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Buddy Roemer Fundraiser 9/30/91 [OA 8329] [3]
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Buddy Roemer Fundraiser 9/30/91 [OA 8329] [3]
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Speech Backup Chronological Files
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Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13773
Folder ID Number:
13773-005
Folder Title:
Buddy Roemer Fundraiser 9/30/91 [OA 8329][3]
Stack:
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G
26
21
6
5
(Smith/Grossman)
September 8, 1991
Draft Five
EAGLES
PRESIDENTIAL REMARKS: EAGLES LUNCHEON
MAYFLOWER HOTEL
THURSDAY, SEPTEMBER 12, 1991
Let me thank Larry Bathgate, RNC Finance Chairman. Thanks,
Larry -- and now, Raise More Money! // I want to also salute
my good friend Bobby Holt. / Bill McManus, Jeannie Austin. A
special thanks to RNC Chairman Clayton Yeutter, who could be not
be with us. But most of all, my appreciation to you Republican
Eagles who give of your time and of yourselves -- whose
generosity and richness of spirit help America soar. //
((It's great to be here. I think this hotel was named after
the ship that some of my ancestors sailed to America on. They
were easy to spot. / They were the ones who spent the whole trip
fishing without catching anything.) ) //
((It's also a pleasure to be with you after a tumultuous
month. Someone told me that visitors to Lenin's tomb haven't
been able to get a good look at him since Communism's collapse.
He's still spinning.) )) /
((It's funny. I remember the days when news of a sudden
overthrow in August just meant the New York Yankees had changed
managers again.) )) //
Today, I want to talk not of managers but leadership --
including the leadership you help provide through your support of
the RNC. / You are Republicans because you believe in hard work
and family / in religious faith and private enterprise / in
2
freedom and democracy -- in America. // You support the kind of
leadership that can make those ideals a reality. //
Our Founding Fathers established a form of government that
diversifies the task of leadership -- while respecting the fact
that America's real leaders are America's people.
The founders divided power between three branches:
judicial, legislative, and executive. We need a strong Judiciary
-- and let me say: We can ensure that by helping Judge Clarence
Thomas become the next Associate Justice of the Supreme Court. //
This independent man will help maintain a strong, fair, and
impartial judiciary. // He knows our Supreme Court exists to
interpret laws -- not write them.
We also need a strong legislative branch -- one that
balances its duty to constituents with responsibility to the
greater good. // Lincoln once said, "I have been told I was on
the road to hell, but I had no idea it was just a mile down the
road with a dome on it. " // On this one point, I disagree with
him. I do believe that we need Representatives or people in
Congress who know that the system of checks and balances does not
mean writing out checks -- and spending the public's hard earned
money -- to appease special interests. //
And, of course, we need a strong Executive. / A
President's powers are co-equal to Congress -- but quite
different. He / along with the Vice-President / is the only
official elected by the entire country.
3
The Constitution grants the President considerable authority
in the area of foreign relations -- and imposes equally awesome
responsibilities to foster peace and prosperity. // If you doubt
what this has meant, look at the record. I think we have done
all right in recent years. //
When a dictator crushed hopes for democracy in his homeland
and endangered the Western Hemisphere -- we helped the Panamanian
people restore free elections and the rule of law. //
When a brutal tyrant invaded and plundered Kuwait -- we
helped build an international coalition that rolled back his
aggression and liberated a land. /
As Communism crumbled, we extended a helping hand and made
it clear that Americans will support those who promote democracy,
free enterprise and individual liberty. //
( (Incidentally, given the dramatic changes in the Soviet
Union, let me deny reports that I'll soon hold a summit with the
world's most venerable remaining Communist leader. I have
absolutely no plans of meeting with Gus Hall. )) //
I wish I could tell you that we can wave a magic wand and
unleash a domestic Desert Storm, but as you know, the
Constitution wisely balances the President's domestic powers.
The President can propose -- but only Congress can legislate. /
As a result, a president cannot govern without cooperation
from Congress. Last March 6, I said we could enact the people's
domestic agenda in the next 100 days. It's now 190 days later,
and Congress still hasn't acted. Not has it moved on another
4
matter -- approving my nomination of Bob Gates as director of the
CIA. Unfortunately, many people in Congress have no desire to
help us advance our domestic agenda. // Their agenda is to block
ours. //
It has been said that "a politician thinks of the next
election -- a statesmen thinks of the next generation. " Today,
Congress has too few statesmen and too many politicians. If
Congress can't clean up its act, we must act to clean up the
Congress. //
Let's face it. There's something wrong when it's easier to
get Iraqi forces out of Kuwait than it is for the Administration
to get domestic programs through Congress. / It's not a question
of fault. It is a question of philosophies. // Liberal
Democrats measure progress by dollars spent and bureaucracies
built. If you don't spend money or create new bureaucracies,
they accuse you of doing nothing. But let me tell you: It takes
a lot of gall to describe the 1.1 trillion dollars that Americans
pay in federal taxes as "nothing" -- or not enough. We don't
need more spending or taxes. We need a better return on our tax
dollars.
And that's where you come in. Republicans don't measure
results in terms of dollars paid out of the Treasury. They
measure it by lives enriched and families helped. Remember: GOP
means growth, opportunity, and prosperity. //
We have tried for more than two years to promote the causes
of growth, opportunity and prosperity. Yet too many initiatives
5
has run into a blockade manned by the same Democrats who moaned
when we went into Panama / when we sought the ongoing liberation
of Kuwait. / Too often it seems that we have a Congress that
would rather investigate than legislate. They don't understand
that the American people didn't elect me to enact a Democratic
Congress' agenda.
Remember the capital gains tax cut? This simple initiative
could unleash a new wave of entrepreneurship -- and hand power to
the powerless. The Democratic leadership wouldn't even permit a
vote on it.
Look at transportation. We want a bill that works. Some in
the House of Representatives want a bill short on performance,
long on pork. / They want a nickel a gallon tax increase. We
want to stop nickle and diming our workers. //
Liberal Democrats believe in paternalism -- where government
makes decisions for people. We believe in potential -- giving
people freedom, and letting them make decisions for themselves.
We hope Congress will act on another part of our domestic
agenda -- education. The plain truth is that our schools are
failing the grade -- and by delaying action to help them,
Congress is flunking the test. / You know the story. We are
twelfth among industrialized nations in math and science -- dead
last. Two weeks ago, SAT scores were released -- down for the
fourth straight year. Verbal scores have never been lower. //
What you may not know is that for two years we have prodded
Congress to pass our Educational Excellence Act. We've asked it
6
to help make America No. 1 in education by the year 2000 -- not
do the whole job, just do its part. Congress has responded by
playing hooky. // ( (In all fairness, I've tried playing hooky
from my homework wordprocessing lessons. // No luck. // It's
hard to convince anybody that Millie ate the computer. )) //
Dodging homework won't help this generation and the
generations to come. // We need better discipline, better
schools, and greater choice in schools. We need less finger-
pointing -- and more parental involvement. //
The bad news for Congress: This revolutionary reform doesn't
cost much money. The good news for Americans: It can produce
revolutionary results. //
Our domestic agenda includes civil rights. // I want to
sign a civil rights bill that invites all Americans to join the
battle for true equality of opportunity, that tries to recapture
the atmosphere of trust and brotherhood that enabled this nation
to do great things in the 1960s. // We need to restore civility
to civil rights. And one way to begin is by having Congress give
my civil rights bill a fair hearing. I will not sign a quota
bill like the one I vetoed last year. //
We also have devoted a great deal of energy to fighting
crime. I am happy to report that after 2-1/2 years, we finally
have made progress toward enacting a comprehensive crime bill
that helps police take criminals off the street -- so that
Americans can take back the streets.
7
Nearly two and a half years ago, I announced our Violent
Crime Control package -- asking Congress to back up our law
enforcement officials with laws that are fair, fast, and final.
That package starts with a common sense proposition: Don't
send police into battle wearing handcuffs. // We proposed stiff
penalties for criminals using semi-automatic weapons, an improved
exclusionary rule, and reforms that prevent sharp lawyers from
using technicalities to prevent our justice system from punishing
criminals who already have been convicted.
/
These proposals tell criminals: You will serve the time. /
They tell law-abiding citizens: We will reclaim our
neighborhoods. //
As you may know, I've had to veto some bad legislation.
But, our domestic agenda cannot be enacted through Presidential
vetoes alone. So far I've used the veto 22 times -- and not a
single one has been overridden. I'll continue to use it as often
as it's needed. The veto is a useful power, and often enables me
to work with Congress to improve legislation -- to give the
American people laws they want, laws that advance their
interests.
Even better is the power of the people. If you like what
we've done abroad, elect more Republicans and let us mount a long
overdue Domestic Desert Storm. // Help me, as Teddy Roosevelt
said, help government "be representative of the people as a
whole. " //
8
TR was perhaps my favorite President. Once, he wrote a
letter to Henry Cabot Lodge. In it, he talked about his
philosophy of the Presidency. "I think it should be a powerful
office," he said, "and I think the President should use without
hesitation every power the position yields."
I have -- I intend to -- but I can do so only with your
support. For the President draws strength only from the people -
- and to this President, you are the real strength of the
Presidency. You care. / You work. / You give. / You dream.
You helped elect me President. You can help elect a
Congress that will make a difference. Not for any special
interest -- but for the common interest of "this last best hope
of earth. "
Thank you for what you've done, and will do in the future.
And God bless the United States of America.
#
#
#
#
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No 001 P.01
STATE OF LOUISIANA
STATE OF LOUSINA
DEPARTMENT OF EDUCATION
*
*
P.O. BOX 94064
BATON ROUGE. LOUISIANA 70804-9064
FAX # (504) 342-7316
PLEASE FORWARD TO:
Jennifer Grossman
White House Press
FROM:
Donna Moss
Gov. Buddy Roemer's office/ LDE
DATE:
9-25-91
NUMBER OF PAGES TO FOLLOW:
14
COMMENTS:
"An Equal Opportunity Employer"
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No. 001 P.02
STATE OF LOUISIANA
STATEOF LOUISUA
DEPARTMENT OF EDUCATION
*
P.O. BOX 94064
ORFIDENCE
BATON ROUGE, LOUISIANA 70804-9064
FOR IMMEDIATE RELEASE
LOUISIANA'S 1991 ACT TEST SCORES REMAIN STABLE; SHOW CONTINUED
IMPROVEMENT AMONG BLACK STUDENTS
SEPTEMBER 17, 1991
CONTACT: DONNA MOSS, (504) 342-3617
Average ACT test scores for Louisiana's high school students
remained stable for the third straight year, State Education
Superintendent Dr. Wilmer Cody announced today.
"Louisiana's latest scores are consistent with the national
trends of an overall leveling off of scores," Dr. Cody said.
"An exception, however, is dramatic progress among Louisiana's
black students whose scores have risen 1.2 points over the last
five years. That improvement is twice the rate of black students
nationally.
"We believe this is due to higher academic standards passed
by the Board of Elementary and Secondary Education in 1985 which
require all students to pass more rigorous coursework to graduate.
Participation in a core curriculum is helping to remove the gap
caused by economic background," said Dr. Cody.
The composite ACT score for Louisiana graduates this year
averaged 19.4, compared to the national average of 20.6. The state
and national averages have remained unchanged for three years. A
perfect score on the ACT is 36.
Broken down among subjects, Louisiana students' average scores
rose one-tenth of a point in math and dropped three-tenths of a
point in English when compared to the state's graduates last year.
Louisiana students' averages by subject area are: English -- 19.6;
math -- 18.7; reading --19.6; and science reasoning -- 19.3.
National averages by subject area are: English -- 20.3;
math -- 20.0; reading +- 21.2; and science reasoning -- 20.7.
The state's averages are based on the scores of 28,464
Louisiana students who graduated from high school in the spring of
1991 and who took the ACT test in their junior or senior year.
Nationwide, the data are based on the scores of 796,983 students.
Dr. Cody noted a continuing five-year trend in Louisiana of
increased scores among black students and increased numbers of
those students taking the ACT test.
(more)
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No.001 P.03
ADD ONE
SUPT. CODY SAYS LOUISIANA'S ACT TEST SCORES REMAIN STABLE
SEPTEMBER 17, 1991
of 7,187 Louisiana black students who took the ACT -- the
highest number in five years -- their composite scores averaged
17.0, which matches the national average among all black students.
In 1986, scores among black students in Louisiana averaged 15.8.
The trend of higher scores and higher populations fits the
national pattern among all minorities, according to American
College Testing, a not-for-profit educational services organization
which administers the ACT test.
ACT President Richard Ferguson says the national trend of
higher ACT scores among minorities "may well lic in the fact that
increasing numbers of ACT-tested minority students are completing
a strong program of core coursework in high school."
Average ACT scores in Louisiana and across the nation continue
to show a clear link to the types of coursework students take in
high school. The data support that, even among students whose
family incomes are low, those who take a more rigorous program of
core courses in high school generally outperform those who do not.
In Louisiana, students who took a required core of courses
scored an average of 20.4, compared to 17.4 for those students who
did not. Nationally, graduates who completed a core curriculum
-- generally defined as four years of English and three years each
of mathematics, social studies, and natural sciences -- scored an
average of 22.1, compared to 19.1 for those who did not.
"Louisiana's data show students from low-income families who
take challenging high school curricula score as well as students
from high-income families who take less demanding curricula.
Apparently, the rigor of the curriculum can help bridge the income
gap on ACT test performance," Dr. Cody said.
Dr. Cody noted students whose families earned less than
$18,000 but who completed a core curriculum scored an average of
18.5 on the ACT. The average score was the same for students whose
families earn $36,000 or more but who completed less than a core
curriculum, he said.
-30-
REPORTER'S NOTE: Attached are several information tables related
to Louisiana's ACT data.
