.72 possibility of deterioration cannot be ruled out. China pursues an independent foreign policy of peace and has made positive contributions to seeking for peaceful solutions to international conflicts and to promoting measures to control nuclear proliferation and arms race. However, the complete reunification of China is yet to be achieved, and therefore obliges us to fight against traditional security issues like secession and subversion. Non-traditional security issues have been there for a long time. Aside from terrorism, non-traditional threats to security last year spilled over to such sectors as finance, energy, grain, climate, food, public health and many others, thus producing increasingly noticeable impact on the security of China. The current international financial crisis is spreading rapidly and is standing out to be the most prominent security issue. The US and the European countries have hammered out financial bailout plans worth trillions of US dollars in total, with their effects still unknown. The Chinese government has decided to invest $586 billion from October 2008 to the end of 2010 to expand domestic demand. China must make a proper estimate of the difficulty ahead and deal with it meticulously and in a down-to-earth way. Despite the headway made in the global fight against terrorism, the situation in the fight against it remains grim and challenging. As of the end of last October, terrorist attacks worldwide totaled 898, taking a toll of 4,800 plus lives, wounding 8,400-odd more people, and showing a 17.7 percent increase against the corresponding period of 2007. South Asia has projected itself to be the "hotbed" and the "region of frequent incidents of international terrorist attacks". The threat of terrorist attack in China too recorded an upward trend the "Tibetan independence" secessionist forces committed violent crimes of beating, smashing, looting and burning in March, 2008; the "East Turkistan" terrorist forces launched four consecutive violent terrorist attacks in Xinjiang; the Chinese institutions and personnel functioning abroad are faced with mounting real threats of terrorist

The violent fluctuation of the international oil price has put the energy security issue under the spotlight. The sharp fluctuation of the international oil price has set off fiercer contention among the countries concerned over oil producing areas and shipping passages. China's fast economic development has overshadowed the availability of its own oil and gas resources, making the upholding of energy security especially important. Thus, securing steady supply of overseas oil and coping properly with the challenge of energy security has become a vital strategic issue for maintaining sustained development in China. The grain security issue is looming larger as a result of the increased international grain price. The grain supply in the international market is getting tighter in
attacks. recent two years. China's grain security is basically ensured thanks to its over 95 percent of self-sufficiency. Nevertheless, we should be mindful of possible danger, because China's annual net import of grain stands at 50 billion tons at present and the dependency on import is still on the rise. Therefore, the country cannot afford to neglect grain security . Security issues like climate change, food and public health are also looming large. Non-traditional security issues are trans-national and global in nature. Therefore, it is beyond a single nation's capability to tackle the problems at their source. China has been using bilateral and multilateral diplomacy to play an important role in a whole range of international cooperation in dealing with the non-traditional issues. These are crucial to safeguarding China's security, and to fostering its image as a responsible major power. The author is chairman of China Institute for International Strategic Studies

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Kay-Lietz ECD AFF __Chinese posturing creating cold-war tensions with the US The Daily Telegraph 08 (May 3, 2008, LN) TENSIONS in the Far East could reach "Cold War levels'' defence analysts said yesterday following the discovery of evidence that China had secretly built a major nuclear submarine base. Satellite photographs passed to The Daily Telegraph this week showed that the base at Sanya, on Hainan island, will house up to 20 of the latest 094 Jin-class submarines that could be capable of firing anti-satellite missiles and nuclear-tipped cruise missiles. The construction showed that China was "ramping up its operational capability'' and developing a "blue water navy'' that would challenge the dominance of the United States in the Pacific, said Alex Neill, the head of the Asia Security Programme at the Royal United Services Institute. In the last 20 years, China had gone from a coastal force to a navy capable of "exerting its influence far afield,'' a senior Royal Navy officer said. "It is clearly looking at a wider area of operations in the Far East but it also does not like the US placing their carrier battle groups in the area. In due course this could lead to Cold War levels of stand off,'' the officer said. There are also concerns that Beijing has secretly developed a broad military strategy - including internet assaults and satellite strikes - that could allow it to take Taiwan while leaving the US unable to respond. While talks continue for a peaceful settlement, the island has been in Beijing's sights since it broke from the mainland in 1949. Kerry Brown, the China expert at the Royal Institute of International Affairs, gave warning of "hawkish'' elements in the two million strong People's Liberation Army (PLA) who were "very focused'' on Taiwan. Chinese defence expenditure is estimated by the Pentagon to be $50 billion ( pounds 25 billion) but analysts believe large chunks of the budget are "squirreled away'' and it could be as high as $200 billion making it the second largest in the world after America. The PLA is developing a strategy called the "sea denial campaign'' which would prevent America intervening in any conflict with Taiwan, Mr Brown said. It entails asymmetric conflict in which China would use cyber warfare and laser energy to wipe out communications. Anti-satellite missiles, potentially launched from submarines, would ensure that America was "blind'' over the Far East. The Chinese have already proved that they have these capabilities as well as using espionage to steal US military technology. Mr Brown said: "China wishes to power project well into the Pacific and challenge the dominance of the US Pacific Command.'' He said the Sanya base gave China reach into the Indian Ocean.

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Chinese Conflict Scenarios

__Though war is not inevitable, conflict in Asia could spiral out of control US Leadership KEY The Washington Post. 08 (June 29 (LN)) Asia's re-emergence has been a long time coming. Before the industrial revolution, India and China accounted for nearly half of the world's output of manufactured goods. After a long hiatus scarred by colonial rule, two bloody world wars, civil strife and revolutionary upheavals, the continent began its painful crawl back to the forefront of the world economy. Japan had already emerged from the ashes of war to become a
leading economic power by the 1980s, at which point Deng Xiaoping set China on its amazing trajectory. In 1991, with national bankruptcy looming, India also undertook free-market reforms.

Numerous books, from William H. Overholt's The Rise of China (1993) to Peter Engardio's Chindia: How China and India are Revolutionizing Global Business (2006), have expressed breathless enthusiasm over Asia's rising powers. Yet others, such as Richard Bernstein and Ross H. Munro's The Coming Conflict with China (1997), have foreseen disasters just around the corner, from regional conflict to environmental catastrophe to war with the United States. In Rivals, Bill Emmott splits the difference, offering a sober, nuanced assessment
of the opportunities and dangers that Asia's rise presents. Two-handed economists -- those who relentlessly deliver optimistic and pessimistic scenarios about everything -- are boring. But because so much writing about Asia is either celebratory or alarmist, this cautious, hedging, not-sure-how-it-will-turn-out book is refreshing.

an important U.S. foreign policy achievement that has been overlooked in the general dismay over the war in Iraq. He credits the Bush administration for spotting the shifting regional balance produced by China's phenomenal economic growth and for embracing India as a counterweight. Though lacking the drama of Nixon's 1972
Emmott, a former Tokyo correspondent and editor of the Economist, starts by noting visit to China, the (yet to be implemented) U.S.-India nuclear agreement, he says, was "an act of grand strategic importance."

ancient rivalries and mutual suspicions among the Asian powers, aggravated by their expanding populations, could spoil the happy march toward prosperity. Although Asia may not be in a full-fledged arms race, he says, it is certainly in a "strategicinsurance-policy race," in which China's military spending has been rising 18 percent a year and India's has been going up 8 percent. "It will be quite a surprise if China does not have aircraft carriers by 2020 or so," he notes, "and India has already
Emmott proceeds to explore the dynamics of economic and demographic change in China, Japan and India. In his view, announced that it will have at least three." Japan, too, would be building up its military insurance policy if it did not have constitutional constraints on its armed forces and a close military alliance with the United States. But "the main problem So what should be done to avoid conflict?

in Asia," Emmott concludes, "is fear and suspicion of China. It is not going to go away."

Emmott offers a series of recommendations for the United States, the European Union and the rising Asian powers, some of which may strike readers as worthy goals that have little practical chance of attainment. The next U.S. administration, he says, should negotiate a new nuclear non-proliferation treaty -- "one that India, Pakistan and Israel can be persuaded to sign." Also, the United States and the European Union should urgently "scrap or reform all the top organizations of global governance in which China, India and Japan are not properly and fully represented," including the Group of Eight leading industrial countries, the U.N. Security Council, the World Bank and the International Monetary Fund. Japan, with help from its former enemies, should leave behind its bitter history and acknowledge its wartime atrocities. India should rise above its suspicion of its neighbors and develop cooperative relations. China's "main weakness is its authoritarian, unaccountable and sometimes brutal political system," he says, "but it would waste space to recommend that that system be changed." Instead, Emmott urges Beijing to be more transparent about its decisions because "by keeping so much secret . . . China encourages other countries to believe it has a lot to hide."

armed conflict among Asia's rivals is "not inevitable but nor is it inconceivable." Sketching a "plausibly pessimistic" scenario, he suggests that an economic downturn and popular discontent could lead the Chinese Communist Party to wrap itself in the flag of nationalism and slide into conflict with neighbors over Taiwan, the Korean peninsula, Tibet or Pakistan. But he thinks there is also reason for "credible optimism." With encouragement from the rest of the world, the Asian powers could lift millions more people out of poverty with their dynamism, innovation and faith in a unifying religion: money.
Emblematic of the fine balance of this book is Emmott's observation that

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Soft Power AT: Hard Power Better

__ Hard Power Alone is Counter Productive Hard Power focus devastates soft-power and fails to win the heart of the conflict. Nye 96 (Joseph Nye, Prof. Emeritus at Harvard U, Fmr US Admiral , Foreign Policy, Feb (web exclusive) http://www.foreignpolicy.com/story/cms.php?story_id=3393&page=0 ) The mention of hard power immediately conjures up images of tanks, fighters, and missiles. But military prowess and competence can sometimes create soft power. Dictators such as Hitler and Stalin cultivated myths of invincibility and inevitability to structure expectations and attract others to join their cause. As Osama bin Laden has said, people are attracted to a strong horse rather than a weak horse. A well-run military can be a source of admiration. The impressive job of the U.S. military in providing humanitarian relief after the Indian Ocean tsunami and the South Asian earthquake in 2005 helped restore the attractiveness of the United States. Military-to-military cooperation and training programs, for example, can establish transnational networks that enhance a countrys soft power. Of course, misuse of military resources can also undercut soft power. The Soviets had a great deal of soft power in the years after World War II, but they destroyed it by the way they used their hard power against Hungary and Czechoslovakia. Brutality and indifference to just war principles of discrimination and proportionality can also destroy legitimacy. The efficiency of the initial U.S. military invasion of Iraq in 2003 created admiration in the eyes of some foreigners, but that soft power was undercut by the subsequent inefficiency of the occupation and the scenes of mistreatment of prisoners at Abu Ghraib.

