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THE WHITE HOUSE
WASHINGTON
Chron
Date 2/4
To: Bace Reed, Blena kagan
From:
The Staff Secretary
-
Do you trink Potes wants
a written reply to Carol, or
Iollow-up.
Are you following p. Please advise
Pun
THE
PRESIDENT
1-16-98
NATIONAL INSTITUTE FOR LITERACY
Blue
January 14, 1998
President Bill Clinton
They
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Mr. President:
I am very pleased to be able to place this copy of our soon-to-be-published report, "The State of
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially SO that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy support among policymakers.
I believe you will be interested and concerned as you read the very brief introduction (which is
written in lay terms) and peruse the national map and chart of state literacy rates for adults at the
lowest level of literacy skills. I also believe that, while I have noted below several action steps
for your consideration as you move toward the State of the Union, you will draw some
conclusions of your own as to how the low literacy levels of Americans age 16 and older impact
other policy areas important to your Administration. This is my hope.
It is clear that you believe literacy skills are essential for all Americans. I saw your commitment
first-hand when I was Executive Director of the Arkansas Governor's Commission on Adult
Literacy. Now, with Welfare-to-Work, your Commission's dialogue on race, America Reads,
Hope Scholarships, and the technology education and training program you announced only days
ago, to name only a few, I think you will agree that the success of each of your initiatives rests in
no small measure on the literacy skills of those you seek to help.
Possible policy outcomes as a result of the report
1. Increase funding for Adult Education and Literacy programs. Increase the amount of
federal funds to state adult education and literacy programs to at least $500 million--up from the
current $345 million. Your own budget recommendation this year was $382 million. ( Division
of Adult Education and Literacy, Office of Vocational and Adult Education, US Department of
Education.) Both public adult education and volunteer-based literacy programs are eligible for
800 CONNECTICUT AVENUE, N.W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
these funds and need a major infusion of support to meet demands for service. This modest
increase would be historic and significant. It would show a real commitment to lifelong
learning.
Further, a directive from you to federal agencies for increased collaboration and planning with
literacy policy specialists would be a bold signal as to the importance you place on this
fundamental need for all agencies to pay attention to how literacy affects the lives of their
constituents. Already we work with health insurance-medical professionals and welfare-to-work
(HHS), job training (Labor), corrections and parole literacy programs (Justice), public housing
(HUD), America Reads (Education), National Skills Standards, and Small Business
Administration and a host of other agencies we have made inroads with. But nothing requires
them to think and plan with literacy in mind. It would be interesting to consider the possibility
of asking agencies to come up with a "literacy impact statement" similar to an environmental
impact statement.
2. Hope Scholarships. Consider allowing use of the scholarship by adult learners without high
school credentials who wish to matriculate at community colleges. Adults could take basic skills
courses for credit and continue into higher education track course work and increased
employability. Many adult students with literacy needs would be better served by community
colleges because of employment schedules and availability of public transportation. Further, the
increased self-esteem that results from attending classes on a college campus is a major boost to
adult learners and would serve as an orientation to campus and academic life. Some states
currently fund public adult education through the community college system.
3. Welfare-to-Work. You already have stated that you want your program to build long-term
self-sufficiency. If workers do not have basic education/literacy skills, this goal is not likely to
prove possible. Welfare-to-Work clients want to get decent jobs and to know that any and all
education or training programs or job experience will help them reach this goal. They must build
resumes that employers will reward.
Additionally, the large percentage of women on welfare who are also mothers with children on
welfare need special encouragement. Most are already working but are stuck in dead-end jobs
without hope of climbing the internal job ladder. Only increased education will qualify them for
better jobs.
Since education services have been largely written out of the welfare reform legislation,
including the new $3 billion welfare-to-work program, the 50 percent of welfare recipients
without a high school degree could benefit from on-the-job educational training. (Welfare
recipients read, on average, at the sixth grade level.)
3. Race and Literacy. The attached summary pages from the National Adult Literacy Survey
of 1993 show the discrepancies in literacy skills among ethnic populations. Any policies
designed to provide a level playing field for all must begin with a universal solid grounding in
literacy. Your race commission would do well to consider literacy as a critical area for reform
and equal access, no matter what the age of an individual. Further, there need to be special
inducements for high-school dropouts to get back on an educational track as soon as possible.
4. Learning Disabilities (LD). Since one significant cause of literacy problems is considered
to be LD, you might want to suggest the possibility of early LD screening for all children. The
latest research on reading disabilities has shown that early intervention with appropriate
instruction is the best hope for many children who are now falling further and further behind --
and who almost certainly make up a significant proportion of youth and adults with low literacy.
Additional ideas for a policy announcement include:
Appointing a "blue ribbon" panel, possibly chaired by Paul Simon, to report back to you by
International Literacy Day, September 8, 1998 with a set of recommendations for what the
nation must do to give Americans with low levels of literacy and education a chance to find
opportunity in the economy and society of today and the future. Our Board is appointed by
the President and confirmed by the Senate. With Paul Simon's confirmation in July, the
Board consists of all Clinton nominees, so it could serve as a ready-made panel, or another
group could be named.