BILL CODY
TEL No .504-342-7316
Sep 25,91 9:10 No.001 P.04
STATE OF LOUISIANA
DEPARTMENT OF
DEPARTMENT OF EDUCATION
*
P.O. BOX 94064
UNIVERSITY
BATON ROUGE, LOUISIANA 70804-9064
FOR IMMEDIATE RELEASE
LOUISIANA STUDENTS' SAT SCORES IMPROVE IN 1991
AUGUST 27, 1991
CONTACT: DONNA MOSS, 504/342-3617
Louisiana's college-bound seniors improved their average
scores on the Scholastic Aptitude Test (SAT) in 1991, while
nationally average test scores declined, State Education
Superintendent Dr. Wilmer Cody announced today.
"Louisiana students are continuing to show steady improvement
on the SAT from the two previous years. That's good news. I
bclieve our students are now working harder to meet more rigorous
academic standards which were adopted by the Board of Elementary
and Secondary Education in 1985. Their hard work is reflected in
their higher scores," Dr. Cody said.
In Louisiana, students' scores averaged 476 on the verbal
section and 518 on the math section of the test, Dr. Cody said.
Nationally, average verbal and math scores were 422 and 474,
respectively. The 1991 national averages represent an all-time
verbal low and the first decline in math scores since 1980,
according to The College Board, the nonprofit educational
association which oversees the SAT program.
While test scores declined nationally, Dr. Cody said
Louisiana's average SAT scores increased three points in verbal
skills and five points in math skills from the state's 1989
results.
"It is a fact that a smaller number of Louisiana's students
take the SAT than in other states. But that does not take away
from the fact that the Louisiana students who do take the test are
doing better each year and improving," Dr. Cody said.
Following are the state and national SAT average scores from
1989 to 1991:
1989
1990
1991
LOUISIANA
Verbal
473
476
476
Math
513
517
518
NATIONAL
Verbal
427
424
422
Math
476
476
474
(more)
Fevel
BILL CODY
TEL No .504-342-7316
Sep 25,91 9:10 No.001 P.05
ADD ONE
LOUISIANA STUDENTS' SAT SCORES IMPROVE IN 1991
AUGUST 27, 1991
The Superintendent also noted the results showed a direct
proportion between the number of courses taken and test scores.
"We found the more courses a student took, the higher the
score. For example, Louisiana students with more than four years
of math courses scored an average of 592 on that section. However,
the average score drops to 456 for students with three years of
math," said Dr. Cody.
-30-
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No. 001 P.06
STATE OF LOUISIANA
STATE DE OF LOUISINA
DEPARTMENT OF EDUCATION
P.O. BOX 94064
BATON ROUGE, LOUISIANA 70804-9064
FOR IMMEDIATE RELEASE
1991 CALIFORNIA ACHIEVEMENT TEST RESULTS RELEASED
JULY 3, 1991
CONTACT: DONNA MOSS, 504/342-3617
For the third straight year Louisiana students' California
Achievement Test (CAT) scores have improved, according to State
Education Superintendent Dr. Wilmer Cody.
"More of our students rank in the nation's top 50 percent.
Our results show steady progress and growth over the last three
years and reflect the hard work of our students and teachers. We
believe this is one sign that Louisiana's efforts to reform
education are beginning to pay off," Dr. Cody said.
The Department released Louisiana's 1991 CAT results to the
Board of Elementary and Secondary Education last week. The state's
results are based on the scores of about 161,000 fourth, sixth and
ninth graders who were tested last April in the areas of reading,
language, mathematics, spelling, social studies, science, study
skills and word analysis.
Louisiana students' performance was judged in relation to a
national sample of students who took the standardized test in 1985.
One way state results are reported is in terms of the percentage
of students to score above the 50th national percentile, which
represents the national median or middle score.
Following are the percentages of students in each grade level
to score above the 50th national percentile on the total battery
which combines reading, language and math:
GRADE 4 -- 42 percent scored above the national median,
compared to 35 percent in 1988.
GRADE 6 -- 48 percent scored above the national median,
compared to 43 percent in 1988.
GRADE 9 -- 44 percent scored above the national median,
compared to 38 percent in 1988.
Dr. Cody specifically noted that the state's fourth and sixth
graders did better than the national norm in math with about 51
percent and 55 percent of them, respectively, scoring above the
national median.
(more)
Found Opportunity Employer"
BILL CODY
TEL No .504-342-7316
Sep 25,91 9:10 No.001 P.07
ADD ONE
1991 CALIFORNIA ACHIEVEMENT TEST RESULTS RELEASED
JULY 3, 1991
"We have made steady gains. If we have another three years
of progress like the previous three years, more than half of our
students will be above the national median in almost every subject
tested," Dr. Cody said.
-30-
REPORTER'S NOTE: Attached are graphs of 1991 CAT results for all
grade levels and subjects tested. Also included are comparable
district data.
Sep 25,91 9:10 No.001 P.08
Figure 4
Grade 4
Percent of Regular Education Students
Scoring Above the 50th National Percentile
Complete Battery
60
50.3 508
50
46.9
45.0
452 45.7
44.6
43.9
422 424
421
42.7
41.7 423
426
428
425
41.8
41.4
33.5
40.1
39.2
396
38.5
387
40
383-382
37.8
37.9
36.7
36.3
35.3
355
35.6
33.5
329
Percent
30
TEL No. .504-342-7316
20
10
0
Reading
Language
Mathematics
Total Battery
Word Analysis
Spelling
Study Skills
Science
Social Studies
Subject Areas
1988
1909
1990
1991
BILL CODY
Derived from the State Evaluation Summary Report
California Achievement Tests, Form F
1991 Summary Report
H
Page 15
Louisiana Statewide Norm-Referenced Testing Program
Figure 5
Sep 25,91 9:10 No.001 P.09
Percent of Regular Education Students
Grade 6
Scoring Above the 50th National Percentlle
Complete Battery
60
55.7
54.5 54.9
54.4
532
51.6
51.8
49.9
50
47.4
48.1
47.6 483
47.8 47.8
482
488
472 47.4
45.8
46.2
46.9
46.5
45.7
456
45.0
454
44.7
444
450
43.3
437
424
40.9 40.5
388-38.7-
40
Percent
30
TEL No.504-342-7316
20
10
0
Reading
Language
Mathematics
Total Battery
Word Analysis
Spelling
Study Skills
Science
Social Studies
Subject Areas
1988
1989
1990
1991
Derived from the State Evaluation Summary Report
BILL GODY
California Achievement Tests, Form F
Louisiana Statewide Norm-Referenced Testing Program
1991 Summary Report
Page 16
Sep 25,91 9:10 No.001 P.10
Figure 6
Percent of Regular Education Students
Grade 9
Scoring Above the 50th National Percentile
Complete Battery
60
581 50.3
57.1
545
49.6 50.0
485
50
480
47.0
46.8
46.3
45.4
45.9
454
445
447
447
43.7
43.8
444
44.2 44.9
428
42.7
424
418
41.8
41.4
41.1
41.3
39.6
40
36.5
Percent
30
TEL No No.504-342-7316
20
10
0
Total Reading
Total Language
Total Mathematics
Total Ballery
Spelling
Study Skills
Science
Social Studies
Subject Areas
1988
1989
1990
1991
BILL CODY
Derived from the State Evaluation Summary Report
California Achievement Tests, Form F
Louisiana Statewide Norm-Referenced Testing Program
1991 Summary Report
Page 17
BILL CODY
TEL No 504-342-7316
Sep 25,91 9:10 No 001 P.11
STATE OF LOUISIANA
STATE OF
DEPARTMENT OF EDUCATION
P.O. BOX 94064
UNFIDENCE
BATON ROUGE, LOUISIANA 70804-9064
FOR IMMEDIATE RELEASE
EDUCATION SUPT. DR. WILMER CODY RELEASES STATEWIDE LEAP RESULTS
JUNE 11, 1991
CONTACT: DONNA MOSS, 504/342-3617
State Education Superintendent Dr. Wilmer Cody said today that
the latest statewide Louisiana Educational Assessment Program
(LEAP) results from students tested last April show steady
improvement from previous years.
"The latest LEAP test results prove our students are making
progress. The gains are dramatic in 7th graders' written
composition scores. Overall, in 8 out of 12 areas tested, the
scores improved. We believe that's a good sign," Dr. Cody said.
Dr. Cody said this year 80 percent or more of the students
passed each section of the LEAP test.
Since the 1988-89 school year, the state has required all 3rd,
5th, 7th, 10th and 11th graders to be tested in several subject
areas. Students at the high school level must pass the Graduation
Exit Examination (GEE) -- part of LEAP -- to graduate.
Students in grades 3, 5 and 7 are tested in language arts and
mathematics, while 5th and 7th graders are additionally tested in
written composition. At the GEE level, students are tested in
English language arts, written composition, mathematics, science
and social studies.
Following are the percentages of students passing each part
of the state criterion-referenced test in comparison to previous
years:
Language Arts
1989
1990
1991
Grade:
3
82%
88%
89%
5
84%
89%
87%
7
80%
83%
85%
GEE
84%
86%
85%
Mathematics
Grade:
3
88%
90%
90%
5
83%
87%
88%
7
78%
81%
80%
GEE
78%
82%
83%
(more)
BILL CODY
TEL No .504-342-7316
Sep 25,91 9:10 No.001 P.12
ADD ONE
DR. WILMER CODY RELEASES STATEWIDE LEAP TEST RESULTS
JUNE 11, 1991
Written Composition
1989
1990
1991
Grade:
3
--
:
--
5
--
--
N/A
7
--
75%
86%
GEE
76%
91%
95%
Science
Grade:
GEE
--
87%
89%
Social Studies
Grade:
GEE
--
89%
88%
-30-
REPORTER'S NOTE: LEAP district data available upon request.
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No 001 P.13
MAY-14-1991 11:44 FRUIT
Louisland QUV press sec
IU
F.01
of
State of Mouisiana
CONSIDENCE
OFFICE OF THE GOVERNOR
Baton Rouge
POST OFFICE BOX 94004
BUDDY ROEMER
GOVERNOR
70804-8004
(604) 342-7015
FOR IMMEDIATE RELEASE
NATIONAL SCIENCE FOUNDATION FUNDS $10 MILLION FOR LOUISIANA SCIENCE AND MATH
MAY 14, 1991
CONTACT: RUSTY JABOUR OR PAYTON SMITH, 504-342-9037
The National Science Foundation will award $10 million to Louisiana for a
five-year program designed to upgrade math and science education for all
elementary and secondary students, Governor Buddy Roemer announced today.
"This is an exciting award for Louisiana, and we'll match 1t with $10
million in state money to make a $20 million comprehensive improvement
program. We are one of only 10 states to earn the funding. I believe it's a
testament to our desire to reform and advance education in Louisiana," Gov.
Roemer said.
"This is the first program of its kind in the United States to approach,
in a systematic way, all the major areas affecting math and science teaching
and learning. We will look at better curricula, classroom instruction,
teacher preparation, textbooks and other aspects of helping our students learn
math and science. This kind of comprehensive effort will better prepare our
children for the high tech jobs of the 21st Century," Gov. Roemer said.
State Education Superintendent Wilmer Cody said the Louisiana reforms
will be implemented in grades K-12 with concentrated efforts in grades 4-8.
Dr. Cody said the reforms will be made by 1) updating curricula and
improving instructional materials for math and science teachers, 2) helping
math and science teachers upgrade their skills, 3) considering special
certification for those teachers, 4) using advanced teaching technologies like
computers, and 5) making students more aware of the importance of math and
science in their lives and careers.
(more)
BILL CODY
TEL No. 504-342-7316
Sep 25,91 9:10 No. .001 P.14
MAY-14-1991 11:55 FRUIT Louisiana UUV rress
ADD ONE
NATIONAL SCIENCE FOUNDATION FUNDS $10 MILLION FOR LOUISIANA MATH AND SCIENCE
MAY 14, 1991
Gov. Roemer said the program also will involve colleges and universities
as part of the comprehensive approach by revising the math and science
curricula to reflect new national goals and standards.
Dr. Kerry Davidson of the state Board of Regents and project director of
Louisiana's Systemic Initiative Program said, "These reforms are essential to
Louisiana's economic health and future competitiveness."
Gov. Roemer said the program ties into President Bush's massive education
reform program and helps advance the National Governors Association's
education goals targeted to be met by the year 2000.
Under the NSF program, Louisiana will receive $2 million each year for
five years. The state will match those funds with $2 million in state dollars
with $1 million from the Board of Elementary and Secondary Education and $1
million from the Board of Regents.
"We were impressed with the breadth and scope of Louisiana's plan. It
impacted every area of math and science education - -- curriculum, in-service
training for current teachers, improved training for incoming teachers,
teacher certification and education technology," said Charles Eilber, NSF's
director of the Statewide Systemic Initiative Program.
"We were also impressed with the strong cooperation between BESE and the
Board of Regents as well as the state's firm commitment to continue its
efforts after the awards program ends," Eilber said.
Nationally, the NSF awards totaled $75 million. Forty-three states spent
more than a year preparing proposals which were reviewed by national panels.
The other nine states selected are: Florida, Montana, Nebraska, North
Carolina, Ohio, Rhode Island, Delaware, South Dakota and Connecticut.
-30-
BILL CODY,
TEL No 504-342-7316
Sep 25,91 9:10 No. 001 P.15
STATE OF LOUISIANA
STATE DE
DEPARTMENT OF EDUCATION
P. O. BOX 94064
BATON ROUGE, LOUISIANA 70804-9064
FOR IMMEDIATE RELEASE
EDUCATION SUPT. DR. WILMER CODY ANNOUNCES EXIT EXAM RESULTS
MAY 10, 1991
CONTACT: DONNA MOSS, 504/342-3625
State Education Superintendent Dr. Wilmer Cody said today that
almost all of Louisiana's high. school seniors, scheduled to
graduate in May, have passed the state-mandated Graduation Exit
Examination (GEE).
"This is the first year seniors must pass the GEE as part of
their graduation requirements. We believe the program is working.