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Economic (Sticky) Power Key

__ US Economic leadership key to balancing soft and hard power Mead 94 (Walter Russel, Henry A. Kissinger senior fellow in U.S. foreign policy at the Council on Foreign RelationsForeign Policy, March / April (Wilson Select)) The United States' global economic might is therefore not simply, to use Nye's formulations, hard power that compels others or soft power that attracts the rest of the world. Certainly, the U.S. economic system provides the United States with the prosperity needed to underwrite its security strategy, but it also encourages other countries to accept U.S. leadership. U.S. economic might is sticky power. How will sticky power help the United States address today's challenges? One pressing need is to ensure that Iraq's economic reconstruction integrates the nation more firmly in the global economy. Countries with open economies develop powerful trade-oriented businesses; the leaders of these businesses can promote economic policies that respect property rights, democracy, and the rule of law. Such leaders also lobby governments to avoid the isolation that characterized Iraq and Libya under economic sanctions. And looking beyond Iraq, the allure of access to Western capital and global markets is one of the few forces protecting the rule of law from even further erosion in Russia. China's rise to global prominence will offer a key test case for sticky power. As China develops economically, it should gain wealth that could support a military rivaling that of the United States; China is also gaining political influence in the world. Some analysts in both China and the United States believe that the laws of history mean that Chinese power will someday clash with the reigning U.S. power. Sticky power offers a way out. China benefits from participating in the U.S. economic system and integrating itself into the global economy. Between 1970 and 2003, China's gross domestic product grew from an estimated $106 billion to more than $1.3 trillion. By 2003, an estimated $450 billion of foreign money had flowed into the Chinese economy. Moreover, China is becoming increasingly dependent on both imports and exports to keep its economy (and its military machine) going. Hostilities between the United States and China would cripple China's industry, and cut off supplies of oil and other key commodities. Sticky power works both ways, though. If China cannot afford war with the United States, the United States will have an increasingly hard time breaking off commercial relations with China. In an era of weapons of mass destruction, this mutual dependence is probably good for both sides. Sticky power did not prevent World War I, but economic interdependence runs deeper now; as a result, the "inevitable" U.S.-Chinese conflict is less likely to occur. Sticky power, then, is important to U.S. hegemony for two reasons: It helps prevent war, and, if war comes, it helps the United States win. But to exercise power in the real world, the pieces must go back together. Sharp, sticky, and soft power work together to sustain U.S. hegemony. Today, even as the United States' sharp and sticky power reach unprecedented levels, the rise of anti-Americanism reflects a crisis in U.S. soft power that challenges fundamental assumptions and relationships in the U.S. system. Resolving the tension so that the different forms of power reinforce one another is one of the principal challenges facing U.S. foreign policy in 2004 and beyond.

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Economic Impacts
Economic Collapse Would Escalate To Full-Scale Conflict And Rapid Extinction Bearden 2K (Lt. Col in US Army) [Thomas, The Unnecessary Energy Crisis, Free Republic, June 24, p. online //wyo-tjc]
History bears out that desperate nations take desperate actions. Prior

to the final economic collapse, the stress on nations will have increased the intensity and number of their conflicts, to the point where the arsenals of weapons of mass destruction (WMD) now possessed by some 25 nations, are almost certain to be released. As an
example, suppose a starving North Korea launches nuclear weapons upon Japan and South Korea, including U.S. forces there, in a spasmodic suicidal response. Or suppose a desperate China-whose long-range nuclear missiles (some) can reach the United States-attacks Taiwan. In addition to immediate responses, the mutual treaties involved in such scenarios will quickly draw other nations into the conflict, escalating it significantly. Strategic nuclear studies have shown for decades that, under such extreme stress conditions, once a few nukes are launched, adversaries and potential adversaries are then compelled to launch on perception of preparations by one's adversary. The real legacy of the MAD concept is this side of the MAD coin that is almost never discussed. Without effective defense, the only chance a nation has to survive at all is to launch immediate full-bore pre-emptive strikes and try to take out its perceived foes as rapidly and massively as possible. As the studies showed, rapid escalation to full WMD exchange occurs. Today, a great percent of the WMD arsenals that will be unleashed, are already on site within the United States itself. The resulting great Armageddon will destroy civilization as we know it, and perhaps most of the biosphere, at least for many decades.

__Economic collapse causes terrorism, environmental collapse, and wars that risk extinction Torgerson, 99 (Douglas Torgerson, Professor and Chair of the Department of Political Studies Trent University, Ontario, The Promise of Green Politics: Environmentalism and the Public Sphere, 1999, p. 145-6)
By adopting an uncompromising posture, green radicalism serves to high-light the danger that green reforms might well be absorbed and rendered ineffective by the established order. Against reforims, green radicals emphasize the need to thoroughly transform prevailing institutions and ways of viewing the human/nature relationship. In the absence of coherent and plausible programs for radical transformation, however, desperate scenarios of crisis and catastrophe become inviting:

The very best thing for the planet, one radical green has thus declared, might be a massive worldwide economic depression: Amid the terrible hardships this would create for countless people, at least the machinery would stop for a while, and the Earth could take a breather.5 Needless to say, this repugnant hope ignores the obvious range of potential consequences arising from such a scenario. Social insecurity and human misery could intensify human conflicts and promote neglect of environmental concerns as people desperately sought to protect themselves, there could also be increased terrorism, even warfare of a type and scale that would prove enormously destructive to life on earth.

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Long-term Education Policy Key to Solve

__Short-term policies for education are national suicide Sycip 09 (Washington z. Sycip, Founder of SGV & Co., President at International Federation of Accountants, Member of the Harvard University Asia Center Advisory Committee) LN, March 10, 2009 (LN) We tend to unfairly blame every current administration for our problems. But can't we see that the steady decline of educational standards is the cumulative effect of the neglect of many administrations and the unwillingness to adopt long-term solutions to problems that cannot be solved by a ribbon-cutting event? The success or failure of any organization depends upon its policies and efforts on developing its human resources. For a nation to adopt short- term policies on education is national suicide! The solution of peace and order problems depends upon relatively equal educational opportunities for the rich and poor, for Christians and Muslims.

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Education Key to Competitiveness

__ Failing to educate the poor costs the nation billions per year and stymies US economic growth! Hernandez 09 (Javier C. Hernandez, NY Times Education Reporter, New York Times) LN, April 23, 2009 The lagging performance of American schoolchildren, particularly among poor and minority students, has had a negative economic impact on the country that exceeds that of the current recession, according to a report released on Wednesday. The study, conducted by the management consulting firm McKinsey & Company, pointed to bleak disparities in test scores on four fronts: between black and Hispanic children and white children; between poor and wealthy students; between Americans and students abroad; and between students of similar backgrounds educated in different parts of the country. The report concluded that if those achievement gaps were closed, the yearly gross domestic product of the United States would be trillions of dollars higher, or $3 billion to $5 billion more per day.

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Kay-Lietz ECD AFF Studies have shown that the time for change in education is now to protect our declining competitiveness Diamond, Robert M October 8, 06 (Robert M Diamond, iPresident of The National Academy for Academic Leadership. He served for over twenty years as Assistant Vice Chancellor for Instructional Development at Syracuse University, where he also was Research Professor and Director of the Institute for Change in Higher Education. From 1991 to 1999 he directed the National Project on Institutional Priorities and Faculty Inside Higher Ed,Error! Hyperlink reference not valid.)
In September, the Secretary of Educations Commission on the Future of Higher Education after numerous meetings, open hearings and draft statements, published its final report calling for a number of major reforms in higher education.. In the report, institutions will be asked, among other recommendations, to become more accountable, to reduce their costs, to become more accessible to students from the broad of spectrum of society and to be more proactive in responding to international competition. It should be noted that some of the most severe criticisms of higher education dealing with the quality of teaching, learning and academic programs included in earlier drafts did not make it through the negotiation and revision process

This report is the latest in a number of studies, task force reports, books and articles calling for significant change in how colleges and universities do business. Higher education has, unfortunately, had a long history of calls for significant change and of efforts to improve the quality and efficiency of what we do. In the last decade alone we have had reports, studies, and recommendations from the Education Commission of the States, the National Endowment from the Humanities, the Association of American Colleges and Universities, the Carnegie Foundation for the Advancement of Teaching, the American Council on Education, the National Center for Postsecondary Education, and more recently the National Academies of Science and of Engineering which concluded not only that major reform is needed in higher education but that the time for implementing these changes is running out if the United States is to retain its international leadership role in both higher education and innovation. And yet, despite all the data, all the recommendations, and the many efforts to improve higher education that have been undertaken, little has changed for the better. In fact conditions may have even become worse. State and federal funding allocations have diminished or have been unable to keep up with need, the American Association for Higher Education, a major force for innovation in higher education for decades, has folded, more and more faculty are on part-time or short-term contracts, nearly 50% of students entering two-and four years institutions never earn their degrees and higher education is no longer viewed by the majority of political leaders as a state or national priority. In addition, need-based scholarships are being replaced by merit awards as academic leaders attempt to improve the national rankings of their institutions by improving the test scores of their entering students significantly decreasing accessibility to students from lower and middle income families . Over the same period, major initiatives designed to improve institutional quality, such as the accreditation movement for improving accountability thru learning outcomes, numerous assessment initiatives, and the efforts to relate the faculty reward system more directly to teaching and learning and to institutional priorities have had only modest impact. With this less than positive track record can we realistically expect this latest report to have any greater impact than those that preceded it?

