Our failing schools. Enough is enough! | Geoffrey Canada

Translator: Joseph Geni Reviewer: Morton Bast

Translator: David J. Kreps Finnemann Reviewer: Anders Finn Jørgensen

I'm a little nervous, because my wife Yvonne said to me,

Jeg er lidt nervøs, fordi min kone Yvonne sagde til mig,

she said, "Geoff, you watch the TED Talks."

hun sagde, "Geoff, du ser TED Talks."

I said, "Yes, honey, I love TED Talks."

Jeg sagde, "Ja, skat, jeg elsker TED Talks."

She said, "You know, they're like, really smart, talented -- "

Hun sagde, "Du ved, det er ligesom, virkelig smarte, talentfulde --

I said, "I know, I know." (Laughter)

jeg sagde, "Det ved jeg, det ved jeg." (Latter)

She said, "They don't want, like, the angry black man."

Hun sagde, "De vil ikke have, altså, den vrede sorte mand."

(Laughter)

(Latter)

So I said, "No, I'm gonna be good, Honey,

Så jeg sagde, "Nej, jeg skal nok være god, skat,

I'm gonna be good. I am."

jeg skal nok være god. Det passer."

But I am angry. (Laughter)

Men jeg er vred. (Latter)

And the last time I looked, I'm --

Og sidste gang jeg kiggede --

(Applause)

Bifald)

So this is why I'm excited but I'm angry.

Så det er grunden til jeg er begejstret men jeg er vred.

This year, there are going to be millions of our children

I år, vil der være millioner af vores børn

that we're going to needlessly lose,

som vi mister unødigt,

that we could -- right now, we could save them all.

som vi kunne -- lige nu, kunne vi redde dem alle.

You saw the quality of the educators who were here.

I så kvaliteten af underviserne der var her.

Do not tell me they could not reach those kids

Fortæl mig ikke at de ikke kunne nå ud til de børn

and save them. I know they could.

og redde dem. Det ved jeg de kunne.

It is absolutely possible.

Det er absolut muligt.

Why haven't we fixed this?

Hvorfor har vi ikke fikset det her?

Those of us in education have held on to a business plan

De af os der arbejder indenfor uddannelse har holdt fast i en forretningsmodel

that we don't care how many millions of young people fail,

hvor vi er ligeglade med hvor mange millioner af unge mennesker fejler,

we're going to continue to do the same thing that didn't work,

vi fortsætter med at gøre den samme ting der ikke fungerer,

and nobody is getting crazy about it -- right? --

og ingen bliver skøre nok af det -- vel? --

enough to say, "Enough is enough."

til at sige, "Nok er nok."

So here's a business plan that simply does not make any sense.

Så her er min forretningsmodel der simpelthen ikke giver nogen mening.

You know, I grew up in the inner city,

I ved, jeg voksede op i den indre by,

and there were kids who were failing

og der var børn der fejlede

in schools 56 years ago when I first went to school,

i skolerne for 56 år siden da jeg gik i skole,

and those schools are still lousy today, 56 years later.

og de skoler er stadig elendige i dag, 56 år senere.

And you know something about a lousy school?

Og vil I vide noget om elendige skoler?

It's not like a bottle of wine.

Det er ikke ligesom en flaske vin.

Right? (Laughter)

Ikke? (Latter)

Where you say, like, '87 was like a good year, right?

Hvor man siger, ligesom, '87 var et godt år, ikke?

That's now how this thing -- I mean, every single year,

Det er nu en ting -- jeg mener, hvert eneste år,

it's still the same approach, right?

er det stadig den samme tilgang, ikke?

One size fits all, if you get it, fine, and if you don't,

En størrelse til alle, hvis I forstår den, fint, og hvis ikke,

tough luck. Just tough luck.

så er det bare ærgerligt. Bare ærgerligt.

Why haven't we allowed innovation to happen?

Hvorfor har vi ikke tilladt at der finder nogen udvikling sted?

Do not tell me we can't do better than this.

Sig ikke at vi ikke kan gøre det bedre end dette.

Look, you go into a place that's failed kids for 50 years,

Hør engang, man kommer et sted hvor børn er fejlet i 50 år,

and you say, "So what's the plan?"

og man siger, "Hvad er planen?"