It is helping us to identify students and those areas where they
are having problems. Through remediation and hard work on the part
of the students, we have seen a tremendous number improve and meet
the state proficiency standards," said Dr. Cody.
Dr. Cody said only about 900 seniors of the original 42,000-
member class have not achieved the required state standard on one
or more parts of the exam.
The GEE consists of tests in written composition, English
language arts, mathematics, science and social studies. Students
are tested on three components -- written composition, English
language arts and mathematics -- - in their sophomore year and on the
other two components in their junior year. If students do not
pass a portion or portions of the test, they are remediated and
have several opportunities to retake the exam through their senior
year.
Dr. Cody said of approximately 2,600 seniors who had not
passed one or more parts of the GEE and were retested in April,
about 1,700 passed.
Following are the results of April's "Seniors-Only" GEE:
** of 373 seniors retested in written composition, 287 passed.
of 460 seniors retested in English language arts, 290
passed.
** of 746 seniors retested in mathematics, 440 passed.
** of 1,202 seniors retested in science, 865 passed.
** Of 905 seniors retested in social studies, 567 passed.
Dr. Cody said the 900 students who have not yet passed all
five parts of the GEE can retake the test in August and as many
times as needed thereafter.
-30-
BILL CODY
TEL No 504-342-7316
Sep 20,91 12:27 No.008 P.01
21016 ADDISIANA
DEPARTMENT OF EDUCATION
P.O. BOX 94064
BATON ROUGE, LOUISIANA 70804-9064
FAX # (504) 342-7316
PLEASE FORWARD TO:
Jennifer Grossman
White House Press
FROM:
Donna MOSS
Gov. Buddy Roemer's Offic/LDE
DATE:
9-20-91
NUMBER OF PAGES TO FOLLOW:
13
COMMENTS:
Jennifer: Following are the Gov's speech
announcing LA 2000 and some LA 2000
information. Call me is you have any
questions at (504) 342-3627 Dr 3625.
Por
"An Equal Opportunity Employer"
BILL CODY
TEL No.504-342-7316
Sep 20,91 12:27 No.008 P.02
ANNOUNCEMENT BY GOVERNOR BUDDY ROEMER
OF LOUISIANA 2000
TO THE COALITION FOR AN EDUCATIONAL RENAISSANCE
SEPTEMBER 9, 1991
THIS IS AN IMPORTANT NIGHT FOR LOUISIANA. I AM HERE TO UNVEIL A BOLD
INITIATIVE FOR EDUCATIONAL EXCELLENCE -- ONE THAT WILL BUILD ON AND CONTINUE
THE EDUCATION REFORMS WE STARTED.
IT'S AN INITIATIVE THAT, WITH YOUR HELP AND WITH THE INVOLVEMENT OF
THOUSANDS OF OTHER LOUISIANA CITIZENS, WILL CONTINUE THE PROGRESS WE'VE MADE
TO MOVE LOUISIANA FORWARD.
IT WILL CONTINUE TO MOVE LOUISIANA FROM THE BACK OF THE CLASS TO THE
FRONT OF THE CLASS IN EDUCATIONAL ACHIEVEMENT.
WE CALL OUR INITIATIVE LOUISIANA 2000.
THROUGH LOUISIANA 2000 WE WILL CONTINUE TO ADD PLAYERS TO OUR
CHAMPIONSHIP TEAM OF LOUISIANA PEOPLE WHO WANT TO MOVE EDUCATION FORWARD.
THOSE WITH CREATIVE INPUT, DYNAMIC THOUGHT AND NEW IDEAS WILL BE ON OUR TEAM.
NO ONE WILL SIT THE BENCH. EVERYONE WILL PLAY, AND EVERYONE WILL HAVE A
CHANCE TO CONTRIBUTE TO THE EFFORT OF EDUCATIONAL EXCELLENCE IN LOUISIANA.
LOUISIANA 2000 PREPARES US TO ENTER THE 21ST CENTURY WITH A COMPETITIVE
AND COMPETENT EDUCATION SYSTEM WHICH GRADUATES STUDENTS READY TO COMPETE IN
MARKETPLACES THROUGHOUT THE WORLD.
AND WHILE THE PROGRAM TARGETS THE YEAR 2000, THE EDUCATIONAL SKILLS TO BE
DEVELOPED TRANSCEND TIME. WE'RE TALKING ABOUT STIMULATING ALL STUDENTS TO BE
THE VERY BEST THEY CAN BE THROUGH READING, WRITING, SCIENCE, MATH, COMPUTERS,
JOB TRAINING AND RETRAINING.
THIS MOVE TOWARDS EXCELLENCE CALLS US TO A HIGHER LEVEL OF COOPERATION,
BECKONS US TO TACKLE WHAT LIES AHEAD, AND INSPIRES US TO BE THE VERY BEST.
BILL CODY
TEL No 504-342-7316
Sep 20,91 12:27 No.008 P.03
NOW, BEFORE I DESCRIBE HOW LOUISIANA 2000 WILL WORK AND HOW YOU CAN
HELP, LET ME TELL YOU ABOUT TWO EVENTS THAT LED US TO THIS INITIATIVE.
THE FIRST EVENT TOOK PLACE IN SEPTEMBER, 1989, WHEN I JOINED PRESIDENT
BUSH AND THE 49 OTHER GOVERNORS IN CHARLOTTESVILLE, VIRGINIA. THERE, IN AN
UNPRECEDENTED MEETING, WE DEVELOPED AND ADOPTED WHAT HAVE BECOME KNOWN AS THE
NATION'S SIX EDUCATION GOALS -- SIX GOALS THAT EACH OF US PLEDGED TO WORK
TOWARD AND HOLD OURSELVES ACCOUNTABLE FOR ACHIEVING BY THE YEAR 2000. THE SIX
GOALS ARE:
1) ALL CHILDREN IN AMERICA WILL START SCHOOL READY TO LEARN.
2) THE HIGH SCHOOL GRADUATION RATE WILL INCREASE TO
AT LEAST 90 PERCENT.
3) AMERICAN STUDENTS WILL LEAVE GRADES FOUR, EIGHT AND
TWELVE HAVING DEMONSTRATED COMPETENCY IN CHALLENGING
SUBJECT MATTER INCLUDING ENGLISH, MATHEMATICS, SCIENCE,
HISTORY, AND GEOGRAPHY; AND EVERY SCHOOL IN AMERICA WILL
ENSURE THAT ALL STUDENTS LEARN TO USE THEIR MINDS WELL,
SO THEY MAY BE PREPARED FOR RESPONSIBLE CITIZENSHIP,
FURTHER LEARNING, AND PRODUCTIVE EMPLOYMENT IN OUR MODERN
ECONOMY.
4) U.S. STUDENTS WILL BE FIRST IN THE WORLD IN SCIENCE
AND MATHEMATICS ACHIEVEMENT.
5) EVERY ADULT AMERICAN WILL BE LITERATE AND WILL POSSESS THE
KNOWLEDGE AND SKILLS NECESSARY TO COMPETE IN A GLOBAL
ECONOMY AND EXERCISE THE RIGHTS AND RESPONSIBILITIES OF
CITIZENSHIP.
6) EVERY SCHOOL IN AMERICA WILL BE FREE OF DRUGS AND VIOLENCE
AND WILL OFFER A DISCIPLINED ENVIRONMENT CONDUCIVE TO
LEARNING.
THAT MEETING IN VIRGINIA AND THESE AMBITIOUS GOALS SET THE STAGE FOR THE
SECOND EVENT, WHICH OCCURRED ON APRIL 18 OF THIS YEAR.
I WAS FORTUNATE ENOUGH TO BE ONE OF SEVERAL GOVERNORS INVITED TO THE
WHITE HOUSE WHEN PRESIDENT BUSH ANNOUNCED HIS AMERICA 2000 EDUCATION
STRATEGY. IT'S A LONG-RANGE, FAR-REACHING PLAN DESIGNED TO CHANGE THE WAY WE
THINK ABOUT EDUCATION AND HOW WE GO ABOUT EDUCATING OUR CHILDREN. IT'S A
DESIGN FOR THE 21ST CENTURY.
-2-
BILL CODY
TEL No. .504-342-7316
Sep 20,91 12:27 No.008 P.04
PRESIDENT BUSH ASKED EVERY AMERICAN COMMUNITY TO ADOPT THE SIX NATIONAL
EDUCATION GOALS AND TO WORK COOPERATIVELY TO ACHIEVE THOSE GOALS. THE
PRESIDENT CALLED ON EDUCATORS, BUSINESS WOMEN AND MEN, AND CITIZENS EVERYWHERE
TO UNITE AND DESIGN PLANS FOR THE NEW AMERICAN EDUCATIONAL SYSTEM.
MR. PRESIDENT, TONIGHT WITH LOUISIANA 2000, WE ACCEPT THE CHALLENGE.
WE PLEDGE OUR COOPERATION, COURAGE, AND COMMUNITY INVOLVEMENT. WE'RE PROUD TO
BE AMONG THE FIRST STATES -- COLORADO, WYOMING, MAINE, MARYLAND, NEBRASKA AND
OREGON ARE THE OTHERS - TO TAKE THE LEAD AND TO START OUR OWN STATE PROGRAM.
Tonniser This was More crunt as hare 919141 ST
BUT LET ME POINT OUT THAT THE GROUNDWORK FOR LOUISIANA 2000 ACTUALLY
1041 form COOL
BEGAN IN 1987 WHEN WE, AS A STATE, DECIDED EDUCATION MUST BE FIRST -- NOT LAST
-- ON OUR PRIORITY LIST.
WITH THE SUPPORT AND COOPERATION OF THE LEGISLATURE AND THE BOARD OF
ELEMENTARY AND SECONDARY EDUCATION, WE PASSED AND PUT LANDMARK EDUCATION
REFORMS INTO OUR CLASSROOMS. THE PINNACLE OF THESE REFORMS IS THE CHILDREN
FIRST ACT.
AS A RESULT, WE'VE RAISED STATE TEACHER PAY AS MUCH AS 30 PERCENT,
REDUCED CLASSROOM SIZES TO AN AVERAGE OF 20 STUDENTS IN GRADES K-3, AND
IMPLEMENTED A SYSTEM TO EVALUATE OUR TEACHERS TO ANSWER THE QUESTION, "CAN THE
TEACHER TEACH?"
NOW, IN LOUISIANA, CHILDREN AREN'T THE ONLY ONES GETTING REPORT CARDS.
SCHOOLS ARE GETTING REPORT CARDS, TOO. AND PARENTS FOR THE FIRST TIME IN
OUR STATE'S HISTORY : ARE ABLE TO MEASURE A SCHOOL'S PERFORMANCE. IN A FEW
WEEKS, WE'LL REWARD THE STATE'S TOP 50 SCHOOLS FOR JOBS WELL DONE.
so, NO DOUBT, WE HAVE MADE MUCH PROGRESS IN EDUCATION OVER THE LAST FOUR
YEARS. AND WE HAVE HAD VISION. IN FACT, BACK IN 1989, BESE FORMULATED AND
ADOPTED A MASTER PLAN FOR EDUCATION IN LOUISIANA -- A PLAN WHICH ENCOMPASSES
MANY ASPECTS OF THE SIX NATIONAL GOALS, AND IN SOME CASES, TAKES THOSE GOALS A
TEP FURTHER. AS A RESULT, WE ARE NOW SEEING MANY NEW STATE PROGRAMS BEING
RRIED OUT IN OUR CLASSROOMS TODAY THAT WILL SUPPORT LOUISIANA 2000.
-3-
BILL CODY
TEL No .504-342-7316
Sep 20,91 12:27 No.008 P.05
ANOTHER DYNAMIC STATE INITIATIVE THAT WILL ENHANCE LOUISIANA 2000 IS
LASIP - THE LOUISIANA SYSTEMIC INITIATIVES PROGRAM. THIS FIVE-YEAR, $20
MILLION PROGRAM -- HALF OF WHICH IS FUNDED BY THE NATIONAL SCIENCE FOUNDATION
AND THE OTHER HALF FUNDED JOINTLY BY BESE AND THE BOARD OF REGENTS -- WILL
UPGRADE THE QUALITY OF MATH AND SCIENCE INSTRUCTION FOR STUDENTS FROM
KINDERGARTEN TO THE COLLEGE LEVEL.
ALL THIS PROGRESS LEADS US TO TODAY'S ANNOUNCEMENT.
WHAT IS LOUISIANA 2000? IT'S A GRASSROOTS INITIATIVE OF LOUISIANIANS
-- WOMEN AND MEN, BLACK AND WHITE, YOUNG AND OLD -- UNITED TOGETHER TO
IMPROVE EDUCATION FOR PEOPLE OF ALL AGES.
I'VE ASKED STAFF MEMBERS FROM MY OFFICE AND THE DEPARTMENT OF EDUCATION
TO ORGANIZE LOUISIANA 2000. A STATE ADVISORY PANEL, REPRESENTATIVE OF
VARIOUS SECTORS OF THE COMMUNITY, WILL BE NAMED AND WILL REGULARLY MEET TO
ADVISE US.
WE'LL HOST A STATEWIDE TOWN MEETING AND TELECONFERENCE. AT THAT TIME,
TOWN MEETINGS WILL BE HELD SIMULTANEOUSLY IN EVERY PARISH ACROSS THE STATE.
CITIZENS WILL GATHER AT LOCAL SCHOOLS TO LEARN ABOUT THE NATION'S
EDUCATION GOALS AND HOW THEY CAN UTILIZE THE ASSETS OF THEIR COMMUNITIES TO
BEST MEET THESE GOALS.
LOUISIANA 2000 ASKS EACH COMMUNITY TO DO FOUR THINGS: 1) ENDORSE AND
ADOPT THE SIX NATIONAL EDUCATION GOALS; 2) ESTABLISH A COMMUNITY-WIDE
STRATEGY FOR ACHIEVING THE GOALS; 3) DEVELOP A SYSTEM FOR MEASURING THE
PROGRESS OF ACHIEVING THE GOALS; AND 4) DETERMINE WHAT STATE AND LOCAL
RESOURCES ARE AVAILABLE AND NEEDED TO HELP GET THE JOB DONE.