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Kay-Lietz ECD AFF __ High quality education for minority and inner-city students is more critical now than ever in our nations competitive history it will determine our economic future. Brown 09 (Dr. Frank Brown, Univ. of North Carolina, Education and Urban Society, July 2009, p. 523-4) What is the future for neighborhood schools in minority communities? First, the school reform movement began as a means of opposing desegregation under Brown (1954). Opposition mechanisms took the form of school choice plans and privatization of public schools (Brown, 2006a, 2006b, 2006c). Common mechanisms (Cross, 2008) employed against Brown included ability grouping or tracking where more White students than Blacks were placed in the high ability groups or classes for gifted students; the creation of academically gifted classes or advanced placement (AP) courses (higher level courses, e.g., advanced chemistry or biology); the establishment of special schools (often referred to as magnet schools) for academically gifted students, often within the same building; and the assignment of more minority students to special education (classes for educationally handicapped students) classes. There is a wide gap between the academic achievement of minority students and White students (Douglas, 2007). Also, more minority students attend schools that offer few or no AP courses, which limits their opportunities to gain admission to elite colleges and universities. The average minority who earns a college or university degree graduates from lower status institutions of higher education compared to their White counterpart (Borden, 2008). At the beginning of the Brown (1954) era, most wealth came from family-owned businesses compared to today, where there are fewer family-owned businesses but wealth can still be achieved via the management of large corporations provided you have the best education available. Two events should aid the upcoming neighborhood school movement after Parents Involved (2007): economic changes and the gentrification (the return of the White middle class) of urban communities where most minorities reside. First, I continue to see economic globalization (Brown, 2007) as a plus for greater motivation by Americans to seek quality education for more students. In addition to economic globalization, in America more than any other country ownership of large businesses has shifted from private ownership to large public corporations (listed on a stock exchange) regulated by the federal government through a series of federal regulatory agencies. We still have millions of private corporations, commonly known as small businesses, not listed on a stock exchange. Most large corporations are public such as General Motors, General Electric, Hilton Hotels, Microsoft, and IBM. Individuals who manage these companies do not own these companies but are selected based on their educational qualifications. Thus, it is not necessary in todays economic order to own a company or come from a family that owns such a company to earn a huge annual salary as its CEOpossibly as much as $50 million per year. This makes a top quality education more important today than it was in the 1940s when the NAACP began Brown.

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Kay-Lietz ECD AFF __ Focus on education is key to increasing competiveness and the economy Gavin, Robert May 17, 09 (Robert Gavin, a Boston Globe staff writer, Boston Globe, (LN) Leadership development. Talent development and retention, with a focus on K-12 education, including charter schools, on STEM (science, technology, engineering, and math) education. Competitiveness issues: healthcare costs and affordability, a major challenge. Obviously, we're in a recession right now. But what's your view of where the Boston economy is going when we come out of this? I'm optimistic to a large degree due to the intellectual capital and major assets we have. The world has changed into a knowledge-based economy and we have all of the underpinnings to compete successfully. What's the next 100 years going to look like for Boston and the chamber? I honestly don't know where we'll be. But we know where the building blocks are for that future. If we keep focused on the building blocks - the talent, the universities, the research institutions, competitiveness - then the future will be positive, even though we don't know where the journey will take us. __The United States is slipping as a leader in science and technology Biotech Business Week editors April 27, 09 (Biotech Business Week via NewsRx.com, a website addressing medical innovation, Error! Hyperlink reference not valid.) Today in Chicago, the "Best and Brightest Forum on Medical Innovation" convened local and national leaders in academia, biotechnology and patient advocacy to address the importance of medical innovation in America. Richard Gephardt, former majority leader of the U.S. House of Representatives, moderated the forum, which was hosted by the Council for American Medical Innovation, a coalition of leaders in research, medicine, public health, academia, education, labor, and business, working in partnership toward a national policy agenda aimed at preserving U.S. leadership in medical innovation (see also Council for American Medical Innovation). "Medical innovation has an enormous impact on the health and economy of the United States, and is a growing part of the economy in Illinois," said Gephardt. "Yet America's lead in science and technology is starting to slip. We need to act now by laying a strong foundation with intelligent policies that will preserve our leadership in medical innovation and allow science and medical discovery to flourish today, tomorrow, and into the future."

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Kay-Lietz ECD AFF __Experts agree that education is necessary for restoring competitiveness and global leadership
National Research Council 08 (Committee on Enhancing the Master's Degree in the Natural Sciences and the National Research Council, 2008, Science Professionals: Masters Education for a Competitive World, pg. 9-11, http://books.nap.edu/openbook.php? record_id=12064&page=11)
In May 2005, senators Lamar Alexander (R-Tennessee) and Jeff Bingaman (D-New Mexico) asked the National Academies to respond to the question What are the top 10 actions, in priority order, that federal policymakers could take to enhance the science and technology enterprise so that the United States can successfully compete, prosper, and be secure in the global community of the 21st century? The Academies acted quickly to produce Rising Above the Gathering Storm, a report that provides recommendations for action to improve K-12 science and mathematics education; to make the United States the most attractive setting in which to study and perform research; to sustain and strengthen the nations commitment to long-term basic research that fuels the economy and secures our country; and to ensure that the United States is the premier place in the world to promote innovation. Rising Above the Gathering Storm and the administrations subsequent American Competitiveness Initiative, along with the recently passed America COMPETES Act,3 have placed innovation and competitiveness among the nations highest policy priorities. The visibility and momentum of the competitiveness agenda provide an opportunity to shed light on each of the components of the U.S. science and engineering enterprise to ensure that they will contribute all they can and must in order to achieve our national goals. One of those components is the education and training of a science, technology, engineering, and mathematics (STEM) workforce that brings advanced scientific and technical knowledge, along with key business skills, to innovation in our private and public sectors. Our focus here, then, is on ensuring that our institutions of higher learning provide high-quality postsecondary and graduate education, including masters education, that meets students and employers needs.

__Change is necessary in education if competition is to be regained Diamond, Robert M October 8, 06 (Robert M Diamond, iPresident of The National Academy for Academic Leadership. He served for over twenty years as Assistant Vice Chancellor for Instructional Development at Syracuse University, where he also was Research Professor and Director of the Institute for Change in Higher Education. From 1991 to 1999 he directed the National Project on Institutional Priorities and Faculty Inside Higher Ed,Error! Hyperlink reference not valid.) Under these conditions significant institutional change is not only possible, but it is also probable. The knowledge on how to go about implementing major innovation exists. The examples and models are out there, in other institutions, in the public schools and in business and industry. While major academic innovation is never an easy process, change must become an integral part of the operating philosophy of every college and university in the country. For only then can American higher education meet the numerous challenges that it faces here at home and from competition elsewhere.

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__Education reform in K-12 is key to increasing global competitiveness National Research Council 08 (Committee on Enhancing the Master's Degree in the Natural Sciences, National Research Council, 2008, Science Professionals: Masters Education for a Competitive World, pg. 1-3, http://books.nap.edu/openbook .php?record_id=12064&page=3) In the course of our nations history, our leadership has made bold moves to equip our people with the skills and knowledge needed for the future. The Morrill Land Grant Act of 1862, the Servicemans Readjustment Act of 1944 (commonly known as the GI Bill), and the National Defense Education Act of 1958, each reflecting the needs of its times, spurred social, economic, and technological change through undergraduate and graduate education. Americans concerned about the nations position in the global economy have provided recommendations to fuel the competitiveness of both our economy and the scientific enterprise: steps needed to improve K-12 science and mathematics education; make the United States the most attractive setting in which to study and conduct research; sustain and strengthen the nations commitment to long-term basic research that secures our country; and ensure that the United States is the premier place in the world to promote innovation. Last summer, the U.S. Congress passed and the president signed into law the America COMPETES Act laying the groundwork for the implementation of many of these recommendations. Yet more, including the necessary appropriation of funds for new or expanded programs, is needed. Talent is one of the important keys to innovation and competitive success. Reforming K-12 science, technology, engineering, and mathematics education and encouraging undergraduates to pursue technical education and careers are both critical. Supporting doctoral students who will undertake future research is fundamental. Yet, the masterstrained segment of the science workforce is pivotal: strengthened masters education in the natural sciences will prepare professionals who bring scientific knowledge and also the ability to anticipate, adapt, learn, and lead where and when needed in industry, government, and nonprofits. Traditionally, the masters degree in the natural sciences has tended to be single-discipline in orientation, an extension of undergraduate science education, and preparatory to the doctorate. In many fields, such as the biological sciences, physics, and chemistry, the award of a masters degree has typically signified either a stepping-stone en route to the doctorate or a consolation prize for those who were not admitted to candidacy or dropped out. Exciting experiments in masters education over the last decadethe Master of Biosciences (MBS) program at the Keck Graduate Institute of Applied Life Sciences and the Professional Science Masters (PSM) initiative seeded by the Alfred P. Sloan Foundation1have shown that graduate education in these fields can prepare students for advanced sciencebased work in a way that is highly desired by employers. These programs are useful and scalable.

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__Education must continue to keep American competitiveness

Hutton, Lia 04 (Lia Hutton the Advising Quarterly, a periodical for professionals in international education published by AMIDEAST in which this article initially appeared, Bip News, Volume 1, No. 1, http://www.amideast.org/programs_services/exchange_programs/LBFP/newsletter/winter04/directions.htm)
While the words "lead" and "leader" have existed in the English language since at least the 1300s, the term "leadership" did not emerge until the mid1800s. Since that time the idea of a leader as a role that can be taught has come into wide acceptance, but answers to the question of what should be taught and how to teach it have evolved significantly and continue to change. Leadership can be defined as the ability to effectively influence others toward a goal. Early leadership education reflected industrial society by focusing on a hierarchical, "top-down" structure of influence. An organization's leaders generally made decisions unilaterally, with a focus on efficiency. They worked to limit human error and maximize productivity by providing limited choices and strong direction for employees.

Today, the United States has moved into a postindustrial "information age," in which organizations must develop constantly to remain competitive. Reflecting this change, leadership is now widely seen as a collaborative, on-going process. Teamwork, mutual influence, and shared vision are key concepts. Individual learning must be continual and needs to be constantly translated into organizational knowledge for the organization to be at its most effective.
This idea of leadership is exciting but also complex, and how best to develop leadership skills for today remains a big question. The field is really still in its infancy, to the extent that one of the field's main theorists, Warren Bennis, posits that "the profession of leadership development doesn't exist yet." Nonetheless, plenty of places are trying their hand at it, and are coming up with some very interesting tools and strategies. Leadership is being taught at every level of education and by every type of institution. A 1997 study of leadership education found over 600 colleges and universities offering leadership training programs, ranging from short workshops to full undergraduate or graduate degree options-and the number has only grown since then. In addition, leadership skills are commonly taught by elementary and secondary schools; youth clubs; civic and community development organizations; military training programs; religious groups; in-house corporate, government, and nonprofit trainers; human resource development specialists; consultants; coachesthe list goes on.