And they say, "We'll, we're going to do

Og de siger, "Jamen, vi vil gøre det

what we did last year this year."

som vi gjorde sidste år, i år."

What kind of business model is that?

Hvad er det for en forretningsmodel?

Banks used to open and operate between 10 and 3.

Banker plejede at åbne og betjene kunder mellem 10 og 15.

They operated 10 to 3. They were closed for lunch hour.

De drev forretning mellem 10 og 15. De var lukket til frokost.

Now, who can bank between 10 and 3? The unemployed.

Men, hvem kan gå i banken mellem 10 og 15? De arbejdsløse.

They don't need banks. They got no money in the banks.

De har ikke brug for banker. De har ikke nogen penge i banken.

Who created that business model? Right?

Hvem skabte den forretningsmodel? Ikke?

And it went on for decades.

Og det fungerede sådan i flere årtier.

You know why? Because they didn't care.

Ved I hvorfor? Fordi de var ligeglade.

It wasn't about the customers.

Det handlede ikke om kunderne.

It was about bankers. They created something that worked for them.

Det handlede om bankerne. De skabte noget det fungerede for dem.

How could you go to the bank

Hvordan kunne man komme i banken

when you were at work? It didn't matter.

mens man var på arbejde? Det gjorde ingen forskel.

And they don't care whether or not Geoff is upset

Og de er ligeglade med at Geoff er oprevet

he can't go to the bank. Go find another bank.

over at han ikke kan komme i banken. Find en anden bank.

They all operate the same way. Right?

De fungerer alle på den samme måde. Ikke?

Now, one day, some crazy banker had an idea.

Men, en dag, fik en skør bankier en ide.

Maybe we should keep the bank open when people come home from work.

Måske skulle vi holde banken åben når folk kommer hjem fra arbejde.

They might like that. What about a Saturday?

Det kan de måske lide. Hvad med om lørdagen?

What about introducing technology?

Hvad med at introducere teknologi?

Now look, I'm a technology fan, but I have to admit

Jeg er fan af teknologi, men jeg skal indrømme

to you all I'm a little old.

for jer alle, at jeg er en smule gammel.

So I was a little slow, and I did not trust technology,

Så jeg var lidt langsom, og jeg stolede ikke på energi,

and when they first came out with those new contraptions,

og da de først kom ud med de nye himstregimser,

these tellers that you put in a card and they give you money,

de bankkasserer hvor man putter et kort i og så giver de en penge,

I was like, "There's no way that machine is going to count that money right.

havde jeg det, "Det er helt sikkert at den maskine ikke tæller pengene rigtigt.

I am never using that, right?"

Den bruger jeg aldrig, ikke?"

So technology has changed. Things have changed.

Så teknologi har ændret sig. Ting har ændret sig.

Yet not in education. Why?

Men ikke i uddannelse. Hvorfor?

Why is it that when we had rotary phones,

Hvordan kan det være, at da vi havde drejeskivetelefoner,

when we were having folks being crippled by polio,

da der var folk der blev invalideret af polio,

that we were teaching

at vi underviste

the same way then that we're doing right now?

på samme måde som vi gør lige nu?

And if you come up with a plan to change things,

Og hvis man kommer med en plan til at ændre tingene,

people consider you radical.

så bliver man anset for at være radikal.

They will say the worst things about you.

De siger de værste ting om en.

I said one day, well, look, if the science says --

En dag sagde jeg, jamen, hør engang, hvis videnskaben siger --

this is science, not me -- that our poorest children

dette er videnskab, ikke mig -- at vores dårligste børn

lose ground in the summertime --

taber terræn op sommeren --

You see where they are in June and say, okay, they're there.

Man ser hvor de er i juni og siger, okay, der er de.

You look at them in September, they've gone down.

Man ser på dem i september, det er gået nedad for dem.

You say, whoo! So I heard about that in '75

Man siger, whoo! Det hørte jeg om i '75

when I was at the Ed School at Harvard.

da jeg var ved Ed School ved Harvard.

I said, "Oh, wow, this is an important study."

Jeg sagde, "Hold da op, dette er et vigtigt studie."

Because it suggests we should do something.

Fordi det foreslår at vi bør gøre noget.

(Laughter)

(Latter)

Every 10 years they reproduce the same study.

