TED2017
Karim Abouelnaga: A summer school kids actually want to attend
卡里姆 · 博尔纳嘎: 孩子们真正想去的暑期学校
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在夏天，美国贫穷社区里的孩子，往往会忘了他们在每学期学到的近乎三个月的知识。教育企业家和TED会员，卡里姆 · 博尔纳嘎想要扭转这种学习上的损失，把“夏季萧条”转变成走在前面、迎接更美好未来的机会。
Karim Abouelnaga - Education entrepreneur
Karim Abouelnaga is working to provide kids with access to high-quality academic summer programming. Full bio
Karim Abouelnaga is working to provide kids with access to high-quality academic summer programming. Full bio
Double-click the English transcript below to play the video.
00:13
Getting a college education
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接受大学教育，
是一段长达二十年的投资。
00:15
is a 20-year investment.
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00:18
When you're growing up poor,
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当你在贫穷中度过青少年时期，
根本不会有条件去思考这件事。
00:20
you're not accustomed
to thinking that far ahead.
to thinking that far ahead.
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相反，你考虑的是在哪能吃到下一餐，
00:23
Instead, you're thinking about
where you're going to get your next meal
where you're going to get your next meal
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以及你的家庭如何支付那个月的租金。
00:26
and how your family
is going to pay rent that month.
is going to pay rent that month.
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此外，我的父母和我朋友的父母
00:29
Besides, my parents
and my friends' parents
and my friends' parents
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似乎生活得还不错，
开着出租车，或者当个看门人。
开着出租车，或者当个看门人。
00:32
seemed to be doing just fine
driving taxis and working as janitors.
driving taxis and working as janitors.
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00:36
It wasn't until I was a teenager
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直到步入青春期，
我才意识到自己不想做那些事情。
00:38
when I realized I didn't
want to do those things.
want to do those things.
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00:42
By then, I was two-thirds of the way
through my education,
through my education,
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那时，我已在受教育的路上
走了三分之二的旅程，
走了三分之二的旅程，
差点就来不及扭转这一切了。
00:45
and it was almost too late
to turn things around.
to turn things around.
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00:49
When you grow up poor,
you want to be rich.
you want to be rich.
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当你在贫困的环境中长大，
你想要变得富有。
你想要变得富有。
00:52
I was no different.
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我也一样。
00:54
I'm the second-oldest of seven,
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我是七个孩子中的老二，
在纽约皇后区由单亲母亲一手靠着
00:56
and was raised by a single mother
on government aid
on government aid
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政府救济养活。
00:58
in Queens, New York.
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01:00
By virtue of growing up low-income,
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由于成长在低收入的家庭中，
我和兄弟姐妹只能去纽约一些
01:02
my siblings and I went
to some of New York City's
to some of New York City's
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水平较差的公立学校。
01:05
most struggling public schools.
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01:07
I had over 60 absences
when I was in seventh grade,
when I was in seventh grade,
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在七年级时，
我有60多次的旷课记录，
我有60多次的旷课记录，
01:11
because I didn't feel like going to class.
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因为那时我不想去上课。
01:13
My high school had
a 55 percent graduation rate,
a 55 percent graduation rate,
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我上的高中毕业率为55%，
更糟糕的是，
01:16
and even worse,
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只有20%的毕业生
01:18
only 20 percent of the kids graduating
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做好了考大学的准备。
01:20
were college-ready.
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01:22
When I actually did make it to college,
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当我真的成功考上大学时，
我告诉了朋友布伦南，
01:25
I told my friend Brennan
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我们的老师一直以来
是如何要求我们举手发言的，
是如何要求我们举手发言的，
01:26
how our teachers would always ask us
to raise our hands
to raise our hands
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如果我们想上大学的话。
01:30
if we were going to college.
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01:33
I was taken aback when Brennan said,
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我吃了一惊，布伦南说的是，
“卡里姆，我之前从未被问过那个问题。”
01:35
"Karim, I've never been asked
that question before."
that question before."
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01:38
It was always, "What college
are you going to?"
are you going to?"
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我们被问的问题一直是，
“你要去哪所大学？”
“你要去哪所大学？”
就是那个问题的表达方式，
01:41
Just the way that question is phrased
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使得不能上大学
对他来说简直不可想象。
对他来说简直不可想象。
01:43
made it unacceptable for him
not to have gone to college.
not to have gone to college.