One of the many aspects of leadership education that has as yet been insufficiently researched is how the concept, and needed skills for leadership, may differ across cultures. Differences seem likely, even within the multicultural United States. For example, one recent study of Hispanic U.S. university students found that their leadership behaviors did not change as expected following a training experience. One theory as to why is that leadership may function somewhat differently in the Hispanic communityleaders act as role models, and the culture overall places considerable importance on maintaining tradition.
International students and professionals therefore need to be particularly thoughtful in choosing and pursuing leadership development opportunities. They need to consider what skills are most important for them to build, what instruction methods they find both interesting and effective for them, and how they can best adapt and introduce what may be new concepts into the organizations where they will be working. The exchange experience itself is likely to function as a superb leadership development program. As Garee W. Earnest of Ohio State University points out in "Study Abroad: A Powerful New Approach for Developing Leadership Capacities," published in the Journal of Leadership Education: "A quality [international exchange] experience enhances an individual's leadership skills and capacities in areas such as communication, diversity, multiculturalism, conflict management, self-awareness, group dynamics, and many others, as shown by statements from student participants.

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__Basic competency just isn't enough to compete globally

CICERO, Phillip S. June 25, 09 (Philip S. Cicero, a retired superintendent of Lynbrook Public Schools and an adjunct professor of education at Adelphi University, Newsday, (LN)
This weekend, high school seniors will be gathering in auditoriums and on football fields across Long Island, receiving their diplomas. Excited family members will honor them on this special day, and for many, the celebrations will continue way after the students have crossed the stage. Yet, is all this celebration premature? Will the high school diploma issued to the 2009 graduates give them any chance for success in college and the work place?

There is alarming evidence suggesting that the success of many of today's graduates may have little to do with their future achievements in college or at work. This is the result of a very basic curriculum focusing on minimum competencies - one essentially being driven by the mandates of the federal No Child Left Behind law.
A rigorous curriculum is a strong predictor of college readiness. On Long Island, where more than 90 percent of graduating seniors attend college, only slightly more than half graduate with the Regents diploma with advanced designation - the typical benchmark of curriculum rigor in most high schools. Curriculum mastery is yet another predictor of college readiness. But on average, Long Island high schools report that only 37 percent of their students who took Regents exams in 2007 scored at least 85 percent on more than one exam. Lack of rigor and mastery may help explain why many students leaving high school need remediation upon entering postsecondary institutions. The National Center for Education Statistics, for example, estimated that, nationwide, 42 percent of community college first-year students and 20 percent of freshman in four-year public institutions required at least one remedial course. The cost of this remediation is ultimately passed on to taxpayers supporting these institutions - in addition to the property taxes already being paid by communities for the public schools.

The link between what's being taught in secondary public schools has little, if any, relevance to what's needed to succeed in post-secondary education. And this relevancy problem goes on to affect the workplace, too. In its 2009 report, the Long Island Index cited the importance of a well-educated workforce in maintaining the region's competitiveness in a complex, global world. Students graduating with only basic skills and minimum competencies will struggle in today's work environment, where critical thinking and problem-solving skills are in great demand. One national study found that U.S. students assessed on problem-solving tasks ranked 29th out of the 40 participating countries.
The problem of what is and isn't being taught in today's schools can be fixed. Parents, school officials, university personnel and business leaders should work together to ensure that No Child Left Behind is amended to give educators greater flexibility in preparing students for post-secondary education and work. In fact, help may be coming soon. President Barack Obama recently proposed that dollars be made available to assist states in getting high schools and colleges together on developing curriculum alignment. On Long Island, some of this has already taken place under the leadership of the Long Island Works Coalition. School curricula must be rigorous for all students, with opportunities to succeed at levels well above the current competency levels. Curricula must also have interest and relevancy - students need to see how what is being taught is connected to their future. Internships and job-shadowing opportunities would allow Long Island high school students to see how knowledge learned in school has real-world applications. Policy-makers should receive some recognition for trying to resolve the myriad of problems associated with education in this country. But their formulation of the problem was wrong. Instead of focusing on basic competency, they should be asking: How do we provide all students with a rigorous and meaningful curriculum that is relevant to their post-secondary choices of college and the workplace?

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Kay-Lietz ECD AFF __ Education is KEY to maintaining US technological edge and global competitiveness Dubie, Brian February 2, 09 (Brian Dubie, Vermont Lt. Gov, Aviation Week & Space Technology pg. 42 Vol. 170 No. 5, Error! Hyperlink reference not valid. Please understand, Mr. President, that for the U.S. to maintain its global leadership, we need: an expansion in research and development, a trained workforce, capital investment and policies that ensure a level playing field for the American worker. As president, you and your administration must champion Americas leadership role in aerospace. To that end, ASAs lieutenant governor members challenge you to: Encourage education in the STEM subjects: science, technology, engineering and mathematics. And we also need to address the critical shortage in our technology knowledgeable workforce, by creating incentives to encourage more college graduates in the technical fields. This shortage is aggravated in the aerospace and defense industry by security restrictions requiring that work be done by American citizens. The shortage is compounded by the average age of the aerospace workforce: 60% is 45 or older. We recommend that you request an action plan from the Interagency Aerospace Revitalization Task Force that addresses STEM education and workforce issues.
__Education is vital to earning potential and quality of life Kielburger 07 (Craig and Marc Kielburger, childrens rights actico-founders of Free the Children, Toronto Star) LN, September 3, 2007 But while we are celebrating stories like Mary's, we must remember just how low on the world's list of priorities literacy has become. Less than 3 per cent of official development assistance is spent on education, with just a fraction of that going to literacy programs. While it would cost just $7 billion (U.S.) to teach every person to read and write, one in six is illiterate. By contrast, the U.S. and Europe alone spend upwards of $18 billion every year on makeup products. That's a discouraging disparity. It means that there are still 120 million children not in primary school and that nearly a billion people cannot read papers like this one. No one doubts that even a basic education is vital. The UN estimates that earning potential increases by as much as 10 per cent for every year of schooling. Basic literacy vastly improves a family's quality of life: they are better able to find jobs, prevent diseases and protect their rights and dignity. What's key about education is that it allows people to lift themselves out of poverty. It's not charity, but rather a long-term and sustainable path to development.

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Education Key to US Democracy

__ Education is Key to the future of American Democracy Fmr. Rep. Harold Ford Jr., Politico, 3/26/09 (http://www.politico.com/news/stories/0309/20487.html) What is at stake is nothing less than the American dream. To pass it on to our children and generations to come, we must restore quality and innovation to all our schools. President Obama knows that our legacy of excellence in education must be redeemed and, with his speech a couple of weeks ago, he has set us on a course to give our children the knowledge and skills they need to compete in this new and changing world. As Americans, its time we think of our obligations to each other. Its time we take seriously our collective responsibility for future generations. Providing our children regardless of race, class or religion with a world-class education is what binds us together and will make our country stronger. President Obamas plan to reform our schools will help our children live up to their God-given potential. We dont have a moment to lose. Congress should enact his education reform proposal this year.

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US Trailing in Education Internationally

___Americans trailing in science and math education Reyes 07 (Sylvestre Reyes, US Law columnist, USLaw.com, December 11, 2007, p. http://www.uslaw.com/library/Politics/Math_science_America_falling_behind.php?item=14921) Recently, an article published in the Washington Post revealed that American teenagers are "trailing" others their age in the areas of science and math. Results from the 2006 Program for International Student Assessment (PISA) revealed that 15-year-olds in the U.S. placed 16th out of 30 industrialized nations in their science scores; American students placed even farther behind other nations in math, at 23rd. The Post article, entitled "U.S. Teens Trail Peers Around World on Math-Science Test," highlights the implications of our neglected educational system on the future of American teenagers: "How are our children going to be able to compete with the children of the world? The answer is not well," said former Colorado governor Roy Romer, chairman of Strong American Schools, a nonpartisan group seeking to make education prominent in the 2008 presidential election. Recognizing the importance of American competitiveness in an interconnected, globalized world, Congressman Reyes has taken steps to address U.S. educational concerns in science and math. Earlier this year, he created the House Diversity and Innovation Caucus, which focuses on promoting policy to address the under-representation of Hispanics, African Americans and women within the science, technology, engineering, and math (STEM) fields. In addition, Reyes has sponsored related bills, including the STEM Promotion Act of 2007 and H.R. 1928, to require a report by the National Academy of Sciences on the under-representation of minority groups in STEM, among other legislation. Expanding the STEM pipeline, particularly by encouraging the involvement of women and minorities in STEM fields, is important because it will allow Americans to remain an innovative and competitive force, safeguarding the future prosperity and security of our nation. __US childhood poverty rate higher than any other industrialized nation Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 5)

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Kay-Lietz ECD AFF __US teens trail teens around the world Glod 07 (Maria Glod, Washington Post Staff Writer, Washington Post, December 5, 2007, p. The disappointing performance of U.S. teenagers in math and science on an international exam, in scores released yesterday, has sparked calls for improvement in public schools to help the country keep pace in the global economy. The scores from the 2006 Program for International Student Assessment showed that U.S. 15-year-olds trailed their peers from many industrialized countries. The average science score of U.S. students lagged behind those in 16 of 30 countries in the Organization for Economic Cooperation and Development, a Paris-based group that represents the world's richest countries. The U.S. students were further behind in math, trailing counterparts in 23 countries. "How are our children going to be able to compete with the children of the world? The answer is not well," said former Colorado governor Roy Romer, chairman of Strong American Schools, a nonpartisan group seeking to make education prominent in the 2008 presidential election. The PISA test, given every three years, measures the ability of 15-year-olds to apply math and science knowledge in real-life contexts. About 400,000 students, including 5,600 in the United States, took the 2006 exam. There is also a reading portion, but results for U.S. students were thrown out because the tests were printed incorrectly. Students in Finland received the top scores in science and math. Mexico was at the bottom. The PISA results underscore concerns that too few U.S. students are prepared to become engineers, scientists and physicians, and that the country might lose ground to competitors. An expert panel appointed last year by President Bush is preparing to recommend ways to improve public school math instruction, with a focus on algebra. Former West Virginia governor Bob Wise, president of the Alliance for Excellent Education, a group seeking to improve high schools, said the scores show a need for more training and support for math and science teachers. He also said the federal government should encourage states to agree on common education standards so that all students are working toward the same targets. "This, to me, is the Olympics of academics," Wise said, "and we need to respond to it." PISA, first administered in 2000, covers reading, math and science. But each time the test is given, it focuses in depth on one subject. Last year's exam spotlighted science, covering concepts in physics, chemistry, biology and earth and space science. Mark S. Schneider, commissioner of the National Center for Education Statistics in the Education Department, said the exam isn't designed to measure a student's recall of facts. Instead, he said, it tests a student's ability to apply knowledge using "more sophisticated concepts and deeper reasoning skills." On the science portion, U.S. students, most of them 10th-graders, received an average score of 489 on a 1,000point scale, 11 points below the average of the 30 countries. Canada, Japan and Korea were among the countries in which students outperformed U.S. counterparts. U.S. students were on par with peers in eight countries and outperformed those from five others. In math, only four countries had average scores lower than the United States. Students in 23 countries had a higher average score, and those in two countries did about the same as the Americans.

