Popular in Professional

Culture and Society

The City as a Growth Machine: Toward a Political Economy of Place

New York University Harvey Moltoch

Education

The Role of Education in Reducing Racial Inequality

University of Southern California Pedro A. Noguera

Law

Diversity and Social Mobility in the UK legal profession

Law Society I. Stephanie Boyce

Internet Law

The Law of AI for Good

University of San Diego Orly Lobel

Pharmacy

Cytotoxic Activity and Anti-Migratory Effect of Berberine-Phytantriol Liquid Crystalline on Non-Small-Cell Lung Cancer

University of Technology Sydney Kamal Dua

Human Rights Law

Transforming Restorative Justice for Transitional Settings

University of Nottingham Kerry Clamp

Education

The Dynamics of Opportunity in America

View more insights in Professional - Education - Rights, Equality & Justice in Education

View more figures from Boston College

View the page of Henry Braun

Read the Study

· Tools Cite Embed

Henry Braun discusses inequality of opportunity and its impact on growing numbers of Americans, future generations, and the nation as a whole

Image courtesy of interviewee. May 30, 2024

Log-in or Sign-up to Faculti
Currently viewing this subject insight as a guest. You have insight(s) remaining for this month.

Workspace

Faculti AI is thinking...

< >

Summary
Related Studies
Faculti AI
Key Points
Key Quotes
Translate
Transcript

Export as PDF

This video is a transcript discussing the findings of a collaborative research project that began in 2007, led by Dr. Irwin Kirsch and others, focusing on the evolving complexities of opportunity in America. The initial publication, "America's Perfect Storm," highlighted three critical trends: shifting demographics, widening skills gaps among different racial and ethnic groups, and changing job market requirements. These trends suggested that, without intervention, the U.S. would face significant challenges in cultivating a workforce capable of meeting future demands.

The researchers later expanded on this work by examining the concept of opportunity and its implications for human and social capital. Human capital encompasses both cognitive skills (such as literacy and problem-solving capabilities) and social capital, which refers to the networks and norms that facilitate support and engagement within society. Over recent decades, there has been a notable decline in social capital, particularly among working-class men, resulting in social isolation and increased rates of despair.

The study emphasizes the correlation between human and social capital, with children in disadvantaged circumstances facing more barriers ("gates") that hinder their development, further widening gaps in opportunity. As children progress to adulthood, these disparities manifest in significant differences in socioeconomic outcomes, making mobility increasingly challenging.

The findings suggest a systemic, sustained approach is necessary to support children, particularly through structured interventions that open these gateways to opportunity. Strategies such as integrated student support programs are highlighted as potential solutions to address non-academic barriers that hinder learning, demonstrating the need for a more robust support system that can operate across generations. The researchers call for a comprehensive understanding of these dynamics to foster equitable opportunities for all children in the U.S.

Language:

Export as PDF

Export as PDF
Here are some key quotes extracted from the video:

1. "In 2007, we published a small monograph called, uh, America's Perfect Storm, in which we argued that three trends were going to lead to a very problematic situation for the United States."

2. "Those three trends were demographic trends, increasing skills gaps between different races and ethnicities, and changes in the job market and the kinds of skills that good jobs would require."

3. "What we were able to show was that if the demographic trends proceeded as expected, and if the skills gaps even remain constant, then the human capital available to the country over the next 25, 30 years would be insufficient to meet the needs of the workplace."

4. "Opportunity has many different definitions. We chose it to mean, the pathways that allow individuals to develop the human and social capital that they will require in order to succeed in life's outcomes."

5. "Human capital in our view represents a broad range of cognitive skills, including foundational skills like literacy and numeracy, but also what we might think of as more advanced skills such as analytics, problem solving, and so on."

6. "Social capital corresponds to the networks of connections to individuals and organizations that can provide support and advice through your lifetime."

7. "What we've seen over the last probably 30 or 40 years is a tightening of the coupling between human and social capital."

8. "There's been this really rupture between the two different socioeconomic classes."

9. "What we see is an increasingly steep gradient between the outcomes in the marketplace and the human and social capital you bring to the fore."