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01:47
Nowadays I get asked a different question.
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如今，我被问到一个不同的问题。
01:50
"How were you able to make it out?"
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“你是怎么做到的？”
01:53
For years I said I was lucky,
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多年来我总是回答说我是幸运的，
01:57
but it's not just luck.
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但那并不只是运气。
01:59
When my older brother and I
graduated from high school
graduated from high school
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当我哥哥和我在同一时间
从高中毕业，
02:01
at the very same time
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并且之后他从两年制的大学退学时，
02:03
and he later dropped out
of a two-year college,
of a two-year college,
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02:05
I wanted to understand why he dropped out
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我想搞清楚为什么他退学了，
而我还在继续学习。
02:07
and I kept studying.
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02:10
It wasn't until I got to Cornell
as a Presidential Research Scholar
as a Presidential Research Scholar
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直到我作为总统研究学者
进入康内尔大学时，
进入康内尔大学时，
我才开始了解真正的教育结果，
02:13
that I started to learn about
the very real educational consequences
the very real educational consequences
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即使是被单亲妈妈
靠着政府救济抚养长大，
靠着政府救济抚养长大，
02:17
of being raised by a single mother
on government aid
on government aid
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和去了我以前那样的学校上学。
02:20
and attending the schools that I did.
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02:22
That's when my older brother's trajectory
began to make complete sense to me.
began to make complete sense to me.
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就是那时，我完全理解了哥哥的
人生轨迹为何如此。
人生轨迹为何如此。
02:28
I also learned that our most admirable
education reformers,
education reformers,
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我也了解到我们最可敬的
教育改革家们，
教育改革家们，
像阿恩 · 邓肯，美国前教育部长，
02:31
people like Arne Duncan,
the former US Secretary of Education,
the former US Secretary of Education,
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或温蒂 · 科普，
“为美国而教”组织的创始人，
“为美国而教”组织的创始人，
02:35
or Wendy Kopp, the founder
of Teach For America,
of Teach For America,
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02:38
had never attended an inner city
public school like I had.
public school like I had.
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从未像我那样参加内城的公立学校。
02:41
So much of our education reform
is driven by a sympathetic approach,
is driven by a sympathetic approach,
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我们如此多的教育改革
是由同情的方式驱动的，
是由同情的方式驱动的，
人们会说，
02:45
where people are saying,
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“我们去帮助这些可怜的内城孩子，
02:46
"Let's go and help
these poor inner city kids,
these poor inner city kids,
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或可怜的黑人和拉丁裔孩子们吧。”
02:49
or these poor black and Latino kids,"
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02:52
instead of an empathetic approach,
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抛开同情的方式，
像我一样成长在这种
环境里的人会说：
环境里的人会说：
02:54
where someone like me, who had grown up
in this environment, could say,
in this environment, could say,
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“我明白你正在面临的困境，
02:58
"I know the adversities that you're facing
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03:00
and I want to help you overcome them."
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我想帮助你克服它们。”
03:03
Today when I get questions
about how I made it out,
about how I made it out,
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现在，当我被问到
曾经如何做到的时候，
曾经如何做到的时候，
我会分享最重要的原因之一,
03:06
I share that one of the biggest reasons
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就是我不会为
寻求帮助而感到难为情。
寻求帮助而感到难为情。
03:08
is that I wasn't ashamed to ask for help.
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03:11
In a typical middle class
or affluent household,
or affluent household,
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在典型的中产阶级或富裕的家庭里，
如果一个孩子求学艰难，
03:14
if a kid is struggling,
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很有可能父母或老师
会前来为他们解围，
会前来为他们解围，
03:16
there's a good chance that a parent
or a teacher will come to their rescue
or a teacher will come to their rescue
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尽管孩子们并没有寻求帮助。
03:20
even if they don't ask for help.
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然而，如果同样的
孩子生长在贫穷的环境中
孩子生长在贫穷的环境中
03:22
However, if that same kid
is growing up poor
is growing up poor
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且没有寻求帮助，
03:24
and doesn't ask for help,
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03:26
there's a good chance
that no one will help them.
that no one will help them.
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就很有可能没人去帮他们。
03:28
There are virtually
no social safety nets available.
no social safety nets available.