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Kay-Lietz ECD AFF __US Education system is only industrialized system that doesnt account for children in poverty Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 20)

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ECD Key to Competitiveness

__ Early Childhood Education Establishment Stimulates the Economy

Race 09 (Michael Race, Pennsylvania Department of Education, PR Newswire, February 27, 2009. http://www.lexisnexis.com.proxy2.cl.msu.edu/us/lnacademic/search/focusSearch.do? risb=21_T6931987243&pap=results_listview_Listview&formStateKey=29_T6931987246&for mat=GNBLIST&returnTo=20_T6931987244) "We know that quality early childhood education builds an important foundation for preparing our future workforce," Secretary Zahorchak said. "And because these early childhood programs are employing local staff and often making local purchases of good and services, many other sectors in their communities see immediate economic gain from this public investment. The ripple effects of these investments are now proven and obviously enormous." Cornell's report shows that increased direct spending for early childhood education services generates more total sales and employment than increases in any other major sector in Pennsylvania. Access to reliable early childhood education services is a key part of our community's infrastructure," stated Secretary Richman. "In this time of economic uncertainty, this report provides additional evidence that early childhood education benefits everyone." Based on their research, Pennsylvania's investment in Child Care Works, Keystone STARS, Pennsylvania Pre-K Counts, and Head Start Supplemental Assistance Program in 2007-08, facilitated more than $1.8 billion to be circulated into Pennsylvania's economy.

Investing in Early Learning is Important in this Economy Rasmussen 09 (Jessie Rasmussen, Vice President of Buffett Early Childhood fund, the Importance of Early Childhood Development, March 17, 2009, p. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais) Investing in the first five years is not just a wise investment policy for the good times--it is smart policy especially in these most difficult economic times. Parents who have lost their jobs and even their homes are under tremendous stress--stress that is felt by the children as well--stress that interferes with early learning. Family routines and stability in home environments help children develop internal controls; loss of routines and stability weakens the child's capacity to manage their feelings. Children can't wait for the economic times to get better; their development can't be put on hold. More than ever, parents need support in maximizing their child's healthy growth and development. Investing in the first five years in these times is also smart as there is no greater value investment. That's why more of us in the private community are investing in the early years, especially for children at risk. To quote no less an authority that Dr. James Heckman, the University of Chicago professor who won the Nobel Prize in economics in 2000, ``In an era of tight government budgets, it is impractical to consider active investment programs for all persons. The real question is how to use available funds wisely. The best evidence supports the policy prescription: invest in the very young.

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Kay-Lietz ECD AFF __ US Education falling behind other nations CHEREB 09 (Sandra Chereb, Associated Press Writer Mercury News, Mercury News, May 12, 2009 p. http://www.mercurynews.com/breakingnews/ci_12352746) RENO, Nev.The outgoing chairman of the world's largest computer chip maker says the United States needs to rethink its approach to public education and raise the bar for academic achievement in mathematics and science if it hopes to be competitive in a 21st century world. "We haven't even chosen to compete in this area yet," Craig Barrett, retiring chairman of Santa Clara, Calif.based Intel Corp., said Monday. "We're still operating as though we're the only game in town." Barrett, 70, who is retiring this month after 35 years with Intel, said while the higher education system in the U.S. is being modeled by other countries, elementary and high school instruction is lacking. "I think, as a general rule, we focus on the lowest common denominator," he said. "What you really need is more emphasis on the advanced placement courses in science, math and English." "Those are the way you really allow the bright kids to have greater access to learning opportunities," Barrett said. A report released last month by the National Assessment of Educational Progress found that 17-year-olds did no better at reading and math in 2008 than they did in the early 1970s, though it cited improvement in younger students. "We're mediocre compared to the rest of the world," Barrett said. "We're not serious about it." He said a shift is needed in how teachers are trained and selected. "If you want to do something, do away with schools of education," he quipped. There are many great teachers, he said, but there are many teaching subjects in which they lack expertise or enthusiasm. "Historically, teaching is not what I'd call an honored profession in the United States," Barrett said. "We don't recruit math majors to teach math, or chemistry majors to teach science. We recruit teachers from schools of education." In contrast, other countries like Finland take the "cream of the crop" of college graduates in various majors to become teachers. "How do you get a kid interested in math and science if you don't know the subject material and you don't know what it can do and what the impact of it is in society?" he said. "You have to have passion and love and understanding of what you teach if you want to be successful." Barrett, who with his wife sponsors four charter schools in Arizona, said the lack of interest in math and science by U.S. students is evidenced by the numbers who compete to advance to the finals of the international science fair. In China, he said, local science fairs attract up to 10 million kids from which 15-20 are chosen for the final international competition. In the U.S., preliminary participants are in the 100,000 range. "You get a measure how very seriously other countries are taking this," he said. "We have to raise the level of the national debate on this."

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General Solvency
Title I
__Title I money focused under NCLB only goes to schools serving persons in poverty Carey, 06 (Kevin, The New $4.5 Billion Federal School Funding Program Nobody Knows, March 7, http://www.educationsector.org/analysis/analysis_show.htm?doc_id=359901) There has been intense debate over the amount of federal education funding under the No Child Left Behind Act. The latest cry went up with Bush administration's recently released FY 2007 budget proposal, which contains no new funding for NCLB's flagship Title I program for low-income students. But lost in this debate is one of the biggest and largely untold stories of NCLB: Since the law's passage, Congress has changed the way it distributes the Title I funds that support NCLB, targeting an additional $4.5 billion to the states with strong school funding policies and the school districts with the highest concentrations of low-income children. Congress and the President deserve credit for the shift. The change has attracted scant attention because it involves the law's complex funding formulas. Title I uses not one but four different formulas to distribute money to schoolsBasic, Concentration, Targeted, and Incentive. Before passage of NCLB, Congress used only the Basic and Concentration formulas. Those formulas spread Title I monies too widely, resulting in districts with relatively few poor children receiving significant funding and high-poverty schools receiving too little. But as the chart below shows, since Congress passed NCLB in 2001 it has increased Title I funding significantly and distributed all of the additional monies through the Targeted and Incentive formulashelping the nation's highest-poverty school districts and rewarding states that make the greatest effort to fund education and distribute funding fairly to local districts.

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Social Capacity Key

__ Social capacity must be taught in order to help minority students move out of poverty cycle Dr. Noel Anderson and Dr. Colleen Larson, NYU, Educational Administration Quarterly, Feb 2009 (p. 73) Social justice researchers argue that education, particularly in impoverished communities, ought to develop human capability so that children and youth might break free of the hardships wrought by poverty (Brighouse, 2000; Freire, 1995; Larson & Murtadha, 2002; Nussbaum, 2000; Sen, 1992, 1999;Walker & Unterhalter, 2007). However, researchers and policy makers do not agree on how this goal can be attained. The No Child Left Behind Act of 2001 ushered in state policies that seek to increase human capability and close the racial achievement gap by increasing accountability for student performance on standardized tests (U.S. Department of Education, 2001). In many states, particularly in schools serving lowwealth communities, schools are narrowing the curriculum to basic reading and math skills to improve the competencies of poor children of color (Dillon, 2006; McNeil, 2001).

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Assistance Can Solve Poverty

Social services solve lack of ground in war on poverty directly tied to lack of commitment. Government focus on poverty will yield tremendous results. Royce 09 (Edward Royce, Poverty and power: the problem of structural inequality, pages 126-127, copyright 2009)

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Early Head Start Solves Systemic Poverty Issues

__ Early head start programs provide the critical support necessary to break the cycle of poverty and overcome the environmental and social problems that create this cycle. Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] The stimulating environments of high quality preschool programs can help offset the negative effects of poverty.24 This is especially important in Michigan, where 14 percent of children live below the poverty line.25 The families of 363,407 Michigan children under 18 struggle to pay for basic food, clothing, health care, and early childhood care.26 The consequences of childhood poverty can be long-term, and can impact entire communities. For example, research has established a strong link between poverty and crime.27 In addition to an increased risk of committing crime, poor children are also at greater risk for: Raising their own children in poverty Cognitive and developmental delays Dropping out of high school Teen pregnancies and parenthood Emotional and behavioral problems Exposure to family violence Working a low-wage job as an adult Serious and chronic health problems28 Years of research have also shown a direct link between family income level and childrens social, emotional, physical, and cognitive development. The early years of life are crucial to a childs brain development. The National Research Council has found that 90 percent of brain development occurs before the age of 5.29 This is the time of the most rapid growth in conceptual, linguistic, and social abilities if children have access to nurturing and enriched environments. Early education for low-income children during these vulnerable years lays a strong foundation for lifelong learning and their development into productive, healthy adults.30

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Early Head Start Solves Crime

__ Early Head Start returns $17 on the $1 and assures that crime rates and educational failure decreases. Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] The Perry Preschool Program cut crime, welfare, and other costs so much that it saved taxpayers more than $17 for every $1 invested (including more than $11 in crime savings). According to an evaluation of the Michigan School Readiness Program, students who participate in the program are less likely to repeat a grade. This results in an annual savings to Michigan of approximately $11 million. The federal and state governments should increase funding so all children have access to highquality preschool programs. Anything less compromises the future of Michigans young children and threatens the public safety for all. The Michigan members of FIGHT CRIME: INVEST IN KIDS call on elected leaders to provide all children with affordable access to high-quality preschool. __ Early childhood education solves crime Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] The members of FIGHT CRIME: INVEST IN KIDS MICHIGAN are determined to put dangerous criminals behind bars. But those on the front lines know that locking up criminals is not enough to win the fight against crime. Law enforcement leaders recognize that among the most powerful weapons to prevent crime and violence are preschool programs that help kids get the right start in life. According to a national survey of law enforcement leaders, 71 percent of police chiefs, sheriffs, and prosecuting attorneys chose providing more educational programs for young children and after-school programs for school-age children as the most effective strategies for reducing youth violence and crime.1 Research backs up what law enforcement professionals have learned from experience. Studies show that at-risk kids who attend high-quality preschool programs are less likely 105

Kay-Lietz ECD AFF to commit crimes as adults than similar children who do not attend preschool.