10. "By the time children reach the age of 18, say the typical end of high school in the United States, there are very substantial gaps between children who are born in disadvantage and those who are born in advantage."

11. "We shouldn't live in a society in which we expect children to be heroes in order to succeed."

12. "The extremes of socioeconomic status are very sticky."

13. "What we find... is that the compounding of disadvantage and the compounding of advantage leads to an increasing hardening of socioeconomic status inter-generationally."

14. "We must be systematic in opening those gates for them."

15. "The damage that's been done over the last 40 or 50 years cannot be undone in a single generation."

16. "Integrated student support provides support for children to deal with non-academic barriers to learning."

These quotes encapsulate the core themes of the video regarding the trends affecting opportunity, human capital, social capital, and socioeconomic disparities in the United States.

Export as PDF

X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.185 --> 00:01.765
It goes back to 2007.

00:02.345 --> 00:04.285
All the work that I'm gonna describe was done in

00:04.445 --> 00:06.325
collaboration with, Dr. Irwin Kirsch

00:06.325 --> 00:09.285
of the educational testing service in Princeton, New Jersey.

00:10.225 --> 00:12.525
And back in 2007, he and I

00:12.525 --> 00:14.245
and some other colleagues,

00:14.315 --> 00:16.845
published a small monograph called,

00:17.635 --> 00:21.305
America's Perfect Storm, in which we argued

00:21.305 --> 00:24.145
that three trends were going to lead to a

00:24.955 --> 00:28.005
very problematic situation for the United States.

00:28.015 --> 00:32.685
Those three trends were, demographic trends,

00:32.685 --> 00:35.685
with increasing proportion of non-whites,

00:35.685 --> 00:39.565
within the American population, increasing skills, gaps

00:40.035 --> 00:42.805
between, different races and ethnicities,

00:43.385 --> 00:47.505
and thirdly, changes in the job market

00:47.725 --> 00:50.625
and the kinds of skills that good jobs would require.

00:51.385 --> 00:52.925
And what we were able to show was

00:52.925 --> 00:56.765
that if the demographic trends, proceeded as expected,

00:57.385 --> 01:00.045
and if the skills gaps even remain constant,

01:00.715 --> 01:03.925
then the human capital available to the country,

01:03.995 --> 01:08.525
over the next 25, 30 years would be, insufficient

01:08.745 --> 01:11.125
to meet the needs of the, of the workplace.

01:11.985 --> 01:14.885
And we then decided that several years later to follow

01:14.885 --> 01:19.845
that up with a more in depth, review of the situation,

01:20.225 --> 01:23.125
and particularly with an intensive focus on the notion

01:23.125 --> 01:25.725
of opportunity, where it was, where it wasn't,

01:25.865 --> 01:28.005
and the implications for America going forward.

01:28.185 --> 01:30.445
Of course, opportunity has many different definitions.

01:31.025 --> 01:34.245
We chose it to mean, the pathways that

01:34.815 --> 01:37.365
allow individuals to develop the human

01:37.365 --> 01:40.085
and social capital that they will require in order

01:40.085 --> 01:43.845
to succeed in life's outcomes, whether it's work, family,

01:44.345 --> 01:45.805
or civic participation.

01:45.985 --> 01:49.405
We decided among other things that we wanted to,

01:49.405 --> 01:51.965
develop a, a more academic volume

01:52.395 --> 01:55.205
that would explore the different perspectives

01:55.505 --> 01:57.005
and different aspects of the problem

01:57.065 --> 01:58.325
of opportunity in America.

01:58.945 --> 02:03.645
And so we solicited, scholars in, very, in a range

02:03.645 --> 02:07.125
of different domains, including education,

02:07.125 --> 02:11.565
education history, education law, macroeconomics,

02:11.565 --> 02:14.965
labor, economics, demography,

02:15.225 --> 02:16.805
public policy, and so on.

02:17.145 --> 02:20.245
And I'm very happy to say that everyone that we approached,

02:20.265 --> 02:23.125
agreed to, participate

02:23.185 --> 02:25.885
as an author is really quite, quite, remarkable.