TOMORROW MORNING, I WILL MEET WITH SUPERINTENDENTS FROM EVERY SCHOOL
DISTRICT TO ASK THEM TO TAKE THE LEAD IN THEIR COMMUNITIES IN ORGANIZING
LOUISIANA 2000. EACH SUPERINTENDENT WILL BE ASKED TO APPOINT A LOUISIANA
2000 ADVISORY TEAM. ALL 66 ADVISORY TEAMS WILL GATHER IN ALEXANDRIA IN
OCTOBER TO LEARN HOW TO FACILITATE THEIR TOWN MEETING.
-4-
BILL CODY
TEL No .504-342-7316
Sep 20,91 12:27 No.008 P.06
NOW, WE ARE NOT STARTING FROM SCRATCH. AS I MENTIONED EARLIER, WE HAVE
MADE MEASURABLE PROGRESS. LOUISIANA 2000 WILL CONTINUE TO BUILD UPON THAT
FIRM FOUNDATION OF PROGRESS, WHICH HAS BEEN LAID AT BOTH THE STATE AND LOCAL
LEVELS.
LOCAL INITIATIVES AND COMMITMENT WILL BE THE KEY TO THE SUCCESS OF
LOUISIANA 2000. MANY OF YOU HERE TONIGHT ARE FROM COMMUNITIES WHICH HAVE
ALREADY TAKEN BOLD STEPS TO ACHIEVE THE NATIONAL GOALS -- STEPS WHICH ONLY
COMPLIMENT THE LOUISIANA 2000 CONCEPT.
FOR EXAMPLE, THE PARISHES OF ST. JAMES, ST. JOHN AND ST. CHARLES FORMED A
UNIQUE PARTNERSHIP LAST NOVEMBER, KNOWN AS THE RIVER PARISHES EDUCATION
INITIATIVES. THE PARTNERSHIP OF CITIZENS, EDUCATORS, BUSINESS, INDUSTRY AND
SOCIAL AGENCIES IS NOW WORKING TO IMPROVE EDUCATION IN THE RIVER PARISHES.
ANOTHER EXAMPLE WHICH FITS IN WELL WITH THE LOUISIANA 2000 CONCEPT IS
AN ELEMENTARY SCHOOL RIGHT HERE IN BATON ROUGE.
UNIVERSITY TERRACE IS ONE OF ONLY EIGHT ELEMENTARY SCHOOLS IN THE NATION
TO BE DESIGNATED AS AN RJR/NABISCO NEXT CENTURY SCHOOL -- SO HONORED BECAUSE
OF ITS INNOVATIVE APPROACH TO TEACHING HIGH-RISK CHILDREN. PRESIDENT BUSH, IN
FACT, CITED THESE NEXT CENTURY SCHOOLS AS MODELS OF EDUCATIONAL EXCELLENCE.
AT THIS TIME, I WOULD LIKE TO INTRODUCE TO YOU THE PRINCIPAL OF
UNIVERSITY TERRACE, STEVE KETCHUM. PLEASE JOIN ME IN A ROUND OF APPLAUSE TO
THANK MR. KETCHUM FOR HIS DEDICATION AND VISION WHICH LED TO THIS DISTINCT
HONOR.
OVERALL STATEWIDE, LOCAL SCHOOL DISTRICTS IN MORE THAN HALF OF OUR
PARISHES ALREADY HAVE SHOWN US THE LEADERSHIP, POWER AND INITIATIVE THEY HAVE
TO MOVE INTO THE 21ST CENTURY.
IN THOSE PARISHES -- AND IN WELL OVER 100 OF THEIR SCHOOLS -- THEY'RE
USING COMPUTERS TO TEACH YOUNG CHILDREN HOW TO READ. THESE ARE INNOVATIVE
WAYS TO REACH AND TEACH OUR CHILDREN.
-5-
BILL CODY
TEL No.504-342-7316
Sep 20,91 12:27 No.008 P.07
IN ADDITION TO THE COMPUTER READING PROGRAMS, BESE HAS PROVIDED THE MONEY
NEEDED TO PUT SATELLITE SYSTEMS IN ALL 64 PARISHES TO EXPAND THEIR TEACHING
ABILITIES. FOR THE FIRST TIME, EQUIPMENT EXISTS IN EVERY PARISH FOR SATELLITE
SIGNALS TO BE RECEIVED BY THE SCHOOL SYSTEMS. THOSE SATELLITE DISHES LINK THE
LOCAL SYSTEMS WITH THE STATE AND THE LOUISIANA PUBLIC BROADCASTING SYSTEM
WHICH HAS BEEN A LEADER IN EDUCATIONAL EXCELLENCE AND PROMOTION.
THESE LOCAL PARTNERSHIPS, COMPUTERS AND SATELLITE TECHNOLOGIES ARE JUST
SOME OF THE TOOLS WE CAN USE TO UNITE FOR A SUCCESSFUL LOUISIANA 2000
PROGRAM.
THE GOAL OF LOUISIANA 2000 IS TO UNITE THE STATE -- COMMUNITY BY
COMMUNITY -- TO ACHIEVE THE NATION'S EDUCATION GOALS. LOUISIANA 2000 IS NOT
ABOUT ME. IT'S ABOUT US. IT'S ABOUT TEAMWORK AND ROLLING UP OUR SLEEVES TO
GET THE JOB DONE TOGETHER. IT'S ABOUT LIFELONG LEARNING AND MAKING SURE ALL
LOUISIANIANS HAVE THE NECESSARY SKILLS TO COMPETE.
IS LOUISIANA 2000 GOING TO COST MORE MONEY? RIGHT NOW, NO. OUR FIRST
STEP IS TO FIND OUT IF WE ARE MAKING THE BEST USE OF THE RESOURCES WE HAVE
NOW. LATER ON WE CAN ASSESS WHAT NEEDS TO BE DONE AND IF ADDITIONAL RESOURCES
ARE NEEDED TO ACCOMPLISH OUR GOALS.
I URGE EACH OF YOU TO GET INVOLVED IN LOUISIANA 2000 IN YOUR
COMMUNITY. PRESIDENT BUSH HAS NOTED THAT OUR GREATEST NATIONAL RESOURCE LIES
WITHIN US THROUGH OUR INTELLIGENCE AND INGENUITY.
LOUISIANA'S FUTURE DEPENDS IN LARGE PART ON WHAT WE DO FOR THE BENEFIT OF
OUR CHILDREN. LOUISIANA 2000 WILL HELP US TO KEEP LOUISIANA MOVING FORWARD
AND PREPARE US ALL FOR THE CHALLENGES OF THE NEXT CENTURY.
THANK YOU.
-6-
BILL CODY
TEL No .504-342-7316
Sep 20,91 12:27 No.008 P.08
LOUISIANA2000
BILL CODY
TEL No 504-342-7316
Sep 20,91 12:27 No.008 P.09
AMERICA'S EDUCATION GOALS
By the year 2000:
1
All children will start school ready to learn.
2
The high school graduation rate will increase to at least 90 percent for all
groups.
3
All students will leave grades four, eight, and twelve having demonstrated
competency In challenging subject matter Including English, mathematics,
science, history and geography; and every school in America will ensure that
all students learn to use their minds well, so they may be prepared for
responsible citizenship, further learning and productive employment in our
modern economy.
4
U.S. Students will be first In the world in science and mathematics achievement.
5
Every adult American will be literate and will possess the knowledge and skills
necessary to compete in a global economy and exercise the rights and
responsibilities of citizenship.
6
Every school In America will be free of drugs and violence and will offer a
disciplined environment conducive to learning.
BILL CODY
TEL No 504-342-7316
Sep 20,91 12:27 No .008 P.10
LOUISIANA 2000
WHAT WE NEED TO DO
President Bush and the nation's governors have called on every community in
America to achieve the national education goals by the year 2000. In response
to that call, we are asking every community in our state to become a
LOUISIANA 2000 community by doing 4 things:
1. Adopt the 6 national goals. Involve parents, educators, labor unions,
and everyday citizens.
2. Establish strategies for achieving them. Determine what
specifically your community must do to reach each of these goals.
3. Measure progress. Know what your schools and other organizations
are doing to meet the goals.
4. Determine what resources are needed to achieve the goals. Find out
what private and public resources are available, how they are being
used, and whether more are needed.
HOW WE CAN DO IT
If we are to achieve these goals, we must do it community by community. A
LOUISIANA 2000 steering committee, made up of business leaders, educators,
legislators, labor and civic leaders will work with the community goal teams to
offer assistance and advice on reaching the six goals.
A statewide report, developed by the local and state teams, will be compiled and
be ready to present to the citizens of the state and to the legislature by March,
1992.
HOW YOU CAN HELP
Join your local LOUISIANA 2000 team. Become part of a community goal team.
Help your community achieve one or more of the national education goals.
JUST WHAT IS LOUISIANA 2000?
It is a community-by-communlty effort to help LOUISIANA achieve the six
education goals, which were adopted by the President and the nation's
governors.
BILL CODY
TEL No.504-342-7316
Sep 20,91 12:27 No.008 P.11
WHY IS THERE A NEED TO IMPROVE EDUCATION?
This is the only way In which we can provide opportunities for ourselves and
our children. Education Is the key to Individual opportunity. We want everyone
to fulfill his of her potential, to actively participate in a democratic society , and
to regard education as a lifelong adventure. Achieving the national goals can
make that happen.
WE ARE ALREADY WORKING ON STATE GOALS. BESE HAS A
MASTER PLAN WHICH WAS ADOPTED IN 1989. DO WE JUST
SET THEM ASIDE IN FAVOR OF THE NATIONAL GOALS?
Absolutely not. The state and national goals complement each other. The
Impressive work being done on state and local goals through accountability,
PTA's / PTO's, business partners, education foundations, school committees and
other resources gives LOUISIANA an edge. All of this should be a part of
LOUISIANA 2000.
HAVE SOME LOUISIANA SCHOOL SYSTEMS SURPASSED THE
NATIONAL GOALS?
While some communities are further along on some of the goals than others,
it would be a serious mistake to think that education improvement is not
everyone's problem. What has served us well in the past will not necessarily
serve us well in the future. Each community owes it to itself to ensure that all
citizens-from the youngest to the oldest--have the opportunity to improve their
knowledge and skills.
ARE THE SCHOOLS THE ONLY PROBLEM WITH EDUCATION?
The best schools are no substitute for families or community; nor are they
substitutes for adequate health and social services or early childhood care.
Education Is the responsibility of all the community.
Schools cannot be primarily responsible for goals to ensure that youngsters
enter school ready to learn, or to improve adult literacy and job skills, or to
keep schools drug-free.
But schools, like all institutions, must change. They must be responsive to
changes in society, changes in the populations they serve, and changes in skills
needed In the workplace. Schools can reinforce the values that bring us
together as a community. They can help students learn to read, write, and
compute, and to develop higher order thinking skills.
BILL CODY
TEL No .504-342-7316
Sep 20,91 12:27 No.008 P.12
WILL ACCOMPLISHING THE GOALS REQUIRE MORE TAX
DOLLARS?
First we must know whether we are making the best use of the resources we
now have. We need to know what is needed that is not being done and what
resources are needed to do them. Even so, we may need to invest more to
reach our goals. The long-term cost, however, will be much less than that of
doing nothing. No program for educational achievement will compare with the
costs of prisons or support of those without the skills to work.
HOW WILL WE KNOW WHETHER ADDITIONAL MONEY IS NEEDED
AND, IF IT IS, HOW MUCH?
Teams In every community are asked to determine how to achieve the national
goals and what resources it will take to do it. These teams will make their first
report by March, 1992.
BILL CODY
TEL No .504-342-7316
Sep 20,91 12:27 No.008 P.13
LOUISIANA 2000 PARISH ADVISORY TEAM
QUESTIONS AND ANSWERS
What is a Parish Advisory Team?
A team of local individuals formed to ensure that each community throughout
Louisiana will achieve the goals of Louisiana 2000.
What is the purpose of a Parish Advisory Team?
To ensure that each community develops a plan which encompasses a four-
fold program asking each community to adopt the national education goals; to
design a strategy for achieving those goals; to assess progress toward
achievement of the goals; and to determine how to allocate the resources
necessary at both the local and state level to get the job done.
Who should serve on the Parish Advisory Team?
Since Louisiana 2000 is a community-based effort to make education a lifelong
pursuit -- from the preschool years, through the school years and then
continuing through the remainder of an Individual's life, all Louisianians must
become involved in the process. We must bring government, civic, business,
labor, and education leaders together with parents, children, and interested
Individuals to develop a customized and unique plan for each of Louisiana's 66
school systems and their communities.
What is the first step toward organizing the Parish Advisory
Team?
Each school superintendent has been asked to appoint a six-member team to
attend a day-long seminar In early October to learn how to prepare each
community for the Implementation of Louisiana 2000. Each individual team
member will be responsible for organizing a community goal team for each of
the six national education goals and to develop a plan on how to achieve each
of the goals.
TEL No.504-342-7316
Sep 20,91 12:27 No.008 P.14
Who should serve as a community goal team leader?
Each community goal team leader should have an extensive background In the
subject matter of the stated goal as well as working knowledge of all the areas
covered by the intent of the goal. When choosing the community goal team
leaders, we recommend Involving individuals which represent a broad spectrum
of the following areas:
School Superintendents
School Board Members
Principals
Classroom Teachers
Adult Educators
Parent-Teacher Organizations
Business and Industry
Labor
Civic Leaders
Interested Citizens
Community-based Organizations
Literacy Providers
Higher Education
Vo-Tech Schools
City/Parish Government Leaders
How soon do we need to start?