Hver 10. år gentager de det samme studie.

It says exactly the same thing:

Den viser præcis det samme:

Poor kids lose ground in the summertime.

Dårlige børn taber terræn om sommeren.

The system decides you can't run schools in the summer.

Systemet beslutter at man ikke kan holde skolen åben om sommeren.

You know, I always wonder, who makes up those rules?

I ved, jeg undrer mig altid over, hvem der finder på de regler?

For years I went to -- Look, I went the Harvard Ed School.

I flere år tog jeg til -- Hør engang, jeg gik på Harvard Ed School.

I thought I knew something.

Jeg troede jeg vidste noget.

They said it was the agrarian calendar, and people had —

De sagde det var den agrariske kalender, og folk havde --

but let me tell you why that doesn't make sense.

men lad mig fortælle jer hvorfor det ikke giver mening.

I never got that. I never got that,

Det forstod jeg aldrig. Det forstod jeg aldrig,

because anyone knows if you farm,

fordi alle ved at når man driver landbrug,

you don't plant crops in July and August.

sår man ikke sin afgrøde i juli og august.

You plant them in the spring.

Man sår dem i foråret.

So who came up with this idea? Who owns it?

Så hvem fandt på denne ide? Hvem ejer den?

Why did we ever do it?

Hvorfor gjorde vi det overhovedet?

Well it just turns out in the 1840s we did have,

Jamen det viser sig at vi i 1840'erne havde

schools were open all year. They were open all year,

skoler der var åbne hele året. De var åbne hele året,

because we had a lot of folks who had to work all day.

fordi vi havde mange mennesker der skulle arbejde hele dagen.

They didn't have any place for their kids to go.

De havde ikke noget sted som deres børn kunne komme hen.

It was a perfect place to have schools.

Det var et perfekt sted at have skoler.

So this is not something that is ordained

Dette er ikke noget der er forordnet

from the education gods.

fra uddannelses guderne.

So why don't we? Why don't we?

Så hvorfor gør vi det ikke? Hvorfor gør vi det ikke?

Because our business has refused to use science.

Fordi vores hverv har nægtet at bruge videnskab.

Science. You have Bill Gates coming out and saying,

Videnskab. Man har Bill Gates der kommer ud og siger,

"Look, this works, right? We can do this."

"Hør engang, dette fungerer, ikke`Vi kan gøre dette."

How many places in America are going to change? None.

Hvor mange steder i USA vil ændre sig? Ingen.

None. Okay, yeah, there are two. All right?

Ingen. Okay, jo, der er to. Okay?

Yes, there'll be some place, because some folks will do the right thing.

Ja, der vil være nogle steder, fordi nogle folk vil gøre det rigtige.

As a profession, we have to stop this. The science is clear.

Som erhverv, skal vi stoppe dette. Videnskaben er tydelig.

Here's what we know.

Her er det vi ved.

We know that the problem begins immediately.

Vi ved at problemet begynder med det samme.

Right? This idea, zero to three.

Ikke? Denne ide, nul til tre.

My wife, Yvonne, and I, we have four kids,

Min kone, Yvonne, og jeg, vi har fire børn.

three grown ones and a 15-year-old.

tre voksne og en 15-årig.

That's a longer story.

Det er en længere historie.

(Laughter)

(Latter)

With our first kids, we did not know the science

Med vores første børn, kendte vi ikke videnskaben

about brain development.

bag hjernens udvikling.

We didn't know how critical those first three years were.

Vi kendte ikke til hvor kritisk de tre første år er.

We didn't know what was happening in those young brains.

Vi vidste ikke hvad der skete i de unge hjerner.

We didn't know the role that language,

Vi kendte ikke til rollen som sprog,

a stimulus and response, call and response,

en stimulus og reaktion, råb og reaktion,

how important that was in developing those children.

hvor en del der var i at udvikle vores børn.

We know that now. What are we doing about it? Nothing.

Det ved vi nu. Hvad gør vi ved det? Ingenting.

Wealthy people know. Educated people know.

Velstående mennesker ved det. Uddannede mennesker ved det.

And their kids have an advantage.

Og deres børn har en fordel.

Poor people don't know,

Fattige mennesker ved det ikke,

and we're not doing anything to help them at all.

og vi gør ingenting overhovedet for at hjælpe dem.

