[originaltext] (I): So, if you say there’s a crisis, then what do we do? Now,

(I): So, if you say there’s a crisis, then what do we do? Now, you go and you look at—you have offered a series of things, most of which have been much discussed, more emphasis on core curriculum, common standards across the U.S., more choices for students. What is new, beyond putting it into a national security rubric?
   (R): Well, putting it into a national security rubric shouldn’t be underestimated, because it’s very easy if it’s just about my child. And my child can get a good education because I can either put that child in private school or I can move to a community where the schools are good, then I don’t have to worry so much about that child in East Oakland or in South Central L.A., or in Anacostia, for that matter, who won’t get a good education. But when you say this is a national security problem, then it is a common problem for all of us.
   (I): One of the things that I don’t see emphasized is—at least explicitly—is money. Resources, you talked about, but money. And one wonders, where does that all fit in at a time like this, where we’re a little scrunched for it? But...
   (R): Yes. Well, the interesting thing is if you look at some of the aspects of the report, we have actually increased dramatically over the last several decades the amount of money that is going into the public school system. It’s quite dramatic, in fact. And yet some of the poorest-performing districts are the ones that have the highest per capita per child spending. And so I believe very strongly in adequately resourcing our educational system. I would never want to under-resource it. But we have to spend the money wisely. And you are not going to get Americans to think about additional funding, even for the K-12 system, when we have the kinds of results that we do in the school districts that spend the most money. It doesn’t make sense. And so one thing that we say is, let’s really look at problems of misallocation.
   (I): Let me ask you, finally, you’ve spent time here in Washington. We’re in the political season. If you could wave your magic wand—and I must say you don’t hear a lot of talk about education so far in the campaign. If you could wave a magic wand—what would you want to hear? What would you want to have done?
   (R): It is the case that we are so undereducating our children that large numbers of them cannot, maybe 75 percent, be capable of serving in our military. What are we doing? And what are you going to do about it? I would like to hear the common core endorsed and the governors continuing to work on it. But whatever the specifics are, I want to know that those who would lead us know that this may indeed be our greatest national security challenge.
   (I): Condoleezza Rice, thanks very much.
   (R): Thank you.
   This is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard.
   Question Six What will be different when education is put into a national security rubric?
   Question Seven According to the interviewer, what is not clearly emphasized in the report?
   Question Eight Which is true about some of the poorest-performing schools?
   Question Nine According to the woman, how should money be spent on education’?
   Question Ten How many children are incapable of serving in the army?