Immediately! We are asking that each superintendent provide us with the six
community goal team leaders by September 24, 1991. (Please see attached
form) The community goal team leaders will be asked to attend a day-long
seminar on October 14, 1991, to learn how to prepare their communities for the
Implementation of Louisiana 2000. The meeting will take place at the Holiday
Inn Convention Center in Alexandria, Louisiana.
Services of Mead Data Central, Inc.
PAGE
1
(c) 1990 The Washington Times, June 15, 1990
Mrs. Marshall "whispered in my ear.
'Truly, you are a Republican, =
he said, but he added more seriously: "I feel much more comfortable today with
the Republican Party. It's the party of law enforcement."
Charles Sherren, a GOP candidate for county executive, said Mr. Marshall has
always represented the typical county Republican: conservative on national
issues but "rather" liberal on most local issues.
"Some people change their principles for their party. Some people change
their party for their principles," he said. "Bud is a man of principles. We're
very happy to have him on board."
Mrs. Terhes attributed the Democratic exodus to a feeling of alienation
toward the party that has held a 3-1 margin in the county for many years.
"They believe the Democratic Party went away and left them, that they did
not leave the party," she said. "People are starting to understand that our
party is the party of the future."
Mr. Marshall first announced his candidacy for his old job in April, and
many county politicians expected that his own future would have to be with the
Republicans.
The Associated Press, April 20, 1990
Quoting the late British Prime Minister Winston Churchill, Bush said, "Some
men change their principles for their party. = Bush added, "These men and women
changed their party for their principles."
Bush also renewed his plea for passage of a capital
LEXIS NEXIS'LEXIS'NEXIS
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PAGE 2
LEVEL 1 - - 5 OF 15 STORIES
Copyright (c) 1989 States News Service
June 27, 1989, Tuesday
LENGTH: 471 words
BYLINE: By Mylene Moreno, States News Service
DATELINE: WASHINGTON
KEYWORD: switch
BODY:
... Garden reception Monday afternoon.
Thirty-nine Mississippians were honored by the president.
"It was once said that some men change their principles for their party,
while others change their party for their principles," Bush told a crowd of
well-wishers and reporters.
LEVEL 1 - - 9 OF 15 STORIES
Copyright (c) 1986 The Washington Post
October 31, 1986, Friday, Final Edition
SECTION: FIRST SECTION; PAGE A6
LENGTH: 796 words
HEADLINE: Reagan Bets on a Long Shot in Nevada;
Party-Switching Santini Is Running Behind in Senate Race
BYLINE: Low Cannon, Washington Post Staff Writer
DATELINE: RENO, Nev., Oct. 30, 1986
BODY:
... how tough it can be to break with tradition, but remember what Winston
Churchill said when he changed parties: Some men change principle for party.
Others change party for principle."
White House political strategists who are downcast about Nevada are
optimistic about
...
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Services of Mead Data Central, Inc.
PAGE 3
LEVEL 1 - - 10 OF 15 STORIES
Proprietary to the United Press International 1986
October 29, 1986, Wednesday, PM cycle
SECTION: General News
LENGTH: 803 words
BYLINE: By IRA R. ALLEN
DATELINE: EVANSVILLE, Ind.
KEYWORD:
Reagan
BODY:
... file, Reagan appealed for disaffected Democrats to switch party.
Quoting Winston Churchill, Reagan said, ''Some men change principle for
party. Others change party for principle.'
The Associated Press, June 11, 1985
BODY:
... called himself a "fellow convert," quoted the late British Prime Minister
Winston Churchill as saying, "Some men change principle for party, and some
change party for principle."
"He was one of the latter, as you are," Reagan said, "and you have our
thanks." Reagan said the switch was "an act of ...
LEXIS NEXIS'LEXIS'NEXIS
Services of Mead Data Central, Inc.
PAGE
4
The Associated Press, June 10, 1985
BODY:
...
Reagan, himself a former Democrat, quoted the late British Prime Minister
Winston Churchill as saying, "Some men change principle for party, and some
change party for principle."
"He was one of the latter, as you are," Reagan said, "and you have our
thanks."
The guests, who included a number of
...
LEVEL 1 - 14 OF 15 STORIES
Copyright (c) 1979 The Washington Post
January 29, 1979, Monday, Final Edition
SECTION: First Section; A4
LENGTH: 500 words
HEADLINE: AEC Ignored Warnings Of Safety Study's Flaws
BYLINE: By Warren Brown, Washington Post Staff Writer
BODY:
... reminded of the words of Winston Churchill," Connally said in a solemn
voice. "Winston Churchill said: 'Some men change their principles for their
party. Others change their party for their principles.'
"I feel I am in the latter category," he said.
Connally, who
...
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LEVEL 1 - 15 OF 15 STORIES
Copyright (c) 1978 The Washington Post
October 19, 1978, Thursday, Final Edition
SECTION: First Section; A3
LENGTH: 1190 words
HEADLINE: Connally: The Not-Yet Candidate on the Trail
BYLINE: By Bill Curry, Washington Post Staff Writer
DATELINE: BOISE, Idaho
BODY:
... Reagan's a party-switcher, too. It's just a question of who did it
first. Churchill said, 'Some men change their principles for their party,
others change their party for the principles. III
On wheeling and dealing: "I'm not sure I know how to handle the
...
LEXIS'NEXIS LEXIS'NEXIS
Administration of George Bush, 1989 / Sept. 28
nment, the Governors
e that we decided to
Statement by Press Secretary Fitzwater on the Education Summit
year and form the Na-
in Charlottesville, Virginia
ociation. We are proud
it us back together. It
September 27, 1989
ntury since President
alled that meeting of
The President said today's sessions with
child programs, including Head Start, are
)8; and yet, we have
the Governors were very constructive. He
the most valuable in terms of ultimate edu-
y the third time for a
said he felt a consensus could be reached on
cational success. The Governors also spoke
S magnitude called by
a number of issues. The key to success will
at length of the need to increase accessibil-
United States. We are
be followup that occurs in the weeks ahead.
ity to the teaching profession by people
his opportunity. Our
The Governors indicated the most promi-
now in other careers. This issue, teacher
world-class education
nent issue before them is a question of flexi-
certification, is important to bringing new
of America. It is one
bility in their spending of Federal funds.
ideas into the teaching area.
ges facing our nation
They asked the President to work with
The President found the give-and-take
them in getting Congress to provide more
with the Governors quite useful and looks
ost trusted advisers to
flexibility in spending programs.
resident, you have
The Governors also indicated that early
forward to tomorrow's meeting.
ent. And when I say
rs, I especially mean
e Cabinet members.
commitment to liter-
Remarks at the University of Virginia Convocation in Charlottesville
tion for all. Just like
September 28, 1989
ou are committed to
like President Jeffer-
Governor Baliles. Mr. President, ladies
to build something.
not only education but also health care,
ised the construction
and gentlemen, as you may have noticed
transportation, law enforcement, and other
irginia's Rotunda by
during the course of this unprecedented
pressing concerns. Indeed, the Federal
n a telescope here at
education summit, Virginia law and tradi-
budget deficits have been the backdrop to
tion oblige us to publicly invoke the name
the education summit stage. The Federal
ille we have begun
of Thomas Jefferson at least once or twice
deficits confine our flexibility, limit our op-
something very im-
an hour. [Laughter] There are worse habits.
tions, and explain our shared reluctance to
h and help and en-
Mr. President, it has been an interesting,
discuss financial resources. To be sure, in
ue the work in the
sometimes provocative gathering. You
recent years the States have stepped into
n the classrooms all
asked the Governors to be candid, and I
the breach. Imaginative and innovative pro-
thank you for your
think we've fulfilled that request-perhaps
grams have been created and funded by
aking education and
beyond your fondest hopes. [Laughter] I
Governors and State legislators determined
!e American people.
would also say, however, that you gave as
not to let the red ink in Washington inhibit
e United States and
good as you got. But these are times for
the potential of our people in their enter-
Bush.
candor and outspoken self-examination.
prise.
These are times for us to open our eyes and
But has it been enough? Has the renais-
ke at 8:25 p.m. at
our minds and face the facts. The world has
sance of State governments yielded a re-
changed more than we sometimes would
newed competitive America? The evidence
prefer. The challenges, both internally and
says no. Indeed, it may be said of the Amer-
externally, are profound and difficult. And,
ican Federal system of government that the
frankly, we have not made it easy for our-
whole remains less than the sum of the
selves.
parts. Education is one example, but not
Within the last decade, immense Federal
the only one. In other words, if we are to
budget deficits have accumulated with re-
take on education as a nation, we had
sulting declines in domestic spending, in-
better get all the parts in accord and pull-
cluding education. We need not assign
ing together. And you, Mr. President, have
blame, but we ought to acknowledge that
taken a valuable and important step in that
the Federal budget situation has left the
direction.
States increasingly on their own to address
Up to this point, Mr. Jefferson's prefer-
1271
Sept. 28 / Administration of George Bush, 1989
ence for locally administered education has
But we know that we can't do it alone.
president of Texas
prevailed. We will not depart from that
Not even the President of the United States
I'm pleased to say h
model entirely. States and localities will
and the Congress, each Governor and their
Iowa State. Lauro
continue to provide more than 90 percent
legislature can cause the kind of changes
Education.
of the funding and the preponderance of
that we want. We have to have the involve-
Secretary Cavazos.
the direction and supervision.
ment of the people who are directly affect-
Thank you. Thank
And yet, there is a Federal role to be
ed, the people who can assure that we get
men. It's my distin
more clearly defined, supported, and sus-
results for America's children. These are the
today as we continue
tained. In response to international econom-
teachers, the parents, local school adminis-
summit. The decisio
ic competition, a consensus has emerged for
trators and school board members, students,
the lives of millio;
an American national resolve. The Jefferso-
business leaders, leaders in their communi-
United States, and
nian belief that education is the first, best
ties-people who care deeply about Ameri-
and the future of t]
hope for our republic's enduring success has
can education. Only with the commitment
here. President Bus
not diminished. We have simply discovered
of all of these people and with their coop-
port for education 8
that, as the times change, so must our ideas.
eration and help can we be successful in
ture our education
That may be the finest result of this educa-
attaining the goals that we hope to agree
honor now for me
tion summit: that we have begun, State and
upon.
dent of the United S
Federal governments together, to think
Governors recognize that this is a time
The President. Th
anew our respective roles and to address
education for the first time as a nation undi-
for results. We are working hard to achieve
Thank you, Secreta
results in our States-results like better stu-
Governors. Thank y
vided.
dent performances on math, science, and
tary Cavazos. First,
Mr. President, you have a loyal ally to
foreign language tests; lower dropout rates
Governors here, an
support your efforts in the person of the
and higher graduation rates; improved
music of that Air }
new chairman of the National Governors'
Association. It is my pleasure to introduce
adult literacy; skilled and productive work-
Thank you for your
my friend and the distinguished Governor
ers for the jobs of the 21st century.
thank Governor Ba
of the State of Iowa, Terry Branstad.
To get the results we want, we have to
stad and so many
special role. I We
Governor Branstad. Thank you, Governor
hold our education system accountable and
O'Neil and Mrs. 0
Baliles. Mr. President, First Lady Barbara
give educators the flexibility they need to
day that I discover
Bush, members of the Cabinet, fellow Gov-
do their job. It is time to find new measures
ernors and their spouses, President O'Neil
of performance based on what students
them from the pr
and Mrs. O'Neil, and members of the Uni-
know and what students can do, not just the
ter] And not only
but me
versity of Virginia community: It is indeed
number of classes that they complete in
which sor
appropriate that this education summit be
high school or college. It is time for more
You Vir
held here amidst this historic setting. On
flexibility in the use of Federal dollars, and
ter] wa
behalf of the Governors and their spouses,
better coordination and cooperation among
we want to thank the faculty, administra-
beautiful University of Virginia campus.
be Charlot
And I hope we haven't disrupted your class
have a President
schedules too much the last couple of days.
familiar-our [Laughter] Governors Now, And back man And students they talk for Margaret, I'm me for faculty in Ralph about on I see, left sure all also to But,
the and
all levels of government and the different
guished of
tion, and students for hosting us here at this
agencies of the Federal Government and
Barbara
State governments. We need to better serve
the needs of American families and Ameri-
can schools.
visi'
[Laughter]
On behalf of the Nation's Governors, we
big the (
With this historic education summit, the
thank you, Mr. President, for convening this
President and the Governors have taken an
historic summit, for the process that you
son
important first step in the process of devel-
have started and for our opportunity to
in-law
oping for the first time a national consensus
help achieve significant goals that will get
vising be
for educational goals. We are discussing
results for future generations of Americans.
Hall. You the
some of the most critical issues facing
And now I have the privilege of introduc-
wave S.