02:25.985 --> 02:29.525
And I think the volume that we produce, if I may say, is,

02:30.005 --> 02:33.605
represents really a milestone in a multidisciplinary,

02:33.605 --> 02:35.285
look at the problem of opportunity.

02:35.495 --> 02:40.125
Human capital in, in our view, represents a, a,

02:40.445 --> 02:42.645
a broad range of cognitive skills,

02:42.915 --> 02:45.525
including foundational skills like literacy and numeracy,

02:45.905 --> 02:48.925
but also what we might think of as more advanced skills such

02:48.925 --> 02:51.885
as analytics, problem solving, and so on.

02:52.505 --> 02:55.405
But it also incorporates interpersonal

02:55.465 --> 02:58.325
and interpersonal skills, which research shows are

02:58.465 --> 03:01.805
as important as cognitive skills in,

03:01.805 --> 03:03.885
predicting success in the workplace,

03:04.265 --> 03:06.125
in academics and in the workplace.

03:07.265 --> 03:12.135
For us, social capital, corresponds to sort

03:12.135 --> 03:14.575
of the networks of con of connections, if you will,

03:15.035 --> 03:18.895
to individuals and organizations that can provide support

03:18.995 --> 03:21.215
and advice through, your lifetime.

03:21.875 --> 03:24.815
But it also represents, the norms of behavior

03:25.285 --> 03:28.215
that govern the way in which people interact

03:28.215 --> 03:30.455
with one another and the way in which they conduct

03:30.455 --> 03:33.055
themselves, both in private and in public.

03:33.885 --> 03:36.825
And what we've seen over the last probably 30

03:36.965 --> 03:41.665
or 40 years, is a tightening of the coupling, if you will,

03:41.935 --> 03:43.585
between human and social capital.

03:44.155 --> 03:48.865
40 years ago, 50 years ago, even working class,

03:49.255 --> 03:50.945
even lower working class men,

03:50.945 --> 03:54.745
or let me just focus on men for a moment in America, had

03:55.655 --> 03:59.025
typically a fair amount of social capital through their

03:59.625 --> 04:01.865
participation in unions, in churchgoing,

04:02.005 --> 04:03.745
in social and sports clubs.

04:04.445 --> 04:07.065
And this provided them with the kinds of networks

04:07.245 --> 04:10.585
and norms of behavior that, corresponded in some sense

04:10.845 --> 04:14.345
to the kinds of social capital that individuals say with,

04:14.365 --> 04:18.305
college, education who are working in white collar

04:18.405 --> 04:20.585
or professional, occupations.

04:21.285 --> 04:24.145
But over the last 40, 50 years has been well documented

04:24.205 --> 04:25.425
and a wonderful book

04:25.425 --> 04:28.625
by Robert Putnam at Harvard on bowling alone,

04:28.745 --> 04:32.825
particularly white men have fallen off the wagon, so

04:32.825 --> 04:35.505
to speak, in terms of being able to,

04:35.615 --> 04:40.105
develop those social capital, connections, either

04:40.215 --> 04:43.785
because of the demise of unions, decline in church going,

04:44.245 --> 04:47.145
lower participation in these sorts of social clubs,

04:47.205 --> 04:48.305
and so on and so on.

04:48.685 --> 04:52.025
And they find themselves, of course, with many exceptions,

04:52.265 --> 04:56.025
increasingly lonely, without trusted friends and so on.

04:56.405 --> 04:58.785
And as has been documented by, case

04:58.845 --> 05:01.985
and Deaton, they, they are more likely to suffer from

05:01.985 --> 05:03.905
what are called the deaths of despair.

05:04.475 --> 05:07.335
At the same time, middle class

05:07.355 --> 05:11.535
and upper middle class, men have continued pretty much

05:11.595 --> 05:12.775
as they had two

05:12.775 --> 05:15.295
or three decades ago in terms of the kinds

05:15.295 --> 05:18.215
of activities they participated in,

05:18.235 --> 05:21.775
the social connections they maintain, their rates

05:21.795 --> 05:24.295
of marriage, childbearing,

05:24.845 --> 05:26.695
workplace connections, and so on.