But we know this is critical.

Men vi ved dette er afgørende.

Now, you take pre-kindergarten.

Hvis man nu ser på præ-børnehaveklassen.

We know it's important for kids.

Vi ved det er vigtigt for ungerne.

Poor kids need that experience.

Fattige børn har brug for den øvelse.

Nope. Lots of places, it doesn't exist.

Nej. Mange steder findes det ikke.

We know health services matter.

Vi ved at sundhedsgoder er vigtige.

You know, we provide health services

I ved, vi leverer sundhedsgoder

and people are always fussing at me about, you know,

og folk småskændes altid en smule med mig, I ved,

because I'm all into accountability and data

fordi jeg er forstander for ansvarlighed og data

and all of that good stuff, but we do health services,

og alle de gode ting, men vi yder sundshedsgoder,

and I have to raise a lot of money.

og jeg skal skaffe mange penge.

People used to say when they'd come fund us,

Når folk kom med midler til os plejede de at sige,

"Geoff, why do you provide these health services?"

"Geoff, hvorfor stiller du disse sundhedsgoder til rådighed?"

I used to make stuff up. Right?

Jeg plejede at finde på ting. Okay?

I'd say, "Well, you know a child

Jeg sagde, "Jamen, du ved at et barn

who has cavities is not going to, uh,

der har huller i tænderne ikke vil, uh,

be able to study as well."

være i stand til at studere lige så godt."

And I had to because I had to raise the money.

Og det blev jeg nød til, fordi jeg skulle skaffe pengene.

But now I'm older, and you know what I tell them?

Men nu er jeg ældre, og ved I hvad jeg fortæller dem?

You know why I provide kids with those health benefits

Ved I hvorfor jeg giver disse unger de sundhedsgoder

and the sports and the recreation and the arts?

og idræt og fritidsinteresser og billedkunst?

Because I actually like kids.

Fordi jeg faktisk kan lide unger.

I actually like kids. (Laughter) (Applause)

Jeg kan faktisk lide unger. (Latter) (Bifald)

But when they really get pushy, people really get pushy,

Men når de virkelig bliver påtrængende, folk bliver virkeligt påtrængende,

I say, "I do it because you do it for your kid."

siger jeg, "Jeg gør det fordi du gør det for dit barn."

And you've never read a study from MIT that says

Og du har aldrig læst en undersøgelse fra MIT der viser

giving your kid dance instruction

at når man giver sine børn danseundervisning

is going to help them do algebra better,

vil det hjælpe dem med at løse algebra bedre,

but you will give that kid dance instruction,

men man giver den unge danseundervisning,

and you will be thrilled that that kid wants to do dance instruction,

og man vil være henrykt over at barnet vil gå til danseundervisning,

and it will make your day. And why shouldn't poor kids

og det vil redde ens dag. Og hvorfor bør fattige børn

have the same opportunity? It's the floor for these children.

ikke have de samme muligheder? Det er bunden for disse børn.

(Applause)

(Bifald)

So here's the other thing.

Her er noget andet.

I'm a tester guy. I believe you need data, you need information,

Jeg er en kontrollant. Jeg mener man har brug for data, man har brug for information,

because you work at something, you think it's working,

fordi man arbejder på noget, man tror det fungerer,

and you find out it's not working.

og man finder ud af at det ikke fungerer.

I mean, you're educators. You work, you say,

Jeg mener, I er undervisere. I arbejder, I siger,

you think you've got it, great, no? And you find out they didn't get it.

I mener I har det fint, ikke? Og man finder ud af at de ikke forstod det.

But here's the problem with testing.

Men her er problemet med at afholde prøver.

The testing that we do --

De prøver vi udfører --

we're going to have our test in New York next week —

vi udfører vores prøve i New York i næsten uge --

is in April.

er i april.

You know when we're going to get the results back?

Kender I det når man får resultaterne tilbage?

Maybe July, maybe June.

Måske juli, måske juni.

And the results have great data.

Og resultaterne har fantastiske data.

They'll tell you Raheem really struggled,

De fortæller en at Raheem virkelig kæmpede,

couldn't do two-digit multiplication -- so great data,

kunne ikke udføre to-cifret multiplikation -- fantastiske data,

but you're getting it back after school is over.

men man får det tilbage efter skolen er slut.