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Kay-Lietz ECD AFF __ Head start graduates are significantly less likely to commit crimes Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] Head Start: Head Start is the federally funded national program for low-income families that provides early education services for children ages 3 to 5. Research shows that adults who graduated from Head Start have lower crime rates than adults from similar backgrounds who did not attend Head Start. A large national survey of Head Start graduates found that African- American graduates were 12 percentage points less likely tobe later arrested or charged with a crime than their siblings who did not attend Head Start.10 Additionally, a Florida study found that girls who had not attended Head Start were three times more likely to be arrested by age 22 than comparable girls who had participated in Head Start (15 percent vs. 5 percent).11 The research is clear: preschool programs reduce crime. This is especially important in Michigan where 44,000 juveniles are arrested every year.12 Additionally, according to reports from the Federal Bureau of Investigation, Michigan has had a higher crime rate (per 100,000 residents) than the U.S. crime rate in the categories of violent crime, murder, rape, and aggravated assault for every year from 1999 to 2003.13 During those years, Michigans violent crime rate was between 8 percent and 10 percent higher than the national violent crime rate, and between 1999 and 2002 Michigans murder rate was on average 21.5 percent higher than the national rate. Michigans murder rate was 7 percent higher than the national murder rate in 2003.14

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Kay-Lietz ECD AFF __There is a direct correlation between crime and education Early childhood education provides the best opportunity to solve this problem. Fight Crime: Invest in Kids, 08 Reno Law Enforcement, Attorney General: Dropout Rates Fueling Violent Crime Increase early education to boost graduation rates, cut crime http://www.fightcrime.org/releases.php?id=400 Matt Lambert, Communications Director Our prisons are filled with people who didnt get a good start in life. Nearly 70 percent of our prisoners do not have a high school diploma, Haley said. The key to reducing crime and preventing dropouts is increasing the federal funding for high-quality early childhood programs, making Head Start and quality childcare available for all eligible kids. The report also shows that improving the quality and availability of pre-kindergarten programs will have the greatest impact on reducing the states high dropout rates. As it stands, Nevada ranks second to last in the number of young children covered by the state pre-k program and the federally-funded Head Start program less than 10 percent of eligible children. Masto, Gammick and Haley urged Nevadas Congressional delegation to expand federal support for highquality early childhood education programs, such as Head Start, which are proven to improve school readiness and boost graduation rates in the long run. Research shows that children who receive quality early childhood education have a much better chance of finishing high school, Gammick said. We need the additional investments that can be made by our U.S. Congressmen and Senators to boost funding for early childhood programs to grow our graduation numbers in Reno and across the State. By earning a diploma, theyre more likely to find good jobs and contribute to our economy, instead of our prison population. The long-term benefits of early education include higher graduation rates, higher college enrollment, as well as significant reductions in crime.

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Early Head Start Solves Education

__Social-Emotional dynamic of Early Head Start assures brain development critical to the foundation of all later learning. Kildee 09 (Hon. Dale E. Kildee, Chairman, Subcommittee on Early Childhood, Elementary and Secondary Education, IMPROVING EARLY CHILDHOOD DEVELOPMENT POLICIES AND PRACTICES, March 19, 2009 http://frwebgate.access.gpo.gov/cgibin/getdoc.cgi?dbname=111_house_hearings&docid=f:47944.wais) Children who receive quality early childhood education and development services do better in reading and math, and are more likely to graduate from high school attend college, and hold higher paying jobs. The support and security that these services provide infants, toddlers and young children help their brains develop in the early years and set the foundation--literally--for later development and learning.
__Early

Head Start key to increase academic achievement and solves social emotional issues precluding education Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 139)

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Kay-Lietz ECD AFF __ Early childhood education key to increasing educational attainment for children living in poverty and all students Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] In addition to crime prevention, high-quality preschool programs also lead to better educational performance. Every day, kindergarten teachers witness the difference between children who received high-quality preschool and those who did not. Children who have access to preschool programs are simply better prepared to succeed in school than those who do not have access to such programs. When asked about childrens readiness skills, kindergarten teachers in a recent Connecticut study reported that children with two years of pre-kindergarten were twice as likely to be ready for school in language, literacy, and math skills.15 In a recent national poll of kindergarten teachers, more than nine out of 10 teachers agreed that substantially more children would succeed in school if all families had access to quality preschool programs. Furthermore, 86 percent of the teachers said poorly prepared students in the classroom negatively affect the progress of all children, even the best prepared.16 Decades of research also confirm that high quality preschool programs help children succeed. For example, the High/Scope Educational Research Foundation found that compared to children who did not attend the Perry Preschool Program, by age 40, those who did attend the program were 31 percent more likely to graduate from high school.17 Children who were not enrolled in the Perry Preschool Program were also twice as likely to be placed in special education classes and were a third less likely to graduate from high school on time than those who attended the program.18 Similarly, in the Chicago Child-Parent Center program, children who attended the program were 23 percent more likely to graduate from high school than those who did not attend. In contrast, children who were not in the Chicago Child-Parent Center program were 67 percent more likely to be held back a grade in school and 71 percent more likely to be placed in special education classes than those who attended the program.19 Research also shows that high-quality preschool programs have positive effects on the level of childrens school readiness, and can level the playing field by preventing disadvantaged children from lagging behind more advantaged children in kindergarten and later school years. In a recent study in Oklahoma, for example, childrens overall test scores increased by 16 percent after participating in the preschool program for one =year. The most impressive gains were seen in Hispanic students, averaging a 54 percent increase in test scores. Researchers also found significant gains in children from low-income families, including a 31 percent increase in general knowledge and an 18 percent increase in language skills.20

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Kay-Lietz ECD AFF __Early Education is vital to School Career and Beyond (Preschool) USA Today, 04 (USA Today, Preschools make a difference, August 12, 2004, http://www.usatoday.com/news/opinion/editorials/2004-08-11-our-view_x.htm) She knows something many state legislators haven't grasped: A quality preschool can make the difference between success and failure. A study of the highly regarded Chicago Child-Parent Centers found that children from those schools were nearly 30% more likely to graduate from high school, about 40% less likely to repeat a grade and 32% less likely to be arrested as a juvenile. __ Head Start promotes math learning. Mathematica 09 (Mathematica Policy Research, Inc ,Early Head Start Research and Evaluation, copyright 2009, http://www.mathematica-mpr.com/earlycare/ehstoc.asp) The final report to Congress presents complete findings from our seven-year national evaluation of Early Head Start. The findings show that the program promotes learning and the parenting that supports it within the first three years of life. Participating children perform significantly better in cognitive, language, and socialemotional development than their peers who do not participate. The program also had important impacts on many aspects of parenting and the home environment, and supported parents progress toward economic selfsufficiency. Programs that more fully implemented the Head Start Performance Standards achieved larger impacts across a wide range of outcomes. __Early Head Start solves for learning and social dynamics plaguing learners living in poverty Office of Planning, Research, and Evaluation 06 (Office of Planning, Research, and Evaluation, Early Head Start Benefits Children and Families EARLY HEAD START RESEARCH AND EVALUATION PROJECT, April 2006, http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/reports/dissemination/research_briefs/4pg_overall .html) The national evaluation conducted by Mathematica Policy Research, Inc., and Columbia University's Center for Children and Families, in collaboration with the Early HEad Start Research Consortium, found that 3-year-old Early Head Start children performed significantly better on a range of measures of cognitive, language, and social-emotional development than a randomly assigned control group. In addition, their parents scored signficantly higher than control group parents on many aspects of the home environment and parenting behavior. Furthermore, Early Head Start programs had impacts of parents' progress toward self-sufficiency. Early Head Start fathers benefited as well.

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Kay-Lietz ECD AFF __ Early Head Start is the singular government program that tries to solve for early childhood education and narrow the gap between the rich and the poor. Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais)
We are here today to examine the importance of early childhood development, a topic that is getting a lot of attention these days, and rightly so. A child's first years are among the most critical in laying the foundation for future learning. Cognitive development, social interaction and so many other areas of early learning play an important role as a child prepares to enter school. While governments have traditionally played a central role in K-12 education, the pre-K years have always been the domain of parents. There are numerous early childhood programs available, both public and private, from center-based child care to school-based settings with an academic focus. Although states have increasingly become involved with preK initiatives, the federal government has largely refrained from inserting itself into the day-to-day operations of such programs. Of course, there is one notable exception. Since 1965, the federal government has been involved in early childhood education through the Head Start program, which includes early Head Start.

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Early Head Start is Cost Effective

__ECD is highly cost effective saving millions of dollars Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] According to an evaluation of the Michigan School Readiness Program, 35 percent fewer children who attended the program, than those who did not attend, needed to repeat a grade, preventing an estimated 1,700 children from being held back in school. This results in savings to Michigan of approximately $11 million every year.52 A 2004 report from Columbia University on the costsavings of preschool programs found similar results. Preschool returns about half of its original cost in later school-related savings. Researchers showed that an initial investment in a high-quality program led to savings in the range of $2,951 to $9,547 per child within 10 years of entering kindergarten. These savings came primarily from a decrease in the number of students needing special education and students held back a grade in school.53 Studies of the Perry Preschool Program and Chicago Child-Parent Center Program looked beyond just later schoolrelated savings, incorporating the costs of crime and welfare into the cost-benefit equation. The newest study of the Perry Preschool Program, released in November 2004, shows an even higher return to society than previously recorded. The Perry Preschool Program cut crime, welfare, and other costs so much that it saved taxpayers more than $17 for every $1 invested (including more than $11 in crime savings).54 Similarly, a study of the Chicago ChildParent Centers revealed that high-quality programs delivered savings to taxpayers, victims, and participants of more than $7 for every $1 invested. Of course, this does not count the value of preventing pain and suffering for crime victims. For the children already served, this translates to a savings of approximately $2.6 billion.55 In other words, not only do high-quality preschool programs cut crime and produce academic and societal benefits, but denying these services to children results in significantly higher costs to Michigans justice, educational, and social service systems. Leading economists agree that funding high quality preschool is among the best investments government can make. An analysis by Arthur Rolnick, Senior Vice-President and Director of Research at the Federal Reserve Bank of Minneapolis, showed that the return on the investment of the Perry Preschool Program was 16 percent after adjusting for inflation. Seventy-five percent of that return went to the public in the form of decreased special education expenditures, crime costs, and welfare payments. To put this in perspective, the long-term average return on U.S. stocks is 7 percent after adjusting for inflation. Thus, an initial investment of $1,000 in a program like the Perry Preschool is likely to return more than $19,000 in 20 years, while the same initial
investment in the stock market is likely to return less than $4,000.56 As William Gale and Isabel Sawhill of the Brookings Institution

investing in early childhood education provides government and society with estimated rates of return that would make a venture capitalist envious.57
assert:

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Early Head Start Closes the Achievement Gap

__ Head start closes the achievement gap between wealthy and impoverished students. Bully-Cummings et al, 05 Gorcyca, Wriggelsworth, Schweinhart, and Pelleran 2005. [Ella M., Chief of Police in the Detroit Police Department; David G, Oakland Country Prosecutor; Gene L., Ingham County Sheriff; Lawrence J., Ph.D., President of High/Scope Educational Research Foundation; Kathy G., State Director of Fight Crime: Invest in Kids Michigan; "High-Quality Preschool: The Key to Crime Prevention and School Success in Michigan", 2005, http://fightcrime.org/reports/MIprek.pdf] Research with a nationally representative sample of 2,800 Head Start children showed that the program significantly raised the performance scores of all children in the program, with the largest gains made by the lower-performing children, especially in the areas of vocabulary and early writing. The program thereby narrowed the school readiness gap between children from low income homes who attended Head Start and children from high-income homes.22

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Head Start Solves

__Evidence and experts state Head Start works, but needs more money

Barnet 09
(Steven Barnett, NIEER Director, September 13 2002, National Institute For Early Education Research, http://nieer.org/mediacenter/index.php?PressID=7) Barnett says Head Start, which provides education, health, nutrition, and social services to children and their families, is effective. Some critics have charged Head Start produces no lasting academic benefits for children. But Barnett says, "Head Start fade-out is a myth. Studies that measure school progress find lasting impacts on grade repetition, special education, and high school graduation." Barnett says while initial IQ gains produced by Head Start do fade-out gradually after the child leaves the program, this is true for all types of preschool programs that began after age three. Barnett also says achievement studies have systematically erred by comparing all children who went through Head Start with groups of students that don't include children who've been held back or placed in special education. Critics charge Head Start's effects are smaller than model preschool programs that led to Head Start's creation. But Head Start has never been funded anywhere near the levels of the model programs, and yet is asked to provide far more comprehensive services, according to Barnett. He says, "Inadequate funding hurts Head Start's ability to hire and retain highly qualified staff and hurts staff morale. Both of these things are likely to reduce educational quality."

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__Increased funding is critical to early head start it will recruit better and more
highly qualified teachers.

Barnet 09
(Steven Barnett, NIEER Director, September 13 2002, National Institute For Early Education Research, http://nieer.org/mediacenter/index.php?PressID=7) A recent report from the National Research Council recommended that every preschool teacher have a four-year college degree with specialized education related to early childhood. Barnett says teacher education strongly predicts the quality of teaching, as does teacher compensation. Yet, only one in three Head Start teachers has a four-year college degree. Barnett says, "The chief obstacle to acquiring better teachers is teacher pay. The average Head Start teacher salary is only $21,000, less than the average secretary, and little more than half what the average kindergarten teacher earns. Research offers no hope that specialized training in teaching methods alone, no matter how "teacher-proof" the design, is a substitute for welleducated and reasonably compensated professional teachers." Barnett calculates paying Head Start teachers as much as teachers in the public schools would require an eventual increase in annual funding of only $1 billion. He says, "Paying teachers as professionals would do much to increase the effectiveness of Head Start and ensure that the children it serves will not be left behind."

__Head Start is working in the long run Graces, Thomas, and Currie 02 (JSTOR: The American Economic Review, Vol. 92, No. 4 (September, 2002), pp. 999-1012 http://www.jstor.org.proxy1.cl.msu.edu/stable/3083...Don&item=1&ttl=1&returnArticleService=showArticle (1 of 2) [7/8/2009 1:49:30 PM])

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__Head Start has positive effects Currie and Thomas 00 (The Journal of Human Resources, Vol. 35, No. 4 (Autumn, 2000), pp. 755-774 Published by: University of Wisconsin Press

__Head Start has short and medium term benefits Currie 01 (JSTOR: The Journal of Economic Perspectives, Vol. 15, No. 2 (Spring, 2001), pp. 213-238)

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ECD Key to Academic Success

__ Early childhood education KEY to increasing academic readiness and achievement largest gains are found in most impoverished recipients! Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais)
As President Obama rightly said in his first major speech on education last week, any significant education reform effort must start with children before they enter their kindergarten classrooms. If we only start focusing on kids at kindergarten and on--it's five years too late. Over the past decade, there has been groundbreaking research on brain and child development that underscores the importance of the first five years of a child's life. In combination with their genes, children's experiences in these critical early years influence brain chemistry, architecture, and growth in ways that can have lasting effects on their health, learning, and behavior. The Early Childhood Longitudinal Study overseen by the Department of Education, for example, found that twice as many 4-yearolds from upper-income family households were proficient in early math skills when compared to 4-year-olds from the lowest income households. High quality early education can improve children's reading, math, and language skills, strengthen parenting practices that help increase school readiness, and lead to better health and behavior. Studies also show all children benefit from high quality early education programs, with children from low-income families showing the largest benefits.

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Kay-Lietz ECD AFF __ Early Childhood Education critical to optimize learning for children in poverty - unless students have equal starting gate for rich/poor gap will continue
(Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 143)

__Early Childhood Education Optimizes Learning Ability

Mahtani 08 (Vriti Mahtani, Writer and Teacher at Tutor Time International Preschool and Kindergarten, The Jakarta Post, March 10, 2008. http://www.lexisnexis.com.proxy2.cl.msu.edu/us/lnacademic /search/focusSearch.do? risb=21_T6932098490&pap=results_listview_Listview&formStateKey=29_T6932098493&for mat=GNBLIST&returnTo=20_T6932098491) An early childhood education is foundational, in the sense that it optimizes the development of habits and the mental capacities of a child for his/her subsequent education. It does this by interpreting what a child knows in order to explain what a child ought to know. An early childhood education, then, interprets a childs immediate experience to lay the foundation for his subsequent education.
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_Early Childhood Education Reduces Education and Social Problems

Mahtani 08 (Vriti Mahtani, Writer and Teacher at Tutor Time International Preschool and Kindergarten, The Jakarta Post, March 10, 2008. http://www.lexisnexis.com.proxy2.cl.msu.edu/us/lnacademic /search/focusSearch.do? risb=21_T6932098490&pap=results_listview_Listview&formStateKey=29_T6932098493&for mat=GNBLIST&returnTo=20_T6932098491) Children with a head-start in early childhood education had higher IQ scores and fewer social/behavioral problems upon entering kindergarten or elementary school. Children with an early childhood education were also noticeably able to more quickly learn and understand materials. This is important because attempting to repair reading skills in, say, the fourth grade has traditionally been more expensive not to mention risky than guaranteeing good preparatory reading and beginner reading skills in preschool and kindergarten respectively.

__Early Childhood Education Improves Learning Efficiency and Social Skills and benefits society as well

Mahtani 08 (Vriti Mahtani, Writer and Teacher at Tutor Time International Preschool and Kindergarten, The Jakarta Post, March 10, 2008. http://www.lexisnexis.com.proxy2.cl.msu.edu/us/lnacademic /search/focusSearch.do? risb=21_T6932098490&pap=results_listview_Listview&formStateKey=29_T6932098493&for mat=GNBLIST&returnTo=20_T6932098491) Because a quality early childhood education improves academic concentration, refines social skills and stresses effective communication, the long-term benefits of a quality early childhood education includes fewer referrals to remedial services, higher grades, a greater ability to focus on the task at hand, as well as better social skills. What educators try to do in such a program is to: First, reinforce in a child a positive commitment to a communal life, or a life with other people. Second, to develop the skills and knowledge that are foundational for future success; third, to use these skills to develop flexibility to living and working that will serve them well in coping in a changing world, when change occurs. Fourth, and finally, such an education would help children value diversity from a young age in order to live in a tolerant society. __Early Childhood education Encourages Good Judgment Mahtani 08 (Vriti Mahtani, Writer and Teacher at Tutor Time International Preschool and Kindergarten, The Jakarta Post, March 10, 2008. http://www.lexisnexis.com.proxy2.cl.msu.edu/us/lnacademic /search/focusSearch.do? risb=21_T6932098490&pap=results_listview_Listview&formStateKey=29_T6932098493&for mat=GNBLIST&returnTo=20_T6932098491) Children are taught the creative powers of self-expression. They are exposed to the powers of good judgment by being encouraged to directly relate to events in their surroundings, and thus understand safety issues, for example, for themselves. Most importantly, children are made to feel good about themselves. This is important if they develop a sense of self-confidence that is a prerequisite for success. Self-confidence often indicates a sense of self-worth, which has important consequences for developing a respect and consideration for others.

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Kay-Lietz ECD AFF __Early Childhood Education detracts from social and educational performance Ball 94 (Sir Christopher Ball, Chair of Wave Trust and Wave Ltd, The Importance of Early Learning, March, 1994.) In the USA a group of researchers studied the effects of three different curricula: a High/Scope purposeful play programme, a free play programme and a formal pre-school curriculum. (Schweinhart. Weikart and Larner, 1986. Consequences of three pre-school curriculum models through age 15). Children in all three groups showed gains in intelligence at school entry. However, a follow-up study at the age of fifteen revealed that the children who had attended the formal programmes showed more anti-social behavior and had lower commitment to school than those who had attended the two programmes based on the play. This research demonstrates a link between an active learning programme before school entry and lasting benefits in the form of increased confidence and maturity in adolescence. __ Early Childhood Education optimizes learning efficiency Ball 94 (Sir Christopher Ball, Chair of Wave Trust and Wave Ltd, The Importance of Early Learning, March, 1994.) Modern educational research is on the threshold of a revolution. The findings of brain-science, for example, or the theory of multiple intelligence, or the idea of different styles of learning, or the recognition that people can learn to learn faster, are all pointing the way towards a new and powerful theory of learning which will be able to satisfy the three tests of explanation, prediction, and application. Central to the new theory will be a clearer understanding of learning development, and the sequence whereby people progress from infancy to become mature learners. In the (recent) past the professionalism of researchers has often been thought to reside in mastering the subject or discipline. But these are merely the tokens of learning. The art of learning (learning how to learn) is also concerned with the types, or super skills and attitudes, of learning of which motivation, socialization and confidence are the most important. These are the fruits of successful early learning.