05:26.715 --> 05:30.215
So there's been this really rupture, if you will,

05:30.215 --> 05:33.895
between, the two different socioeconomic classes.

05:34.635 --> 05:39.015
What's also very important then, is that as we see,

05:39.265 --> 05:42.055
human capital and social capital are more tightly connected,

05:42.235 --> 05:44.975
so that college now that college age,

05:44.975 --> 05:46.935
women are more likely to attend college.

05:46.995 --> 05:49.095
In fact, at this point, more likely than men,

05:49.445 --> 05:50.975
it's more likely than that.

05:51.115 --> 05:54.655
Men of college with college degrees are gonna marry women

05:54.805 --> 05:55.815
with college degrees,

05:56.435 --> 05:58.925
and together they bring their human capital

05:59.505 --> 06:03.245
and their, you know, their independent networks into,

06:04.035 --> 06:06.165
into the family home, so to speak.

06:06.505 --> 06:08.405
And that then benefits their children, of course.

06:08.755 --> 06:11.165
Whereas, young adults,

06:11.465 --> 06:13.085
in lower socioeconomic classes

06:13.595 --> 06:16.845
with perhaps a high school diploma, perhaps not,

06:17.265 --> 06:20.485
are more likely to, match up with one another,

06:20.555 --> 06:24.685
with a dearth of human capital, lower social capital,

06:25.385 --> 06:29.685
norms of behavior that, speak to, for example, out

06:29.685 --> 06:34.005
of, out of, wild luck childbirth, increasing rates

06:34.045 --> 06:36.205
of divorce and separation and so on.

06:36.545 --> 06:38.965
So there's been this, if you will, a broadening

06:40.145 --> 06:43.485
of the distribution of what we could call total capital.

06:44.225 --> 06:45.245
And at the same time

06:45.585 --> 06:48.485
as we predicted in America's Perfect Storm,

06:48.485 --> 06:51.485
there is an increasingly steep gradient between,

06:52.145 --> 06:55.165
for example, outcomes in the marketplace,

06:55.225 --> 06:57.765
in the workplace, and the human

06:57.765 --> 07:02.005
and social capital you bring to the, to the fore, so

07:02.005 --> 07:03.805
that those with more human

07:03.805 --> 07:05.525
and social capital are more likely

07:05.525 --> 07:07.485
to reap the rewards of today's economy.

07:07.905 --> 07:10.445
And those in the lower end of the human

07:10.445 --> 07:13.525
and social capital distribution are more likely

07:13.665 --> 07:18.045
to be suffering a dearth of success, either unemployed,

07:18.045 --> 07:22.525
underemployed, or employed in low wage, low benefit jobs.

07:22.865 --> 07:26.165
So we see this increasingly increasing polarization,

07:26.185 --> 07:29.525
if you will, of the prospects for individuals.

07:29.905 --> 07:32.405
The dynamics of opportunity, which is the title

07:32.425 --> 07:35.485
of the book is, is very complex as the 14

07:35.485 --> 07:38.165
or so chapters, readily attest.

07:38.785 --> 07:41.965
Um, so I just wanna focus on one aspect of it, which is

07:42.505 --> 07:46.365
the dynamics of opportunity as they play out in, in the life

07:46.365 --> 07:51.165
of a child from, gestation, if you will,

07:51.225 --> 07:53.485
all the way through, the high school years.

07:54.535 --> 07:56.835
And we, were very interested in trying

07:56.835 --> 08:00.035
to develop a narrative that would speak to a broad audience,

08:00.135 --> 08:02.155
not just to our fellow academics.

08:02.415 --> 08:06.595
And the, the narrative we, develop involves a framework

08:06.595 --> 08:09.765
that we call gates, gaps

08:09.985 --> 08:12.005
and gradients, if you'll pardon the alliteration.