And so, what do you do?

Så hvad gør man?

You go on vacation. (Laughter)

Man tager på ferie. (Latter)

You come back from vacation.

Man kommer tilbage fra ferie.

Now you've got all of this test data from last year.

Nu har man al denne data fra sidste år.

You don't look at it.

Man kigger ikke på det.

Why would you look at it?

Hvorfor skulle man kigge på det?

You're going to go and teach this year.

Man vil ud og undervise i år.

So how much money did we just spend on all of that?

Hvor mange penge brugte vi lige på alt det?

Billions and billions of dollars

Milliarder og milliarder af dollars

for data that it's too late to use.

på data der er for gamle nu.

I need that data in September.

Jeg har brug for den data i september.

I need that data in November.

Jeg har brug for den data i november.

I need to know you're struggling, and I need to know

Jeg skal vide hvad du kæmper med, og jeg skal vide

whether or not what I did corrected that.

om det jeg gjorde afhjalp det eller ej.

I need to know that this week.

Jeg skal vide det denne uge.

I don't need to know that at the end of the year when it's too late.

Jeg har ikke brug for at vide det i slutningen af året når det er for sent.

Because in my older years, I've become somewhat of a clairvoyant.

Fordi i mine ældre år, er jeg blevet en anelse clairvoyant.

I can predict school scores.

Jeg kan forudsige skolers score.

You take me to any school.

Man kan tage mig med ud på en hvilken som helst skole.

I'm really good at inner city schools that are struggling.

Jeg er virkelig god i skoler i den indre by der kæmper.

And you tell me last year 48 percent of those kids

Og man fortæller mig at sidste år var der 48 procent af de unger

were on grade level.

der var på et bestået niveau.

And I say, "Okay, what's the plan, what did we do

Og jeg siger, "Okay, hvad er planen, hvad gjorde vi

from last year to this year?"

fra sidste år til i år?"

You say, "We're doing the same thing."

I siger, "Vi gør det samme."

I'm going to make a prediction. (Laughter)

Jeg vil lave en forudsigelse. (Latter)

This year, somewhere between 44

I år, vil et sted mellem 44

and 52 percent of those kids will be on grade level.

og 52 procent af ungerne være på et bestået niveau.

And I will be right every single time.

Og jeg vil have ret hver eneste gang.

So we're spending all of this money, but we're getting what?

Vi bruger alle disse penge, men hvad får vi?

Teachers need real information right now

Lærere har brug for reel information lige nu

about what's happening to their kids.

om hvad der sker med deres børn.

The high stakes is today, because you can do something about it.

De høje indsatser er der i dag, fordi man kan gøre noget ved det.

So here's the other issue that I just think

Her er den anden problemstilling som jeg mener

we've got to be concerned about.

vi skal være bekymrede over.

We can't stifle innovation in our business.

Vi kan ikke undertrykke innovation i vores erhverv.

We have to innovate. And people in our business get mad about innovation.

Vi skal innovere. Og folk i vores erhverv bliver vrede over innovation.

They get angry if you do something different.

De bliver vrede hvis man gør noget på en anden måde.

If you try something new, people are always like,

Hvis man prøver noget nyt, siger folk altid ting som,

"Ooh, charter schools." Hey, let's try some stuff. Let's see.

"Uha, fundats skoler." Hej, lad os prøve nogle ting af. Lad os se.

This stuff hasn't worked for 55 years.

Disse ting har ikke fungeret i 55 år.

Let's try something different. And here's the rub.

Lad os prøve noget andet. Og her er problemet.

Some of it's not going to work.

Noget af det kommer ikke til at fungere.

You know, people tell me, "Yeah, those charter schools, a lot of them don't work."

I ved, folk siger til mig, "Ja, de fundats skoler, mange af dem fungerer ikke."

A lot of them don't. They should be closed.

Mange af dem gør ikke. De bør blive lukket.

I mean, I really believe they should be closed.

Jeg mener, jeg mener virkelig de bør blive lukket.

But we can't confuse figuring out the science

Men vi kan ikke forveksle det at regne videnskaben ud

and things not working with we shouldn't therefore do anything.

og ting der ikke fungerer med at vi derfor ikke bør gøre noget.