Announce a legislative initiative for the next fiscal year. It could be a special section and
appropriation to the Adult Education Act that would provide funding for specific populations
and areas of need, such as English as a Second Language (ESL) and welfare-to-work. In the
case of ESL, the information we have collected about waiting lists exposes a national shame -
- several months to several years in major urban areas and could justify, and generate
support for, an effort like this. The recent National Center for Education Statistics (NCES)
report on dropouts also demonstrates the need of immigrants for alternative education
services. You could announce that there will be a follow-up to the 1992 National Adult
Literacy Survey report that would provide a picture of literacy in the nation by 2002.
Preliminary planning for such a survey has been initiated by NCES, but a Presidential
announcement could make sure it actually happen.
Thank you, Mr. President, for your commitment to literacy for all. This report, grave as it is,
demands that literacy be made a national priority. You always told me to keep you posted and
never to let you miss an opportunity for service. Here it is.
Yours sincerely, and with gratitude in advance for what you will do,
Carolyn Cash Staley
Deputy Director
NALS
Table 1.4
Average Years of Schooling, by Age
Age
Average Years of Schooling*
16 to 18 years*
10.8
19 to 24 years*
12.5
25 to 39 years
12.9
40 to 54 years
13.1
55 to 64 years
11.8
65 years and older
10.7
*in this country.
**Many adults in these age groups are still in school.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Results by Race/Ethnicity
Because such a large number of adults participated in this survey, it is possible
to report performance results for many more racial/ethnic groups than has
been possible in the past.
The average prose literacy of White adults is 26 to 80 points higher than
that of any of the other nine racial/ethnic groups reported here (FIGURE 1.6).
Similar patterns are evident on the document and quantitative scales. On the
document scale, the average scores of White adults are between 26 and 75
points higher than those of other groups, while on quantitative scale they are
from 31 to 84 points higher.
With the exception of Hispanic/Other adults, the average proficiencies of
the Hispanic subpopulations are not significantly different from one another.
On average, Mexican and Central/South American adults were outperformed
by Black adults. In contrast, Hispanic/Other adults outperformed Black adults
on the prose and document scales by more than 20 points. (On the quantitative
scale, the difference is not significant.) Their performance was, on average,
similar to that of Asian/Pacific Islander adults and American Indian/Alaskan
Native adults.
32
Section I
NALS
Figure 1.6
Literacy Levels and Average Literacy Proficiencies, by Race/Ethnicity
PROSE
Average Proficiency
286
237
242
254
213
206
211
218
207
260
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
8
53
54
53
56
Percentage in Level
47
OF
36
38
37
36
39
32
33
25
25 25
25
28
25
24
25
27
21
21
23
22
17
20
16
17
17
14
15
12
13
9
7
6
4
4
5
3
4
2
0*
I
0°
0°
I
0°
2
0°
0
12345 12345 12345 I 2 3 4 5 I 2 3 4 5 12345 12345 12345 12345 12345
Levels
DOCUMENT
Average Proficiency
280
230
245
254
213
205
212
215
206
254
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
60
52
54
53
Percentage in Level
48
49
43
40
34
36
37
34
27
29
30
28
29
32
28
27
25
25
25
26
22
19
20
16
18
15
16
16
18
16
12
9
12
7
4
4
3
2
2
2
3
4
3
2
0*
0°
&
0°
0°
0
I 2 3 4 5 I 2 3 4 5 12345 I 2 3 4 5 I 2 3 4 5 12345 12345 I 2 3 4 5 12345 12345
Levels
QUANTITATIVE
Average Proficiency
287
224
256
250
220
205
223
212
203
246
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen/So.
Other
American
8
Percentage in Level
54
51
53
49
$
46
8
35
34
31
33 32
31
30
27
28
28
25
25
24
23
25
25
21
21 22
20
20
17
16
17
17
IS
14
11
7
6
5
6
3
4
4
4
2
3
3
0°
I
0*
I
I
8
0
-
2
3
4
5
I
2
3
4
5
12345
I
2
3
4
5
I
2
3
4
5
2
3
4
5
12345
12345
12345
I
2
3
4
5
Levels
*Percentages below 5 are rounded to 0.
Level 1 (0 to 225) Level 2 (226 to 275) Level 3 (276 to 325) Level 4 (326 to 375) Level 5 (376 to 500)
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Section I 33
When one compares the average proficiency results for White and Black
adults and for White and Asian/Pacific Islander adults, one sees very different
patterns across the three literacy scales. While the proficiency gap between
White and Black adults increases across the prose, document, and quantitative
scales (from 49 to 63 points), the gap between White and Asian/Pacific Islander
adults decreases (from 44 to 31 points). On the prose scale, the average
proficiencies of White and Black adults differ by 49 points, compared with a
difference of 44 points between White and Asian/Pacific Islander adults. On
the document scale, the proficiency gap between White and Black adults is 50
points, whereas between White and Asian/Pacific Islander adults it is 35 points.