08:12.545 --> 08:15.045
Um, and the idea is that, as I said, human capital

08:15.145 --> 08:17.365
and opportunity are, are pathways

08:17.985 --> 08:22.245
and what a child meets, along those pathways are gates.

08:22.635 --> 08:23.725
Some of those gates are open,

08:23.865 --> 08:26.765
in which case the child is able to move along that pathway

08:27.025 --> 08:29.285
and accumulate the human of social capital

08:29.345 --> 08:30.725
that's age appropriate.

08:31.425 --> 08:33.725
But for others, the gates are only a jar

08:33.865 --> 08:35.325
or even entirely closed.

08:36.015 --> 08:38.915
And for those, the gates are closed,

08:39.055 --> 08:43.715
and may be poor per parenting, poor nutrition, lack

08:43.715 --> 08:46.155
of, housing, et cetera, et cetera.

08:46.495 --> 08:49.595
Um, they're forced to take pathways that are less productive

08:50.135 --> 08:53.195
and less likely to yield the, as I say, the human

08:53.495 --> 08:55.075
and social capital that,

08:55.165 --> 08:56.685
that they would need as they progress.

08:57.345 --> 09:00.805
And what we see then is a dynamic,

09:01.485 --> 09:04.805
a very powerful dynamic, I'd say, between gates and gaps.

09:04.865 --> 09:06.125
And as gaps increase,

09:06.615 --> 09:11.005
those at the disadvantage meet more gates that are closed.

09:11.625 --> 09:15.085
And so the gaps widen in comparison to those children

09:15.425 --> 09:16.605
for whom the gates are open,

09:17.065 --> 09:20.045
and they are able to reverse those pathways,

09:20.425 --> 09:22.565
in a very productive, way.

09:23.385 --> 09:25.805
And what we then see is that

09:25.865 --> 09:28.325
by the time children reach the age of 18,

09:28.465 --> 09:32.205
say the typical end of high school in, in the United States,

09:32.665 --> 09:36.085
there are very substantial gaps between children

09:36.265 --> 09:37.685
who are born in disadvantage

09:38.385 --> 09:40.045
and those who are born in advantage.

09:40.705 --> 09:42.885
Now, that's not to say that children,

09:42.985 --> 09:45.725
in the lower socioeconomic groups or,

09:46.585 --> 09:47.605
or for whatever reason

09:47.665 --> 09:50.525
by themselves in problematic circumstances,

09:51.175 --> 09:52.285
can't rise above that.

09:52.355 --> 09:56.485
They have the inner resilience, the, the chance meetings

09:56.485 --> 10:00.725
and so on that propel them, to, a station above

10:00.725 --> 10:01.965
where they might expect.

10:02.585 --> 10:04.045
But, as we like to say,

10:04.265 --> 10:06.805
we shouldn't live in a society in which we expect children

10:06.805 --> 10:09.205
to be heroes in order to succeed.

10:09.545 --> 10:13.005
The gradient is the slope, the the relationship between

10:13.645 --> 10:15.685
outcomes and what you bring to the table.

10:16.465 --> 10:18.525
And what we're seeing in the United States is those,

10:18.655 --> 10:21.725
those slopes or gradients are increasingly steep.

10:22.145 --> 10:26.565
So small differences in total capital can result

10:27.185 --> 10:29.565
in large differences in outcomes.

10:30.005 --> 10:31.285
I would say for economists

10:31.285 --> 10:33.485
who typically study these questions,

10:33.785 --> 10:38.335
intergenerational mobility refers to the possibility

10:38.365 --> 10:41.335
that someone can rise from one socioeconomic

10:41.335 --> 10:43.015
status, level to another.

10:43.675 --> 10:46.215
Uh, whereas,

10:46.995 --> 10:49.935
it might conversely be that someone grow

10:50.235 --> 10:54.135
who grows up in a higher socioeconomic status, falls

10:54.135 --> 10:55.415
through the bottom,

10:55.635 --> 10:58.015
and falls, you know, down into the lower ends.

10:58.245 --> 11:01.135
What we find, and this is not surprising, is

11:01.135 --> 11:05.375
that the extremes of socioeconomic status are very sticky.