America today-that is, the state of educa-
ing the Secretary of Education for the
it's easy
tion. Our discussions underscore the
United States. Lauro Cavazos was appointed
and be humble a
breadth and depth and the complexity of
by President Reagan in 1988 as U.S. Secre-
and in education
the issues that we face. We believe that this
tary of Education. He was confirmed unani-
been deeply imp
summit can serve as a catalyst for change
mously by the United States Senate, and
the creativity, ai
and improvement in American education.
before that, he had a distinguished career as
fellow chief exe
1272
Edue Smart kick off
comdown 2000
Administration of George Bush, 1989 / Sept. 28
president of Texas Tech University. And
education reform agenda. In our meetings
we can't do it alone.
t of the United States
I'm pleased to say he also has a Ph.D. from
yesterday, I learned exactly how much you
Iowa State. Lauro Cavazos, Secretary of
care about the children of your States and
h Governor and their
Education.
the future. And in short, I came to Char-
the kind of changes
to have the involve-
Secretary Cavazos. Thank you, Governor.
lottesville with high expectations, and I've
10 are directly affect-
Thank you. Thank you, ladies and gentle-
got to say you have exceeded them. So, the
men. It's my distinct pleasure to be here
spirit of our summit is not, "Who will get
n assure that we get
today as we continue this historic education
the credit?"-the spirit of this summit is,
ildren. These are the
summit. The decisions we make will affect
"How can we get results?" We are here to
local school adminis-
d members, students,
the lives of millions of children in the
put progress before partisanship, the future
rs in their communi-
United States, and it is for those children
before the moment, and our children
and the future of this country that we are
before ourselves.
deeply about Ameri-
here. President Bush has pledged his sup-
I've heard eloquent advice from many of
ith the commitment
and with their coop-
port for education and the need to restruc-
you, and from so many others, in the last
ture our educational system, and it is an
few weeks. And I've listened, and I am
we be successful in
honor now for me to introduce the Presi-
at we hope to agree
deeply appreciative of all that I have
dent of the United States, George Bush.
learned. But I've also learned that we
The President. Thank you all very much.
should listen to our children. And they have
that this is a time
Thank you, Secretary Cavazos. Thank you,
much to tell us. In many ways, they are the
rking hard to achieve
Governors. Thank you, Dr. Cavazos-Secre-
luckiest generation in history. Just last
esults like better stu-
tary Cavazos. First, my respects to all the
month, our children observed, in the clarity
math, science, and
Governors here, and I want to thank-the
of Voyager's sight, the horizons of new
lower dropout rates
music of that Air Force Band, just lovely.
worlds, the majesty of space. And think
on rates; improved
Thank you for your performance. I want to
what these images would have meant to the
nd productive work-
thank Governor Baliles and Governor Bran-
ever-curious founder of this university, who
1st century.
stad and so many others who had a very
could only look through a primitive tele-
want, we have to
special role. I want to thank President
tem accountable and
O'Neil and Mrs. O'Neil. It was only yester-
scope at faint patches of light and wonder.
xibility they need to
day that I discovered that we had evicted
But our children are growing up in an
to find new measures
them from the president's house. [Laugh-
age where wonder is commonplace, peace
I on what students
ter] And not only did they go peacefully,
and prosperity often taken for granted. And
but they left me this necktie from Eljo's,
our children are also the beneficiaries of a
S can do, not just the
it they complete in
which I'm sure some of you may recognize.
nation that lavishes unsurpassed resources
It is time for more
You talk about Virginia hospitality. [Laugh-
on their schooling. So, in many ways we're
Federal dollars, and
ter] And I also want to pay my respects to
close to fulfilling the Enlightenment dream
the students and especially to the distin-
of universal education, a dream that
1 cooperation among
nt and the different
guished faculty of this great institution.
became a reality in the shadows of the
al Government and
And for Barbara and me it's a delight to
Shenandoahs here at Mr. Jefferson's school.
need to better serve
be back in Charlottesville. Imagine this: You
And every step we take at this university
families and Ameri-
have a President, the Cabinet, America's
is truly a walk in Thomas Jefferson's foot-
Governors all visiting your school. And the
steps. When he first charted the ground on
ion's Governors, we
big man on the campus-still Sean Moore.
which we gather today, there was just a
t, for convening this
[Laughter] But, you see, we're somewhat
field of grass, a horizon limited only by the
e process that you
familiar-our son Marvin and our daughter-
blue mountains beyond. But Jefferson sur-
our opportunity to
in-law Margaret, having gone here, both ad-
veyed a horizon that no one else could see.
t goals that will get
vising me to be humble while I'm at U.
He saw the graceful dome of the Rotunda,
ations of Americans.
Hall. You see, they told me you only do the
the elegance of the Lawn and its pavilions.
rivilege of introduc-
wave for Ralph Sampson. [Laughter]
He saw meeting rooms and libraries and
Education for the
Now, it's easy to keep your perspective
lecture halls teeming with professors, stu-
vazos was appointed
and be humble at a school so rich in history
dents yet unborn. Jefferson set out to fash-
and in educational endeavor. And I've also
ion his rarified vision into solid reality, brick
1988 as U.S. Secre-
as confirmed unani-
been deeply impressed by the commitment,
by brick, book by book. And it is his univer-
States Senate, and
the creativity, and the knowledge that my
sity, and his dream, that inspires us today to
tinguished career as
fellow chief executives bring here to this
follow in his footsteps. As President O'Neil
1273
A child born today
Sept. 28 / Administration of George Bush, 1989
said, Thomas Jefferson, our first education
eral action in education to Congress last
their heart and soul t.
president, was a relentless advocate for uni-
spring, including an increase in funding for
never before worked
versal public education. "He had a funda-
Head Start. The Educational Excellence Act
and principal, Gove
mental conviction that on the good sense of
of 1989 includes ways to reshape and
achieve results in edu
an educated citizenry, we could build and
expand Federal efforts, to recognize excel-
A social compact I
defend a country of liberty and justice."
lence, lift the needy, foster flexibility and
lottesville, Virginia-
I borrowed those words-this assess-
choice, and measure and reward progress. I
parents, teachers, pr
ment-from a friend of mine, another Ren-
remain solidly committed to these princi-
ents, State legislators
aissance man of our time, the late Bartlett
ples, and I value your advice and ideas as
administration. Our C
Giamatti. Like Jefferson, his life was a meta-
we continue to refine the Federal role.
on promises but on c
phor for civility and public service. And it is
Some offer a completely different answer:
radical departure fro
this commitment to public service that we
Spend more money alone. And at the Fed-
that you will join m
must carry on. So, let us make this an edu-
eral level, we have asked Congress to pro-
goals in education for
cation society.
vide nearly a half a billion dollars in new
this day forward, let
We have already come close to this Jeffer-
funding for 10 worthy programs. Your
tougher standards, of
sonian ideal. Our educational system is, in
States may also choose to spend more. But
land of bigger dreams.
many ways, unrivaled in its scale and its
to those who say that money alone is the
Our goals must be
diversity, in its commitment to meeting
answer, I say that there is no one answer. If
That's why I welcome
special needs and individual differences.
And we're inspired by our best teachers,
anything, hard experience teaches that we
National Governors'
who give more than we can rightly expect,
are simply not getting our money's worth in
Time for Results repor
education. Our focus must no longer be on
setting project recent
and from our best students, who surpass our
resources. It must be on results.
leadership of Iowa's T
highest expectations. And yet, after two
And this is only the third time in our 200
Carolina's Carroll Car
centuries of progress, we are stagnant.
While millions of Americans read for pleas-
years as a nation that a President has called
Booth Gardner, Bill
ure, millions of others don't read at all. And
a summit with the Governors. And I've
And my administration
while millions go to college, millions may
called you together because you bear the
to build on the Natio
constitutional responsibility for education.
gram's first State-by-S
never graduate from high school.
The National Assessment of Educational
And I didn't ask you to such an historic
sults. We will work W
occasion merely to bemoan what is wrong.
national goals, and the
Progress estimates that fewer than one in
four of our high school juniors can write an
We are here to work, and work together, to
lenge superintendent
once again make an American education
meet these higher goa
adequate, persuasive letter. And only half
can manage decimals, fractions, and per-
the best in the world.
your challenge and W
centages. And barely one in three can
And let me say to the Governors before
loosen the grip of Fed
locate the Civil War in the correct half-
this majestic audience: These sessions have
many great ideas, hc
noble experiments ha
century. No modern nation can long afford
been informative and thoughtful and very
the narrow spike of
to allow so many of its sons and daughters
useful to me. And I appreciate the obvious
Unnecessary restriction
to emerge into adulthood ignorant and un-
extensive preparations that the Governors
bold. And bold action
skilled. The status quo is a guarantee of
have undertaken in the days and weeks
of all.
mediocrity, social decay, and national de-
leading up to this summit. The Governors
I ask Congress to all
cline.
have emphasized to me the need for na-
more flexible by passi
Education is our most enduring legacy,
tional performance goals and the impor-
And I ask you, in turn.
vital to everything that we are and can
tance of greater flexibility in the use of Fed-
tions on local bodies.
become. And come the next century, just
eral funds, while accepting enhanced ac-
our efforts not by our
10 years away, what will we be? Will we be
countability for the results. And they've also
results. So, to get resu
the children of the Enlightenment, or its
stressed the high priority that helping pre-
goals and more flexibil
orphans?
pare preschool children should have in Fed-
State government. To
Six years ago, the Committee on Excel-
eral spending, even in time of fiscal con-
need a new spirit of
lence in Education issued its powerful
straint.
students, between tea
report; and yet today, our nation is still at
And finally, the Governors have articulat-
schools-a report card
risk. The educational reform movement has
ed eloquently the need to restructure our
results, we will need
done well in articulating its criticisms, and
education system. You already are consult-
and goals.
now it is time to define goals. This is the
ing with State legislators to better our
And yet, I do not C(
time for action. I sent my proposals for Fed-
schools. Our teachers already are giving
gia, some tame adhere
1274
Administration of George Bush, 1989 / Sept. 28
to Congress last
their heart and soul to their jobs. But we've
ness as usual is not getting us where we
e in funding for
never before worked together-President
need to go. So, when hallowed tradition
d Excellence Act
and principal, Governor and teacher-to
proves to be hollow convention, then we
to reshape and
achieve results in education.
must shatter tradition. The polls show what
recognize excel-
A social compact begins today in Char-
every PTA board member already knows:
er flexibility and
lottesville, Virginia-a compact between
The American people are ready for radical
eward progress. I
parents, teachers, principals, superintend-
reforms. We must not disappoint them.
to these princi-
ents, State legislators, Governors, and the
For myself, I envision tradition-shattering
ice and ideas as
administration. Our compact is founded not
reform in five areas. First, I see the day
'ederal role.
on promises but on challenges-each one a
when every student is literate. But literacy
different answer:
radical departure from tradition. I hope
should mean more than the "three R's." We
And at the Fed-
that you will join me to define national
must be a reading nation. We must grapple
Congress to pro-
goals in education for the first time. From
with the hard sciences. And because educa-
a dollars in new
this day forward, let us be an America of
tion is as spiritual as it is practical, our chil-
programs. Your
tougher standards, of higher goals, and a
dren must know why Americans died at
spend more. But
land of bigger dreams.
Bunker Hill, at Gettysburg, and at Monte
ney alone is the
Our goals must be national, not Federal.
Cassino. And they must do more than iden-
no one answer. If
That's why I welcome the initiatives of the
tify names on a multiple choice question.
National Governors' Association, from the
teaches that we
They must understand the generosity of
Time for Results report in 1986 to the goal-
money's worth in
Andrew Carnegie and the genius of Alexan-
no longer be on
setting project recently begun under the
der Graham Bell and the heroism of Rosa
leadership of Iowa's Terry Branstad, South
sults.
Parks. Some youngsters will naturally take
Carolina's Carroll Campbell, Washington's
d time in our 200
longer than others, and some will need
Booth Gardner, Bill Clinton of Arkansas.
esident has called
more study and extra instruction. But we
And my administration will work with you
ernors. And I've
should never send a student from school to
to build on the National Assessment Pro-
use you bear the
school just because he or she has passed an
gram's first State-by-State achievement re-
ty for education.
sults. We will work with you to formulate
arbitrary birthday.
such an historic
national goals, and then we're going to chal-
Second, I see a day when our educational
in what is wrong.
lenge superintendents and principals to
system will be unafraid of diversity. Of
work together, to
meet these higher goals. In return, I accept
course, all schools in a State will share a
erican education
core curriculum and minimum standards of
your challenge and will work with you to
loosen the grip of Federal restrictions. How
achievement, but the means by which that
Governors before
many great ideas, how many grand and
curriculum is taught and those goals met
nese sessions have
noble experiments have been impaled on
should be as diverse and varied as America
oughtful and very
the narrow spike of a Federal directive?
itself. Let them blend, in myriad ways, the
eciate the obvious
Unnecessary restriction is the enemy of the
traditional and the modern, the human and
at the Governors
bold. And bold action is what we need most
the technological. Let us give our schools
days and weeks
and our teachers the freedom to do what
of all.
it. The Governors
I ask Congress to allow Washington to be
they do best.
the need for na-
more flexible by passing reform legislation.
Children also differ in their interests and
and the impor-
And I ask you, in turn, to ease State restric-
learning styles and capabilities. And so,
in the use of Fed-
tions on local bodies. And then we'll judge
third, I see the day when choice among
ng enhanced ac-
our efforts not by our intentions but by our
schools will be the norm rather than the
And they've also
results. So, to get results, we need national
exception, when parents will be full part-
that helping pre-
goals and more flexibility from Federal and
ners in the education of their children. Too
hould have in Fed-
State government. To get results, we will
many parents have come to see education
ime of fiscal con-
need a new spirit of competition between
as a service we can hand over to the school
students, between teachers, and between
boards in much the same way we expect
ors have articulat-
schools-a report card for all. And to get
our cities to provide electricity or water.
to restructure our
results, we will need discipline, structure,
But education is not a utility, not something
ready are consult-
and goals.
to be delegated. Education is a way of life.
rs to better our
And yet, I do not counsel a naive nostal-
And educational reform is an urgent re-
ready are giving
gia, some tame adherence to the past. Busi-
sponsibility for every parent, every student,
1275
Sept. 28 / Administration of George Bush, 1989
every community. And those who do not
schools the freedom that they need. And
advance the cause of education hinder it.
Remarks at the E
such freedom will not lead to a quick and
Parents, students, and professional educa-
easy solution. It's the work of years. And
University of Virg
tors must be accountable to one another as
we've taken such a long-term view in our
September 28, 1989
a community.
meetings over the last couple of days.