Right? Because that's not the way the world works.

Ikke? Fordi det er ikke sådan verden fungerer.

If you think about technology,

Hvis man tænker på teknologi,

imagine if that's how we thought about technology.

forestil jer hvis det var sådan vi tænkte på teknologi.

Every time something didn't work,

Hver gang der er noget der ikke fungerer,

we just threw in the towel and said, "Let's forget it." Right?

kaster vi bare håndklædet i ringen og sagde, "Lad os glemme." Ikke?

You know, they convinced me. I'm sure some of you were like me --

I ved, de overbeviste mig. Jeg er sikker på at nogle af jer er ligesom mig --

the latest and greatest thing, the PalmPilot.

den seneste og fedeste ting, PalmPilot.

They told me, "Geoff, if you get this PalmPilot

De sagde til mig, "Geoff, hvis du får denne PalmPilot

you'll never need another thing."

har du aldrig brug for noget andet."

That thing lasted all of three weeks. It was over.

Den ting varede hele tre uger. Så var det ovre.

I was so disgusted I spent my money on this thing.

Jeg var så forarget over at have brugt mine penge på denne ting.

Did anybody stop inventing? Not a person. Not a soul.

Var der nogen der stoppede med at opfinde? Ikke en.

The folks went out there. They kept inventing.

Folk gik derud. De blev ved med at opfinde.

The fact that you have failure, that shouldn't stop you

Det faktum at man fejler, det bør ikke afholde en

from pushing the science forward.

fra at drive videnskaben fremad.

Our job as educators,

Vores job som uddannere,

there's some stuff we know that we can do.

der er nogle ting som vi ved vi kan gøre.

And we've got to do better. The evaluation, we have to start with kids earlier,

Og vi skal gøre det bedre. Evalueringen, vi skal starte før med børnene,

we have to make sure that we provide the support to young people.

vi skal sikre at vi støtter de unge mennesker.

We've got to give them all of these opportunities.

Vi skal give dem alle disse muligheder.

So that we have to do. But this innovation issue,

Det skal vi gøre. Men denne motivations problemstilling,

this idea that we've got to keep innovating

denne ide som vi skal blive ved med at innovere

until we really nail this science down

indtil vi virkelig får styr på det her videnskab

is something that is absolutely critical.

er det noget der er helt afgørende.

And this is something, by the way,

Og dette er, for øvrigt, noget

that I think is going to be a challenge for our entire field.

som jeg mener vil være en udfordring for hele vores felt.

America cannot wait another 50 years to get this right.

Amerika kan ikke vente endnu 50 år på at gøre dette rigtigt.

We have run out of time.

Vi er har ikke mere tid.

I don't know about a fiscal cliff, but I know there's an educational cliff

Jeg ved ikke noget om en økonomisk klippeskrænt, men jeg ved der er en

that we are walking over right this very second,

som vi går ud over lige præcis i dette øjeblik,

and if we allow folks to continue this foolishness

og hvis vi tillader at folk fortsætter med denne tåbelighed

about saying we can't afford this —

om at sige at vi ikke har råd til dette --

So Bill Gates says it's going to cost five billion dollars.

Bill Gates siger det vil koste fem milliarder dollars.

What is five billion dollars to the United States?

Hvad er fem milliarder dollars for USA?

What did we spend in Afghanistan this year?

Hvad brugte vi i Afghanistan i år?

How many trillions? (Applause)

Hvor mange billioner? (Bifald)

When the country cares about something,

Når landet bekymrer sig for noget,

we'll spend a trillion dollars without blinking an eye.

bruger vi en billion dollars uden at blinke.

When the safety of America is threatened,

Når Amerikas sikkerhed trues,

we will spend any amount of money.

bruger vi uanede mængder penge.

The real safety of our nation

Vores nations virkelige sikkerhed

is preparing this next generation

er at forberede den næste generation

so that they can take our place

så de kan tage vores plads

and be the leaders of the world

og være verdens ledere

when it comes to thinking and technology and democracy

når det kommer til tænkning og teknologi og demokrati

and all that stuff we care about.

og alle de ting vi bekymrer os om.