11:05.485 --> 11:07.975
That is individuals who grow up in

11:08.085 --> 11:10.135
what might be termed the lowest decile,

11:10.135 --> 11:13.895
the lowest 10% are very unlikely to rise above the top 20

11:13.955 --> 11:18.315
or 30%, whereas those who are born in the top 10%,

11:18.575 --> 11:22.715
or even the top 20%, are unlikely to fall far below that

11:22.785 --> 11:26.915
because they are buffered by their family, support,

11:26.915 --> 11:30.155
whether it's human and social capital and and so on.

11:30.495 --> 11:35.425
So what we're seeing is a increasing hardening, if you will,

11:35.685 --> 11:39.065
of socioeconomic status inter-generationally.

11:40.095 --> 11:44.435
Now, intergenerational has to do with the passing on

11:44.435 --> 11:47.035
of advantage or disadvantage to the next generation.

11:47.575 --> 11:50.875
And again, what we see is a compounding of disadvantage

11:50.975 --> 11:55.505
and a compounding of advantage so that those parents who,

11:55.685 --> 11:59.665
have in fact reaped the benefits of advantage,

11:59.685 --> 12:02.705
are able to pass on those advantages, to their children.

12:04.125 --> 12:06.305
And we shouldn't neglect the fact that the parents

12:06.325 --> 12:08.025
of those parents, the grandparents of those children,

12:08.325 --> 12:11.865
are also typically in a position to confer benefits,

12:12.045 --> 12:13.185
to their grandchildren.

12:13.655 --> 12:17.385
Whereas for children, who grow up in, again,

12:17.445 --> 12:19.945
in impoverished or problematic neighborhoods

12:20.005 --> 12:22.105
and problematic families,

12:22.335 --> 12:24.185
that disadvantage passes on to them.

12:24.485 --> 12:27.985
And again, they are appear to be much less likely

12:28.285 --> 12:31.305
to rise above their, their, they're,

12:31.595 --> 12:34.665
birth standards in order to, achieve

12:35.095 --> 12:37.625
what we might call the American dream middle class,

12:37.955 --> 12:39.105
upper middle class life.

12:39.365 --> 12:44.135
And again, these are not, rules human in stone,

12:44.515 --> 12:47.175
but they are statistically what we find in,

12:47.315 --> 12:50.055
in looking at, generation to generation.

12:50.295 --> 12:53.415
I wish we had a very simple answer, but we don't.

12:54.115 --> 12:57.535
Um, but if you, again, pardon the alliteration, we, we argue

12:57.605 --> 13:00.095
that there are sort of three key factors.

13:00.955 --> 13:05.895
Um, one has to be systematic, systemic, and sustained.

13:06.725 --> 13:10.585
And by that I mean, we mean that, we have

13:10.585 --> 13:14.855
to treat children with, problematic

13:15.455 --> 13:19.015
pathways that as we meet gates, we must be systematic

13:19.635 --> 13:21.295
in opening those gates for them.

13:21.675 --> 13:25.455
And by systematic we mean through the 18 years

13:25.515 --> 13:26.535
of of development.

13:27.075 --> 13:30.135
Uh, for example, children who are born

13:30.155 --> 13:33.095
to single mothers, the Nurse Family Partnership

13:33.675 --> 13:37.175
brings trained nurses to the expectant mother,

13:37.505 --> 13:40.495
helps the mother understand, what good nutrition

13:40.495 --> 13:42.975
for her means for her unborn child.

13:43.475 --> 13:47.215
And the nurse stays with that mother child duo,

13:47.315 --> 13:48.535
for the first 18 months.

13:48.965 --> 13:51.345
Mm-hmm, if that could be then followed up with,

13:51.725 --> 13:52.905
early head start.

13:53.445 --> 13:57.145
Uh, and then, pre-K that is pre-kindergarten,

13:57.645 --> 14:00.545
and then a problem, quality kindergarten

14:00.885 --> 14:04.585
and grade one, grade two, training and support.