But to be accountable, we need to know
We've discussed the need for educational
just how much progress we're making. So,
reform in terms of our national competi-
Secretary Cavazos. T!
fourth, I see the day when we use accurate
tiveness-you heard Governor Baliles refer
The past 2 days have b
assessments, carefully linked to our educa-
but the enthusiasm ha
tional goals. We need to first know where
to that just a minute ago. But I'm sure you
ing, discussions have t
we are, and this means accepting the bad
agree that there is more to learning than
that we are doing vital
news along with the good. We've always
just our trade balance or the graying of our
and that the results
measured our progress against our past per-
work force. It is broader than the impor-
have an impact far b
formance. We must now evaluate ourselves
tant, but narrow, compass of economics and
imagine. We've made
on a tougher grading curve, one that in-
government. A scholar once wrote that
tion summit, and I kn
cludes the other major industrial nations.
great books are not lifeless paper but minds
tinue to make history
And accountability also means we must act
alive on the shelves. And he observed that
every school across Am
on what we discover. Weak performance in
just as the touch of a button on a stereo will
It is an honor now to
the classroom or the principal's office will
fill a room with music, so by taking down
dent of the United Stat
no longer be tolerated. But neither will in-
one of these volumes and opening it, one
The President. Than
difference towards good educators. Society
can call into range the voice of a man far
role is simply now, a
has no greater benefactors than outstanding
distant in time and space and hear him
think we all agree W
teachers and principals. And so, let them
speak-mind to mind, heart to heart.
conference, to again th
have their day in the sun, get what they
As a nation, we can again hear these
Virginia students, its
deserve-generous praise and solid rewards.
voices, feel this enchantment, every time a
to thank all of the (
Fifth, I see an educational system that
parent reads a bedtime story to a sleepy
single out those on t
never settles for the minimum, in academ-
child, every time a young scholar turns to
now: Governor Branst
ics or in behavior. Decades of research bear
the great books. The day must come when
Governors' Associatio
out what the best teachers already know:
every young American can know the life of
ers; Governor Booth (
When standard and expectations are high,
the mind. I might say parenthetically that is
Washington; and of cc
everyone does better. And this includes
why my wife, Barbara, for many years has
looks a little tired, 1
both the unusually gifted and those with
devoted a lot of her time to making this
responsibility for har
special needs and disabilities, but it must
country more literate.
ment upon which t
also include the student we too often forget,
In essence, that is why we've gathered
ment.
the average student. All you guys with
here at Mr. Jefferson's school. He was just
And we've reache
C's—I want to hear it from you. For I do
one man, but look at what one man can do.
need for national per
believe that with a little care and a little
Imagine what we can do, if we-more than
need for more flexibi
work we can unleash within each of these
50 strong-are united by this great cause.
the need for restruct
so-called ordinary kids an extraordinary po-
So let us dream, and let us talk. And if need
agree with Governor
tential. This same potential can be found
be let us argue, but in the end let us walk
major step forward i
within every disadvantaged child, those
together on a journey to enlightenment, in
for letting parents, 1
from troubled neighborhoods, children for
the footsteps of Thomas Jefferson. Thank
communities-to en
whom our schools must be a beacon of ex-
you for your hard work and dedication. God
together more and 1
cellence, a sanctuary from violence, a
bless you. And God bless the United States
more Federal suppo
model of good character, sound values, ex-
of America.
ten education proc
emplary ethics. Let no child in America be
with Head Start, b
forgotten or forsaken.
Note: The President spoke at 11:56 a.m. at
grams might fit that
Some of our reforms and experiments are
University Hall. In his remarks, he referred
But I want to tha
sure to come up short. But for too many of
to University of Virginia football player
of the Governors {
our schools, experimentation is preferable
Sean Moore, former University of Virginia
has been historic, a
to the status quo, because the status quo
basketball player Ralph Sampson, and
determination to f
could scarcely be worse. The worthy and
former baseball commissioner A. Bartlett
possible. We just ca
the useful will win out only if we give our
Giamatti.
end here, and I pr
that my Cabinet W
1276
Administration of George Bush, 1989 / Sept. 28
ey need. And
Remarks at the Education Summit Farewell Ceremony at the
o a quick and
of years. And
University of Virginia in Charlottesville
n view in our
September 28, 1989
of days.
or educational
Secretary Cavazos. Thank you very much.
administration will not. So, with no further
onal competi-
The past 2 days have been busy for all of us,
ado, to all the Governors here, my heartfelt
r Baliles refer
but the enthusiasm has come to this meet-
thanks.
t I'm sure you
ing, discussions have borne our knowledge
Governor Branstad. Mr. President, on
learning than
that we are doing vital and important work
behalf of the National Governors' Associa-
graying of our
and that the results of our decisions will
tion, we thank you for calling us together in
in the impor-
have an impact far beyond what we can
this very historic summit on education. I
economics and
imagine. We've made history at this educa-
want to thank all of the Governors that par-
e wrote that
tion summit, and I know that we will con-
ticipated. We had better attendance than
per but minds
tinue to make history in every State and
we even do at the National Governors'
observed that
every school across America.
annual meetings. There were open and
on a stereo will
It is an honor now to introduce the Presi-
frank discussions. A very significant agree-
y taking down
dent of the United States, George Bush.
ment has been reached. This year, the Na-
pening it, one
The President. Thank you very much. My
tional Governors' Association has an agenda
: of a man far
role is simply now, at the end of what I
that calls for building a consensus for
and hear him
think we all agree was a very successful
change to address some of the critical issues
o heart.
conference, to again thank the University of
facing the United States of America-the
in hear these
Virginia students, its faculty, its president;
issues of education and the environment.
;, every time a
to thank all of the Governors. I want to
And in the last 2 days here, we have
ry to a sleepy
single out those on the platform with me
made significant progress towards building
cholar turns to
now: Governor Branstad, who is head of the
that national consensus with the leadership
ist come when
Governors' Association; Governor Carruth-
of the President and the Governors. In the
now the life of
ers; Governor Booth Gardner of the State of
area of setting national education goals, we
netically that is
Washington; and of course Bill Clinton, who
unanimously agree that there is a need for
hany years has
looks a little tired, but took on an extra
the first time in this nation's history to have
to making this
responsibility for hammering out a state-
specific results-oriented goals. And we're
ment upon which there is strong agree-
talking about roles in the area of readiness
ve've gathered
ment.
of children to start school; in the area of
1. He was just
And we've reached agreement on the
performance of students in international
e man can do.
need for national performance goals, on the
achievement tests in the areas of math and
ve-more than
need for more flexibility and accountability,
science; in the reduction of the dropout
is great cause.
the need for restructuring and choice, and I
rate and the improvement of academic per-
lk. And if need
agree with Governor Clinton that this is a
formance, especially for at-risk children; in
nd let us walk
major step forward in education; the need
the functional literacy of adult Americans;
ghtenment, in
for letting parents, teachers, students, and
in the level of training necessary to guaran-
ferson. Thank
communities-to encourage them to work
tee a competitive work force; in the supply
edication. God
together more and more; and the need for
of qualified teachers with up-to-date tech-
United States
more Federal support for the prekindergar-
nology; and the establishment of safe, disci-
ten education process normally identified
plined, and drug-free schools.
with Head Start, but certainly other pro-
We recognize the need for both flexibility
11:56 a.m. at
grams might fit that description.
to State governments and to local school
ks, he referred
But I want to thank each and every one
districts-but coupled with that, account-
ootball player
of the Governors and their families. This
ability for outcome-related results. I think
ty of Virginia
has been historic, and I pledge to you my
significant progress has been made. We
Sampson, and
determination to follow up in every way
have committed to work together-the Na-
er A. Bartlett
possible. We just cannot let it sit here and
tional Governors' Association Task Force on
end here, and I promise you that I won't,
Education and the people designated by
that my Cabinet won't, and that our entire
the President-to make specific goals and
1277
Sept. 28 / Administration of George Bush, 1989
to reach those goals hopefully by the Febru-
and that we will measure the schools, the
having them join us
ary meeting of the National Governors' As-
State, and the Federal Government year by
national goals. It has
sociation in the Nation's Capital.
year to make sure that we remain commit-
ference, and now I'd
It's a beautiful day in Charlottesville, Vir-
ted to the agreements that we have
to Governor Bill Cli
ginia. I'm proud that the President has in-
reached in the past 2 days and the goals
prime forces in deve
vited us to be here. We appreciate the
that will come out of the process for the
the summit, with
great hospitality of this great State and this
next few months that we hope to agree on
United States.
great university, and I'm pleased to intro-
in February or March.
Governor Clinton.
duce my Vice Chairman for the National
In the past few days, the President, his
Governor Carruthers
Governors' Association, the Governor of the
Cabinet, Secretary of Education, the Gover-
and gentlemen. This
State of Washington, Governor Booth Gard-
nors, and their staff have humbly walked
moment for me. For
ner, to talk about some of the other goals
the footsteps of Thomas Jefferson. We start-
much sleep last night-
that have been spelled out in this joint
ed down a promising path, and we have
on this statement.
statement. Governor Gardner.
composed a Jeffersonian compact, the bene-
I want to thank Gov
Governor Gardner. The report goes fur-
ficiaries of which will be the children of this
is not here, and Gove!
ther, and I think one of the reasons that
country. The children of this country today
and all the others who
we're all so excited about the results of the
represent 25 percent of our population. To-
ment from the Nationa
last 2 days are that the report addresses the
morrow, they are 100 percent of that popu-
tion-John Sununu ['
financial role of the Federal Government in
lation. With that, I'd like to introduce the
Roger Porter [Assistan
education, albeit in a limited role-but an
Governor of New Mexico and the chairman
Domestic and Econom
extremely important role. And the under-
of the Educational Commission of the
from the White House
standing is that the money that becomes
States, Garrey Carruthers.
portant, Mr. President,
available will be applied to the issue of
Governor Carruthers. Thank you very
for giving us the cha
early childhood education and Head Start
and preparing young people for the day
much, Booth. We came to talk about shar-
after 7 years of hard
ing the responsibility for success, and we've
reform, to have a real
that they enter school-that they will be on
done that. And to have success we need to
in education.
a parred and equity basis with other chil-
dren and they're ready and able to per-
have a vision, much higher expectations,
The press will ask tc
and the President of the United States gave
people will when we g:
form.
And we also discussed and agreed that we
one of the finest speeches I've ever heard
happened here that m.
on education today at the convocation at
would say there are thr.
have to continue to look at mandates from
the Federal Government to make sure that
the University of Virginia.
This is the first time
those mandates do not impinge on the
And it is from that speech and the work
State's ability to provide its discretionary
that we have to do afterwards that will de-
funds for education. Then we have a very
velop the vision of education in this coun-
try. But I think also we came to talk about
Joint Statement or
exciting statement on the commitment to
restructuring. The President and the Na-
empowering people, and we talked a lot
Governors in Chai
tion's governments [Governors] have
about empowering. We're going to empow-
agreed that significant steps must be made
er parents by encouraging choice; we're
September 28, 1989
in restructuring education in all States: a
going to empower teachers by letting them
system of accountability that focuses on re-
take over the classrooms again; we're going
The President and the
sults rather than input; a decentralized au-
to empower those educational entrepre-
agree that a better educ
thority and decision-making responsibility
neurs that exist in all our communities by
key to the continued gro
to the school site; empowerment to the
deregulating the educational system.
of the United States. Ed
We need to empower the kids by making
cally been, and should
principals and the teachers to carry out
their mandates and citing challenges to face
sure that before they're 5 years old they've
sponsibility and a loca
us in this country; and an educational
been properly taken care of in every way,
works best when there i:
system that develops first-rate teachers and
particularly with health. And we need to
tal involvement in the S
supports those teachers with the technolo-
empower the private sector by inviting
Nation we must have a
gy, staff, and services that are necessary to
them into the school systems and getting
force, second to none, in
allow them to be productive.
their assistance and mentoring programs
my. in an increasingly compe
And lastly, we want to compliment the
and the financial assistance they've always
Secretary of Education and the President
been willing to give us. And then we need
Education has always b
on agreeing that we will have a report card
to empower all Americans very simply by
never this important b:
1278
Administration of George Bush, 1989 / Sept. 28
the schools, the
having them join us in developing a set of
country that we have ever thought enough
vernment year by
national goals. It has been a wonderful con-
of education and ever understood its signifi-
3 remain commit-
ference, and now I'd like to introduce you
cance to our economic future enough to
that we have
to Governor Bill Clinton, who's one of the
commit ourselves to national performance
ys and the goals
prime forces in developing this conference,
goals. It has never happened in over 200
e process for the
the summit, with the President of the
years. This is the first time, ever, any group
hope to agree on
United States.
of public officials have ever committed
Governor Clinton. Thank you very much,
themselves to a national effort to restruc-
he President, his
Governor Carruthers, Mr. President, ladies
ture the schools of the United States-some-
cation, the Gover-
and gentlemen. This is a rather emotional
thing every educator who studied it says is
humbly walked
moment for me. For one thing, I didn't get
the single most significant thing we could
fferson. We start-
much sleep last night-we were up working
do.
th, and we have
on this statement.
And this is the first time a President and
mpact, the bene-
I want to thank Governor Campbell, who
Governors have ever stood before the
ne children of this
is not here, and Governor Branstad, who is,
American people and said: Not only are we
this country today
and all the others who worked on this state-
going to set national performance goals,
ir population. To-
ment from the National Governors' Associa-
which are ambitious, not only are we going
cent of that popu-
tion-John Sununu [Chief of Staff] and
to develop strategies to achieve them, but
to introduce the
Roger Porter [Assistant to the President for
we stand here before you and tell you we
and the chairman
Domestic and Economic Affairs] and others
expect to be held personally accountable for
mission of the
from the White House staff. And most im-
the progress we make in moving this coun-
portant, Mr. President, I want to thank you
try to a brighter future. If that doesn't
Thank you very
for giving us the chance, the Governors,
make this a happy day, I don't know what
) talk about shar-
after 7 years of hard work on educational
does. Thank you very much.
uccess, and we've
reform, to have a real national partnership
The President. Thank you all. Well done,
iccess we need to
in education.
Bill. You did a wonderful job. Booth, thanks
ther expectations,
The press will ask today, and maybe the
for everything.