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实际上我们并没有建立起
社会安全感的联系。
社会安全感的联系。
03:33
So seven years ago,
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所以七年前，
我开始改革我们的公共教育制度，
03:34
I started to reform
our public education system
our public education system
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根据我自己的经历所建立。
03:37
shaped by my firsthand perspective.
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03:40
And I started with summer school.
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我从暑期班开始着手。
03:43
Research tells us that two-thirds
of the achievement gap,
of the achievement gap,
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调查告诉我们，
三分之二的成就差距，
三分之二的成就差距，
富裕孩子和贫穷孩子在
03:47
which is the disparity
in educational attainment
in educational attainment
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教育成果上的差距，
03:49
between rich kids and poor kids
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或者黑人孩子和白人孩子的差距，
03:51
or black kids and white kids,
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可能直接归因于暑期班学习的缺失。
03:54
could be directly attributed
to the summer learning loss.
to the summer learning loss.
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03:57
In low-income neighborhoods,
kids forget almost three months
kids forget almost three months
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在贫穷的社区里，
孩子们一个夏天就几乎忘光了
孩子们一个夏天就几乎忘光了
他们在一学年里所学的
04:00
of what they learned
during the school year
during the school year
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三个月的内容。
04:02
over the summer.
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他们在秋季返校，
04:03
They return to school in the fall,
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老师还要另外花费两个月
04:05
and their teachers
spend another two months
spend another two months
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重新教授他们旧知识。
04:07
reteaching them old material.
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算下来就是五个月。
04:09
That's five months.
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在美国一学年只有十个月。
04:10
The school year in the United States
is only 10 months.
is only 10 months.
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如果孩子们每一学年
失去五个月的学习时间，
失去五个月的学习时间，
04:13
If kids lose five months of learning
every single year,
every single year,
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他们只受到一半的教育。
04:15
that's half of their education.
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04:18
Half.
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只有一半。
04:20
If kids were in school over the summer,
then they couldn't regress,
then they couldn't regress,
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如果孩子们在学校度过夏天，
那么他们的知识不会退步，
那么他们的知识不会退步，
04:24
but traditional summer school
is poorly designed.
is poorly designed.
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但是传统的暑期班效果差强人意。
04:26
For kids it feels like punishment,
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它让孩子们感到备受煎熬，
对老师们来说，感觉像当临时保姆。
04:29
and for teachers
it feels like babysitting.
it feels like babysitting.
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04:32
But how can we expect principals
to execute an effective summer program
to execute an effective summer program
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我们如何期望校长们能
执行一个有效的暑期项目呢？
执行一个有效的暑期项目呢？
一学年结束于六月的最后一周，
04:36
when the school year
ends the last week of June
ends the last week of June
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04:38
and then summer school starts
just one week later?
just one week later?
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而暑期班仅在从那一周之后就开始，
04:41
There just isn't enough time
to find the right people,
to find the right people,
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并没有足够的时间找到合适的人，
安排后勤，
04:44
sort out the logistics,
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并设计一个能同时动员
孩子和老师的有吸引力的课程。
孩子和老师的有吸引力的课程。
04:45
and design an engaging curriculum
that excites kids and teachers.
that excites kids and teachers.
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04:51
But what if we created a program
over the summer
over the summer
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但是如果我们在夏天创建一个方案，
赋予老师们教学督导的权利，
04:55
that empowered teachers
as teaching coaches
as teaching coaches
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去培养有抱负的教育者，那会怎样？
04:59
to develop aspiring educators?
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05:02
What if we empowered
college-educated role models
college-educated role models
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如果我们赋予大学教育模范
当教员的权利，
05:05
as teaching fellows
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05:07
to help kids realize
their college ambitions?
their college ambitions?
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去帮助孩子们实现
他们的大学志向，那会怎样？
他们的大学志向，那会怎样？
如果成就高的孩子被赋予
05:10
What if empowered high-achieving kids
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导师的权利去辅导年轻的同辈人，
05:12
as mentors to tutor their younger peers
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并激励他们投资自身的教育，会怎样？
05:15
and inspire them
to invest in their education?
to invest in their education?