14:05.215 --> 14:08.465
Then we have really positioned that child

14:08.965 --> 14:11.745
to develop the human social capital that he

14:11.745 --> 14:13.705
or she, must, must have.

14:14.655 --> 14:16.595
So, again, we think about

14:17.465 --> 14:19.795
individuals meeting certain transition points,

14:20.335 --> 14:24.545
and what is the, what are the resources, the family,

14:24.845 --> 14:27.905
and the public, if you will, society can provide

14:27.905 --> 14:29.425
to those children in order

14:29.485 --> 14:32.625
to successfully navigate those transition points.

14:33.725 --> 14:37.425
Uh, now systemic in this case means

14:37.425 --> 14:38.745
that we understand,

14:38.745 --> 14:42.305
and it's laid out in a number of chapters in the book,

14:42.615 --> 14:46.665
that what ails American in terms of lack of opportunity for

14:46.665 --> 14:48.305
so many of our, our children

14:48.405 --> 14:51.805
and young adults is not simply a, a matter

14:51.805 --> 14:54.925
of personal responsibility that comes into play, of course,

14:55.385 --> 14:57.125
but larger societal forces

14:57.505 --> 15:01.805
and even global forces in, in terms of, economics,

15:02.035 --> 15:04.245
globalization, et cetera, et cetera.

15:04.265 --> 15:09.005
And so we must think systemically about how to address the,

15:09.505 --> 15:12.645
the woes that that befall so many of our

15:13.245 --> 15:14.405
families in the United States.

15:14.465 --> 15:16.805
And of course this is true in United Kingdom

15:17.185 --> 15:19.645
and other western countries as well.

15:20.425 --> 15:22.555
Yeah, the third s sustainability

15:22.565 --> 15:24.075
means we've gotta keep at it.

15:24.095 --> 15:25.555
We, we, it's not a one and done.

15:25.975 --> 15:29.155
We really need to keep at it not only systematically

15:29.155 --> 15:32.515
for the individual, but sustain that over multiple cohorts

15:32.665 --> 15:35.435
because the damage that's been done over the last,

15:35.665 --> 15:36.955
certainly over the last 40

15:36.955 --> 15:41.435
or 50 years, cannot be undone in a single generation.

15:41.435 --> 15:43.715
It's something that really will be multi-generational.

15:43.975 --> 15:47.395
And I think we have enough examples

15:48.015 --> 15:50.555
of interventions that can work,

15:50.555 --> 15:51.915
and that have been sustained.

15:52.375 --> 15:56.475
Uh, for example, here in this country, there is a,

15:57.115 --> 15:59.675
a set of interventions that go under the rubric

15:59.855 --> 16:03.315
of integrated student support, which provide,

16:03.735 --> 16:07.715
as the name suggests, support for children to deal

16:07.715 --> 16:10.195
with non-academic barriers to learning, okay?

16:10.195 --> 16:13.075
Because children bring their, their home life and,

16:13.495 --> 16:15.275
and other issues with them to school.

16:15.855 --> 16:17.995
And how can we help them mitigate,

16:17.995 --> 16:19.355
how can we help the schools and the children

16:20.075 --> 16:21.715
mitigate those problems, whether they're medical,

16:21.865 --> 16:24.355
psychological, dental, social,

16:24.455 --> 16:26.035
and so on. And at the same time

16:26.065 --> 16:28.435
Provide enrichen enrichment activities

16:28.625 --> 16:30.515
that help those children,

16:31.805 --> 16:33.635
experience a life in school

16:33.735 --> 16:36.515
and outside school that is more like the kind of life

16:36.515 --> 16:38.355
that middle and upper middle class children,

16:38.895 --> 16:40.355
now experience.

16:40.615 --> 16:43.075
Of course, even in Scandinavian countries,

16:43.455 --> 16:47.035
public support can never completely,

16:47.825 --> 16:50.995
replace missing, support from family neighborhoods,

16:51.175 --> 16:53.675
but they do a much better job than we do in this country,

16:53.815 --> 16:56.395
and I think in England and the United Kingdom as well.

Faculti AI can make mistakes