United States gave
people will when we get home, what really
S I've ever heard
happened here that makes a difference. I
Note: The President spoke at 3:07 p.m. on
ie convocation at
would say there are three things.
the steps of the Rotunda. Following his re-
This is the first time in the history of this
marks, he returned to Washington, DC.
ech and the work
ards that will de-
tion in this coun-
ame to talk about
Joint Statement on the Education Summit With the Nation's
we talked a lot
Governors in Charlottesville, Virginia
going to empow-
ng choice; we're
September 28, 1989
*S by letting them
again; we're going
The President and the nation's Governors
have changed: Our competitors for oppor-
ational entrepre-
agree that a better educated citizenry is the
tunity are also working to educate their
communities by
key to the continued growth and prosperity
people. As they continue to improve, they
al system.
of the United States. Education has histori-
make the future a moving target. We be-
e kids by making
cally been, and should remain, a state re-
lieve that the time has come, for the first
years old they've
sponsibility and a local function, which
time in U.S. history, to establish clear, na-
of in every way,
works best when there is also strong paren-
tional performance goals, goals that will
And we need to
tal involvement in the schools. And, as [a]
make us internationally competitive.
ctor by inviting
Nation we must have an educated work-
The President and the nation's Governors
tems and getting
force, second to none, in order to succeed
have agreed at this summit to:
itoring programs
in an increasingly competitive world econo-
e they've always
my.
-establish a process for setting national
nd then we need
Education has always been important, but
educational goals;
S very simply by
never this important because the stakes
-to seek greater flexibility and enhanced
1279
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National Education Goals Panel
SEP
1850 M Street, N.W. PI: 50
Suite 270
Washington, D.C. 20036
Fax Cover Sheet
To:
Jennifer Grossman
White House
RE:
Info Requested
Phone:
]
Fax:
(
)
456-6218
From:
Laura Lancaster
Phone:
(202) 632-0952
Fax:
(202) 632-0957
Date: 9/24
Time: 1:25 per
Pages following cover sheet = 4
Upon Receipt:
Call:
Phone:
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Summarizing the Theme and Message for the National Education
Goals Panel Report Release
Americans believe strongly in the power of education. Almost
90%, according to a recent Gallup Poll, rate a world-class
education system as critical to the nation's future. We have
made some progress. And yet the evidence in the Goals Report is
clear: our educational achievements are not yet world class.
If the nation is to measure up to the technical and economic
demands of the next century, we must all get involved -- public
officials, educators, parents, adults, and students alike. The
release of this report is an opportunity to get Americans
committed and involved in improving education in this country.
The point of these reports is not to create an artificial
competition that ranks and compares states with one another.
Such an approach will not get us where we need to go. Rather the
annual reports will measure progress against past performance and
against world class standards for the year 2000.
One part of the job is to close gaps in our knowledge. Accurate
information is not available for many of the goals. We lack data
on important topics such as young children's readiness for
school, adults' work force skills, and what college graduates
know and can do. Future reports must fill these voids with new
information that can tell us whether we are doing what we must do
to reach our goals.
With these reports, we hope to generate a sense of common
purpose, resolve, and urgency for action. To prosper as
individuals and as a nation, our aim must be world-class
standards. This release promotes collaboration between state and
federal government and the citizens of America. It is an
occasion to commit ourselves to making the goals a reality.
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National Education Goals Panel
Background Fact Sheet:
Important Dates and Events
September, 1989
The President and 50 state Governors convene
Education Summit
an Education Summit at Charlottesville,
Virginia, and agree to set education goals
for the nation.
January/February, 1990 Six National Education Goals are announced by
Goals Set
the President and the Governors. They are:
The National Education Goals........By the year 2000
Goal 1) All children will start school ready to learn;
Goal 2) The high school graduation rate will increase to at least 90
percent;
Goal 3) Students will demonstrate competency in challenging subject
matter including English, mathematics, science, history, and
geography; and every school will ensure that all students learn
to use their minds well, so they may be prepared for
responsible citizenship, further learning, and productive
employment;
Goal 4) U.S. students will be first in the world in mathematics and
science achievement;
Goal 5) Every adult will be literate and will possess the knowledge and
skills necessary to compete in a global economy and exercise
the rights and responsibilities of citizenship;
Goal 6) Every school will be free of drugs and violence and will offer
a disciplined environment conducive to
learning.
July, 1990
The National Governors' Association adopts a
policy agreeing to issue Governors' reports
of state progress toward achieving the
national education goals.
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July, 1990
The President and Governors form the
Panel Formed
National Education Goals Panel, first chaired by
Colorado Governor Roy Romer, to issue annual
reports on the progress of the nation and
states toward the six national goals.
Panel Members
Six Governors, three Democrats and three Republicans
Four members of the President's Administration
Four Congressional Leaders, ex officio
February, 1991
The Panel hires Pascal D. Forgione, Jr.,
as Executive Director.
March, 1991
Six Resource Groups of national experts in
Expert Advice
the areas of the goals submit initial
recommendations to the panel for the
selection of short-term and long-term
indicators of progress toward the goals.
April/May 1991
Governors host eight regional forums across
Public Outreach
the country, gathering comment from
education associations and the public
on the selection of indicators.
April, 1991
President Bush announces America 2000, his
four-pronged initiative to help the nation
reach the national education goals.
June, 1991
The U.S. Congress creates National Council on
Education Standards and Testing, replacing the
Interim Council of the Goals Panel. Council
to report to the nation by December 31 on
desirability and feasibility of setting
voluntary national education standards and
national examinations linked to them.
Governors Carroll Campbell and Roy Romer
cochair 32-member Council. Francie Alexander
is Executive Director.
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June 6, 1991
The National Assessment of Educational Progress
(NAEP), begun in 1969, releases the first
ever state-by-state data on student
achievement based on representative sample
Dept Ed specific
testing. Report is on 8th grade mathematics
only. State NAEP is scheduled to expand in
1992 to 4th and 8th grade math and 4th grade
reading.
June/July, 1991
The Goals Panel selects initial national and
state indicators for the first annual
progress report, to be released September 30.
August 20, 1991
South Carolina Governor Carroll Campbell
becomes second chairman of the National
Education Goals Panel.
September 4, 1991
The Panel receives far-reaching recommenda-
tions for future indicators and data systems.
September 30, 1991
The National Education Goals Panel releases its first
The First Report
annual national progress report.
State Governors release their own state reports of
progress toward the national education goals.
September 30, 1991 The National Assessment Governing Board (NAGB)
releases the first national and state NAEP
results, initially for mathematics only, in
terms of new, NAGB-established basic,
proficient, and advanced achievement levels.
Data are also reported in the National
Educational Goals Panel report.
October 27-28, 1991
The National Education Goals Panel cosponsors
lowa Conference
a National Education Conference of Governors and
state delegations of education leaders in Des
Moines, Iowa, to share information on
activities regarding the six national
education goals and to consider state
initiatives to help achieve them.
September, 1992-2000
Release of future National Education Goals
Future Reports
Panel reports of national and state progress
toward the national education goals.
RE-ELECT
Roemer
GOVERNOR
Less than four years ago
Louisiana was on the brink
It's a new kind of leadership for Louisiana.
of disaster.
And it's working.
We slumped into closed
buildings, and weather
beaten "for sale" signs
Buddy Roemer. Elected in tough times by the people
dominated our
of Louisiana to do a tough job.
neighborhoods. Thousands
of jobs had been
And in less than four years he's starting to clean up the
lost. Bankruptcies were at an
mess, fighting the forces of yesterday and putting the
all-time high and hope fell to an all-time low.
people first.
The previous administration had left a $1.2 billion
deficit, and a bankrupt system of education that
Buddy Roemer. No deals. No scandals. Just hard work.
brought shame on Louisiana all over the world.
Moving our state forward - for the good of all the
So in 1987 the stage was set. Louisianians had had
people.
enough and elected Buddy Roemer governor.
And then, a new kind of leadership emerged in
It's a new kind of leadership for Louisiana. And it's
Louisiana.
working.
A new emphasis was put on service to the people and
not the politicians.
Buddy Roemer brought integrity to state government
as waste and corruption were attacked. Unnecessary
jobs were eliminated along with 66 boards and
commissions.
Buddy Roemer
Buddy Roemer has balanced the budget each year
Campaign Headquarters
since his election, has brought new jobs to Louisiana
3114 College Drive, Suite K
and has started the long and difficult process of
Baton Rouge, LA 70804
rebuilding the state's economy.
(504) 928-1991
Buddy Roemer fought to start political change and
stood fast while facing a multitude of challenges.
His record of accomplishments has stopped the
Paid for by the Buddy Roemer Re-election Committee Frank W. McGee, Treasurer
laughter. Louisiana can once again be proud.
JOB TRAINING
Initiated the first annual Governor's Employment and
Training Conference
Helped place more than 250,000 Louisianians in jobs
through Job Service offices
Restructured the State Job Training Coordinating Council
and established it as a major policy and decision making
board
Targeted $16 million for education and job training for
welfare recipients to reduce dependence on welfare
INFRASTRUCTURE IMPROVEMENTS AND
PLANNING FOR THE FUTURE
Established a constitutionally protected transportation
PROTECTING THE ENVIRONMENT
trust fund dedicated solely to highways, parish roads,
flood control, ports and airports
Established a special wetlands conservation and
restoration fund to protect fragile coastal ecosystems
Presided over the opening of 50 mile section of I-49,
completing 95% of its rural portion
Stopped shell dredging in Lake Pontchartrain
Funded over $210 million for 1500 miles of road
Created an oil-spill task force to develop plans to prevent
improvements
and prepare for possible oil spills along the Louisiana coast
Established a $1.4 billion infrastructure improvement
Developed a well-head program to protect sources of
program that provides for a new intrastate network of 4
drinking water
lane highways and bridges
Signed a wetlands mitigation bill requiring polluters to
Obligated all federal highway funds for fiscal year '89-'90
pay for damaging the environment
and received an additional $38 million in federal funds
Initiated a joint government/industry.community effort to
Funded over $47 million for airport improvements
combat air quality problems in the Mississippi River
Industrial Corridor
FIGHTING CRIME AND DRUG ABUSE
For the first time, provided
Opened the 706 bed Avoyelles Corrections Facility, the 610
the Department of
bed Winn Correctional Center and the 610 bed Allen
Environmental Quality
Correctional Center to incarcerate hardened criminals
with adequate state
Signed some of the toughest anti-drug laws in America,
funding to protect the
including laws to establish drug free school zones
environment
Extended the definition of first degree murder to include
Tightened Louisiana's toxic
all drug-related offenses
air emissions laws
Doubled the sentence for selling drugs to minors
Established a statewide
Added 142 new state troopers to the state police force
recycling program
Established a drug policy board to review, coordinate and
Increased hazardous waste
more efficiently engage in narcotics interdiction efforts
taxes to discourage
imported industrial waste
Privatized prisons in Allen and Winn Parishes to save state
tax dollars
A new kind of leadership
PROVIDING HUMAN SERVICES
AND HEALTH CARE
Created The Louisiana Health Care Authority and passed
legislation to revamp and oversee the operations of our
Charity Hospitals
Targeted $16 million for education and job training for
welfare recipients to reduce dependence on welfare
Expanded the state's ability to detect and enforce welfare
fraud
Strengthened programs for high-risk pregnant women
Developed and adopted a statewide plan for prevention
of child neglect and abuse
Reduced cost of medicaid claims processing by 15%
Used federal assistance to add 6 emergency shelters for
the homeless
SERVING AND PROTECTING THE
ELDERLY
Funded the Council on Aging in each of Louisiana's 64
parishes
Assisted over 28,000 elderly households through the Home
Energy and Weatherization Assistance Programs
Fought for reform to provide legal assistance and
protective services to the elderly
Funded a dislocated older worker program under the Job
IMPROVED MANAGEMENT OF STATE
Training Partnership Act - the only one of its kind in
America
GOVERNMENT
Balanced the state budget every year since being elected
Improved Louisiana's bond rating, (for the first time in
twenty one years) saving taxpayers dollars
Created the office of inspector general to root out
corruption and mismanagement of state funds
Eliminated 66 state boards and commissions
Moved Louisiana from 49th place to 24th place in national
ranking of how well state governments are managed
(according to Financial World magazine)
Established a statewide computerized space and facility
management program to keep an accurate inventory of
state property
Saved State Employee Retirement Fund from threatened
bankruptcy
Established 9 more motor vehicle service centers and cut
waiting time for Louisiana residents from an average of 1.5
hrs. to 30 minutes
Governor Buddy Roemer.
Buddy s Years
STATE GOVERNMENT DOING
WHAT IT'S SUPPOSED TO DO.
ECONOMIC DEVELOPMENT AND CREATING JOBS
Over 106,000 more Louisianians hold jobs today
Created. the Office of Rural Development to coordinate
than in 1987
economic development efforts in rural Louisiana.
Brought out of state investment into Louisiana
Established the Louisiana Economic Development
resulting in 22 new plant
Corporation to encourage and assist start-up and
locations - 2,115 permanent
small businesses.
jobs and 1,381 construction
The Department of
jobs; an investment of over
Employment and
$177 million
Training helped place
over 250,000 Louisianians
Increased Louisiana's
in jobs through Job
exports by 17.5%
Service offices.
Signed into law a program
Assisted 68 Louisiana
easing the state inventory
companies to successfully
tax, encouraging out of state
enter foreign trade
investment
markets.
IMPROVING EDUCATION
Proposed and won passage of the Children First Act,
Provided funding for LSU Pennington Biomedical
a comprehensive education reform package
Research Center and LSU's Supermicrochip
Research Center
Reduced classroom sizes for more personalized
instruction
Authorized an alternative curriculum for students
Saved the teacher evaluation program from being
not wishing to pursue college degrees
eliminated by the legislature and special interest
groups
Added $121 million-the
most ever in a single
Improved national teacher pay ranking from 48th
year-for college faculty
place to 41st place
payraises, equipment,
Began the "Taylor Plan" of scholarships for
libraries, and other
financially disadvantaged college bound students
education needs
For the first time in state history, signed into law a
Established an office of
$3 million middle income tuition assistance
literacy for the first time in state history
program