__Early Childhood Education works through training the mind during development periods Grossman 09 (Gary Grossman, President of the Daily Item, The Daily Item. July 9, 2009. http://www.dailyitem.com/smartstart/local_story_190142048.html/resources_printstory) Failing to recognize the possibilities now will mean society will have greater challenges down the road. Brain development begins three weeks after conception and continues at a rapid pace right up through the toddler years. Children who come to school prepared to learn have a dramatic advantage, and researchers say it is substantially easier to help a child catch up if the need for intervention is discovered at a very young age. If developmental delays are not discovered until the child shows up for kindergarten, it may not exactly be too later, but the effort is more difficult. When school s are unable to help young people catch up, society eventually pays the price. Every $1 spent on high quality early education translates into $7 in reduced future expenditures for special education, delinquency, crime control, welfare and lost taxes.

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ECD Reduces Crime

__Early Childhood Education Reduces Crime Yoshikawa 95 (Hirokazu Yoshikawa, Ph.D in Psychology, The Future of Children Volume Five, Winter, 1995. http://www.jstor.org/stable/1602367) The search for ways to prevent juvenile crime in the United States has become a matter of national urgency, as the incidence of serious offenses continues to rise. Most prevention initiatives focus on late childhood or adolescence. Such initiatives may be missing an important additional opportunity to intervene earlier in childrens lives. This review of literature from criminology, psychology, and education shows that there exist key early childhood programs which seek to ameliorate the effects of those factors can prevent later antisocial or delinquent behavior. In particular, the review focuses on programs which have demonstrated long-term effects on antisocial behavior or delinquency. These programs have in common a combination of intensive family support and early education services, and effects on a broad range of child and family risk factors for delinquency. Moreover, there is promising evidence of their cost-effectiveness. As one element in a comprehensive plan to address poverty and other environmental causes of crime, programs combining family support with early education shows promise in lessening the current devastating impact of delinquency on Americas children and families.

__Early Childhood Education Reduces Crime Reynolds 01 (Arthur J. Reynolds, PhD, The Journal of the American Medical Association, May 9, 2001. http://jama.ama-assn.org/cgi/content/abstract/285/18/2339) Relative to the preschool comparison group and adjusted for several covariates, children who participated in the preschool intervention for 1 or 2 years had a higher rate of high school completion (49.7% vs 38.5%; P= .01); more years of completed education (10.6 vs10.2; P= .03); and lower rates of juvenile arrest (16.9% vs 25.1%; P.003), violent arrests (9.0% vs 15.3%; P=002), and school dropout (46.7% vs 55.0%; P=.047). Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P= .03). Relative to less extensive participation, children with extended program participation from preschool throughout second or third grade also experienced lower rates of grade retention (21.9% vs 32.3%; P= .001) and special education (13.5% vs 20.7%; P=.004).

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Social Networks Key

__Children in Poverty lack social network which is key to overcome poverty Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 3)

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Solvency: Education Key

__Solvency education can check effects of poverty Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 106)

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Affirmative Answers
AT: Charter Schools/ KIPP Schools
__KIPP, private and charter schools fail because they remove minority students from their communities not allowing the communities to improve themselves. Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 124)

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Kay-Lietz ECD AFF __The model of taking children out of their environment to educate them prevents changing the culture of education among all African American children Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 162)

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AT: Deficit Model Immoral

AT: Deficit Argument Immoral Question of deficit model are appropriate solving for the deficits by empowering communities is the only way to solve for minority poverty cycles. Tough 08 (Paul, Whatever it Takes: Geoffrey Canada's Quest to Chang Harlem and America, p. 39-40)

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AT: States CP
__State funding of Education leads to gross inequality Books 04 (Sue Books, Education Professional, Poverty and Schooling in the US, Lawrence Erlbaum Associates, Inc., 2004, pg. 6465)

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Kay-Lietz ECD AFF __Few states actually provide adequate early childhood education inconsistency and appropriation make states fail. Stebbins, 09 (Helene Stebbins, Project Coordinator, National Center on Children in Poverty, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47943.wais)
Few states allow Medicaid reimbursement for the use of an age-appropriate tool to diagnosis mental health problems. The Diagnostic Classification of Mental Health and Other Developmental Disorders in Infancy and Early Childhood (DC:0-3) allows for developmentally appropriate screening and assessments of mental health disorders in children from birth to age 3. Only four states, Florida, Maine, Minnesota, and Nevada permit the use of DC:0-3 when seeking Medicaid reimbursement. Early Care and Education State policies to promote early care and education include those that promote access to quality child care and/or state prekindergarten programs. Researchers and economists agree that high-quality early care and education programs can improve the odds of success for low-income children. But to benefit, young children have to be in high-quality early education settings that meet the needs of working parents. Quality early education programs are expensive and out of reach for many families. Full-day child care for one child can cost $10,000 or more per year,\8\ which is a substantial cost when half of all families with children under age 6 earn below $45,500.\9\ Improving the Odds for Young Children finds that: <bullet> 43 states (including the District of Columbia) recognize that learning starts before kindergarten by funding a state prekindergarten program (pre-k) or Head Start. But there is significant variation in state investments. In 2007, New Jersey invested $477 million to serve 20 percent of 3- and 4-year-olds at $10,494 per child enrolled. Nevada invested 3 million to serve 1.5 percent of 3- and 4year olds at $3,322 per child enrolled. <bullet> Access to child care is still inadequate, especially for low-income children. Only 21 states provide access to child care subsidies for all families earning 200 percent of the federal poverty level, and income eligibility limits for a family of three range from 117 percent of poverty in Nebraska to 232 percent in Maine. Access to a child care subsidy does not guarantee a subsidy, and ten of these 21 states keep a waiting list because funds are insufficient to serve eligible families. Only Rhode Island makes child care subsidy an entitlement for eligible families.

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Kay-Lietz ECD AFF __ State licensing practices fail to serve most children Stebbins, 09 (Helene Stebbins, Project Coordinator, National Center on Children in Poverty, THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais)
State child care licensing requirements are not promoting nurturing, high-quality care. Although almost half the states (23) have child care licensing standards that require infants and toddlers to be assigned a consistent primary care provider, only eight states meet recommended standards* for staff/child ratios and maximum class sizes so that child care providers can provide the nurturing care that infants and toddlers need. In Arkansas, Mississippi, and Texas, state child care licensing laws allow one person to take care of as many as nine children who are 18 months old. Licensing standards for older children are not much better. Just over a quarter (15) of the states meet the recommended licensing standards for 4-year-old children in child care. Florida allows one adult for every 20 4-year-olds, and there is no limit on the maximum class size.

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AT: Politics
__NU: Obama has vowed to make poverty reduction a focus of his presidency. Wetzstein 09 (Cheryl Wetzstein, Staff Writer, The Washington Times, January 4, 2009, p. ln) Mr. Obama talked about poverty reduction on the campaign trail, and there are myriad think tanks and antipoverty advocacy groups that would love to help him achieve that goal. A huge issue will be how to measure poverty in the 21st century - the old formula, which is based on the cost of food in the 1960s, gets further from reality every day. Changing the poverty measurement, however, instantly will change many families' poverty status - and affect states' allotment of means-tested federal funding. Look for a very emotional and complex debate as state leaders fight to reduce poverty but still keep every last one of their welfare dollars.

__Not Unique: Obama is currently increasing funding for Head Start and Early Head Start Kildee 09 (Hon. Dale E. Kildee, Chairman, Subcommittee on Early Childhood, Elementary and Secondary Education, IMPROVING EARLY CHILDHOOD DEVELOPMENT POLICIES AND PRACTICES, March 19, 2009, http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_house_hearings&docid=f:47944.wais) That is why Congress and President Obama worked together to increase funding by $2.3 billion for Head Start and Early Head Start, and $2.1 billion for the child care and development block grant in the American Recovery and Reinvestment Act and the recent 2009 appropriations bill. __ Despite opposition, Obama will push education reform as a key to his agenda Fmr. Rep. Harold Ford Jr., Politico, 3/26/09 (http://www.politico.com/news/stories/0309/20487.html) President Barack Obamas recent speech on education reform demonstrates that he is willing to put the full weight of his office behind fixing our failing schools. He called for higher standards, more charter schools, merit pay and eliminating bad teachers. When many of our urban school districts are graduating only 25 percent to 50 percent of their students, he knows that the failed methods and orthodoxies must be jettisoned for what will work. The brave new world of the 21st century demands much more from our children. Obamas ambitious and sweeping agenda will help educate and equip them to make the most of the opportunities created by an integrated global economy. While there is a broad national consensus for education reform in the country, Obama expects that special interests will oppose his reform agenda. Those who do will fight vigilantly to hold onto the failed schools that shame us as a nation.

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Kay-Lietz ECD AFF __ Not Unique Obama committed to Early Childhood Education NYT 08 (Dec., 16, http://www.nytimes.com/2008/12/17/us/politics/17early.html) In the presidential debates, he twice described it as among his highest priorities, and his choice for secretary of education, Arne Duncan, the Chicago schools superintendent, is a strong advocate for it. And the $10 billion Mr. Obama has pledged for early childhood education would amount to the largest new federal initiative for young children since Head Start began in 1965. Now, Head Start is a $7 billion federal program serving about 900,000 preschoolers. People are absolutely ecstatic, said Cornelia Grumman, executive director of the First Five Years Fund, an advocacy group. Some people seem to think the Great Society is upon us again. Despite the recession, Mr. Obama has emphasized his interest in making strategic investments in early childhood education. Asked if the financial troubles might force him to scale back, Jen Psaki, a spokeswoman for the transition, said, We simply cannot afford to sideline key priorities like education.

__Middle and upper-class Americans resent poverty preventing discussion and action. Biddle 01 (BruceBiddle, Professor Emertuis Dept. of sociology, University of Missouri-Columbia, Social Class, Poverty and Education, 2001, p. 3)

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AT: Spending
__Spending on early childhood education yields significant economic benefits Miller 09 (Hon. George, Chairman, House Committee on Education and Labor ; THE IMPORTANCE OF EARLY CHILDHOOD DEVELOPMENT; HEARING before the COMMITTEE ON EDUCATION AND LABOR U.S. House of Representatives MARCH 17, 2009 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=111_house_hearings&docid=f:47943.wais)
Investing in early childhood will help ensure our next generation of workers is stronger, more innovative and more competitive. It's an investment that yields great returns. Every dollar spent on early childhood education can generate anywhere from $1.25 to $17 in returns.

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