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05:19
What if we empowered all kids as scholars,
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如果我们赋予所有孩子学者般的权利，
询问他们想去哪一所大学，
05:23
asked them what colleges
they were going to,
they were going to,
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设计一个他们想要参与的暑期学校，
05:26
designed a summer school
they want to attend
they want to attend
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05:30
to completely eliminate
the summer learning loss
the summer learning loss
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彻底消除暑期在知识上的损失，
和近三分之二的成就差距，
又会怎样？
又会怎样？
05:32
and close two-thirds
of the achievement gap?
of the achievement gap?
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05:37
By this summer, my team will have served
over 4,000 low-income children,
over 4,000 low-income children,
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截止到这个夏天，我的团队已经服务了
4000多位低收入家庭的儿童，
4000多位低收入家庭的儿童，
培训了300多位有志向的教师，
05:41
trained over 300 aspiring teachers
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并在纽约城一些最弱势的社区中
05:44
and created more than 1,000 seasonal jobs
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创建了1000多个季节性岗位。
05:47
across some of New York City's
most disadvantaged neighborhoods.
most disadvantaged neighborhoods.
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05:51
(Applause)
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（鼓掌）
05:56
And our kids are succeeding.
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我们的孩子们正迈向成功。
两年的独立评估
05:59
Two years of independent evaluations
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告诉我们，我们的孩子们
消除了暑期中的知识损失
消除了暑期中的知识损失
06:01
tell us that our kids
eliminate the summer learning loss
eliminate the summer learning loss
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并在数学方面有一个月知识的长进，
06:04
and make growth of one month in math
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而在阅读方面有两个月的成果。
06:06
and two months in reading.
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06:08
So instead of returning to school
in the fall three months behind,
in the fall three months behind,
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所以，对比秋季返校后
三个月的进度损失，
三个月的进度损失，
他们的数学有了超过四个月的提升，
06:11
they now go back four months ahead in math
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06:15
and five months ahead in reading.
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在阅读上有了五个月的进步。
（鼓掌）
06:17
(Applause)
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06:24
Ten years ago, if you would have told me
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十年前，如果你告诉我
我会以全班前10%的成绩
从一所常青藤高校毕业，
从一所常青藤高校毕业，
06:26
that I'd graduate in the top 10 percent
of my class from an Ivy League institution
of my class from an Ivy League institution
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并有机会在我们的
公共教育制度上取得初步进展，
公共教育制度上取得初步进展，
06:30
and have an opportunity to make a dent
on our public education system
on our public education system
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一切仅通过抓住一年中的两个月，
06:34
just by tackling two months
of the calendar year,
of the calendar year,
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06:38
I would have said,
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我可能会说，
“算了，不可能。”
06:40
"Nah. No way."
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06:43
What's even more exciting
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更令人激动的是，
如果我们能终止五个月的时间损失，
06:45
is that if we can prevent
five months of lost time
five months of lost time
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仅仅通过把握那两个月的时间，
06:48
just by redesigning two months,
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06:51
imagine the possibilities
that we can unlock
that we can unlock
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想象一些我们能开启的可能性，
仅通过抓住每年的空余时间。
06:54
by tackling the rest of the calendar year.
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Thank you.
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（谢谢）
（鼓掌）
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(Applause)
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ABOUT THE SPEAKER
Karim Abouelnaga - Education entrepreneurKarim Abouelnaga is working to provide kids with access to high-quality academic summer programming.
Why you should listen
Karim Abouelnaga wants to eliminate summer learning loss in kids and give them a fair chance at realizing their life ambitions. After experiencing the struggle to succeed in under-resourced urban public schools, he was lucky enough to benefit from nonprofits that provided him with great mentors, receiving over $300,000 in scholarships to make his college education possible. Abouelnaga is the founder and CEO of the benefit corporation Practice Makes Perfect, a full-service summer school operator that uses a "near-peer" learning model to drive academic outcomes for thousands of low-income children.
Abouelnaga is a regular contributor for Entrepreneur and Forbes, a co-founder of Gentlemen Ventures, a TED Fellow, Global Shaper and Echoing Green Fellow. He was named to Forbes' 30 under 30 in Education. In 2016 Richtopia ranked him in the top five of most influential entrepreneurs in the world under 25. Abouelnaga graduated from Cornell University with a degree in hotel administration in 2013.
Reach Karim here: karimted@practicemakesperfect.org.
Karim Abouelnaga | Speaker | TED.com