I dare say it's a pittance,

Det er velsagtens håndører,

what it would require for us to really

det det ville kræve af os virkelig at

begin to solve some of these problems.

begynde at løse nogle af disse problemer.

So once we do that, I'll no longer be angry. (Laughter)

Når vi gør det, vil jeg ikke længere være vred. (Latter)

So, you guys, help me get there.

Så gutter, hjælp mig med at nå dertil.

Thank you all very much. Thank you.

Mange tak. Tak.

(Applause)

(Bifald)

John Legend: So what is the high school dropout rate at Harlem Children's Zone?

John Legend: Hvad er frafaldet på et gymnasie som Harlem Children's Zone?

Geoffrey Canada: Well, you know, John,

Geoffrey Canada: Jamen, du ved, John,

100 percent of our kids graduated high school

100 procent af vores børn færdiggjorde deres gymnasieuddannelse

last year in my school.

sidste år ved min skole.

A hundred percent of them went to college.

Hundrede procent af dem tog på universitetet.

This year's seniors will have 100 percent graduating high school.

Dette års afgangsklasse vil 100 procent bestå af elever der har færdiggjort deres gymnasieuddannelse.

Last I heard we had 93 percent accepted to college.

Det sidste jeg hørte var at 93 procent blev optaget på universitetet.

We'd better get that other seven percent.

Vi må hellere få fat på de sidste syv procent.

So that's just how this goes. (Applause)

Det er bare hvad der sker. (Bifald)

JL: So how do you stick with them after they leave high school?

JL: Hvordan holder du øje med dem efter de forlader gymnasiet?

GC: Well, you know, one of the bad problems

GC: Jamen, du ved, et af de dårlige problemer

we have in this country is these kids, the same kids,

vi har i dette land er disse unger, de samme unger,

these same vulnerable kids, when you get them in school,

de samme udsatte unger, når man får dem i skole,

they drop out in record numbers.

falder de fra i rekordstore antal.

And so we've figured out that you've got to really design

Så vi har fundet ud af at man virkelig skal designe

a network of support for these kids that in many ways

et netværk af støtte for disse unger der på mange måder

mimics what a good parent does.

efterligner det en god forælder gør.

They harass you, right? They call you, they say,

De chikanerer en, ikke? De kalder en, de siger,

"I want to see your grades. How'd you do on that last test?

"Jeg vil se dine karakterer. Hvordan klarede du dig ved den sidste prøve?"

What are you talking about that you want to leave school?

Hvad taler du om, siden du vil forlade skolen?

And you're not coming back here."

Og du kommer ikke tilbage hertil."

So a bunch of my kids know you can't come back to Harlem

En bunke unger ved at man ikke kan komme tilbage til Harlem

because Geoff is looking for you.

fordi Geoff holder øje med en.

They're like, "I really can't come back." No. You'd better stay in school.

De siger, "Jeg kan virkelig ikke komme tilbage." Nej. Du har bare at blive i skole.

But I'm not kidding about some of this,

Men jeg pjatter ikke med noget af det her,

and it gets a little bit to the grit issue.

og det har lidt at gøre med ben i næsen.

When kids know that you refuse to let them fail,

Når unger ser at man nægter at lede dem fejle,

it puts a different pressure on them,

sætter det et andet pres på dem,

and they don't give up as easy.

og de giver ikke så let op.

So sometimes they don't have it inside,

Nogen gange har de det ikke i sig,

and they're, like, "You know, I don't want to do this,

og de siger, "Du ved, jeg vil ikke gøre det her,

but I know my mother's going to be mad."

men jeg ved min mor bliver sur."

Well, that matters to kids, and it helps get them through.

Jamen, det betyder noget for børn, og det hjælper dem med at komme igennem det.

We try to create a set of strategies that gets them tutoring

Vi prøver at skabe et sæt strategier der giver dem undervisning

and help and support, but also a set of encouragements

og hjælp og støtte, men også et sæt opmuntringer

that say to them, "You can do it. It is going to be hard,

der siger til dem, "Du kan gøre det her. Det bliver hårdt,

but we refuse to let you fail."

men vi nægter at lade dig fejle."

JL: Well, thank you Dr. Canada.

JL: Jamen, tak Dr. Canada.

Please give it up for him one more time.

Giv ham venligst en endnu hånd.

(Applause)

(Bifald)