On the quantitative scale, the average proficiency of White adults is 63 points
higher than that of Black adults, but only 31 points higher than that of Asian/
Pacific Islander adults.
The differences in average performance between Black and Asian/Pacific
Islander respondents are even more striking. The two groups performed
similarly on the prose and document scales, but Asian/Pacific Islander adults
outperformed Black adults by 32 points on the quantitative scale. Such
differences in the patterns of performance reflect the different backgrounds
and experiences of these adults. If performance were reported on a single
literacy scale, such important variations across the scales would be masked.
The racial/ethnic differences in performance reflect the influence of many
variables. Data on some of these variables were collected as part of the
National Adult Literacy Survey, including information on educational
attainment, age, and country of birth.
Educational Attainment and Racial/Ethnic Differences
Given the strength of the relationship between adults' level of education and
their literacy performance, it was hypothesized that proficiency differences
among the various racial/ethnic groups might be related to varying educational
attainments. The average years of schooling in this country reported by
respondents in different racial/ethnic groups are presented in Table 1.5.
Because the numbers of adults in each of the Hispanic subpopulations are
relatively small, analyses of the nine levels of educational attainment within
each group result in unreliable estimates. Therefore, the five Hispanic
subpopulations are combined for these analyses.
Hispanic adults reported having had the fewest years of schooling of all
the groups - just over 10 years, on average. The average years of education
attained by Black adults and respondents of American Indian/Alaskan Native
origin are similar: 11.6 and 11.7 years, respectively. Thus, these groups had
34
Section I
NALS
Table 1.5
Average Years of Schooling, by Race/Ethnicity
Race/Ethnicity
Average Years of Schooling*
White
12.8
Black
11.6
Asian or Pacific Islander
13.0
American Indian or Alaskan Native
11.7
Hispanic groups
10.2
*in this country.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
completed more years of school than Hispanic adults, on average, but at least a
year less than either White or Asian/Pacific Islander adults.
While these differences in years of education may help explain some of
the gaps in performance among the various racial/ethnic groups, they do not
explain all of the disparities that are found. Another way to examine the
relationship between years of schooling and racial/ethnic differences is to
compare proficiencies across levels of educational attainment (FIGURE 1.7).
For the most part, differences in average proficiencies among minority
subgroups are reduced when comparisons are made only among individuals
with the same levels of education. Even when one controls for level of
education, however, large differences in average performance continue to be
observed (TABLE 1.6).
The average differences in prose, document, and quantitative
proficiencies between White and Black adults are 49, 50, and 63 points,
respectively. When level of education is taken into account, the average
proficiency differences across the nine levels of education decrease to 36, 37,
and 48 points, respectively. The remaining disparities in performance between
White and Black adults may be the result of numerous factors. One plausible
explanation is the variation in the quality of education available to these two
populations. Differences in socioeconomic status are also likely to be a factor.
When comparing the differences between White and Hispanic adults, the
effects of controlling for education are even greater than for White and Black
adults. This reflects the larger difference between these two groups in years of
Section I
35
NALS
Figure 1.7
Average Literacy Proficiencies, by Highest Level of Education Completed and Race/Ethnicity
PROSE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
328
341
302
313
312
300
291
288
298
301
276
278
267
276
282
265
264
271
243
243
242242
250
Average Proficiency
240
213
209
202
200
200
159
150
135
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
DOCUMENT
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
320
330
305
306
300
297
288
285
298
272
271
279
285
275
261
263
261
263
250
Average Proficiency
238
235
236
242
235
207
214
200
191
197
151
150
131
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
QUANTITATIVE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
329
338
304
313
312 314
300
286
279
280
286286
285
277
273
265
267
258
242
250
235 240
232
240
Average Proficiency
227
197
200
195
196
150
140
128
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
Note: The numbers of Asian/Pacific Islander adults who had completed 0 to 8 years or 9 to 12 years of education, a GED, or a two year degree are too small to provide reliable proficiency estimates.
W: White B: Black H: Hispanic groups A/P: Asian/Pacific Islander
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
36 Section I
NALS
Table 1.6
Differences in Average Literacy Proficiencies Between Various Racial/Ethnic Groups,
Overall and by Level of Education
Overall
Average Difference by
Differences Between:
Difference
Level of Education*
White and Black Adults
Prose
49
36
Document
50
37
Quantitative
63
48
White and Hispanic Adults
Prose
71
40
Document
67
35
Quantitative
75
41
White and Asian/Pacific Islander Adults
Prose
44
54
Document
35
45
Quantitative
31
40
*The "average difference" column reflects the weighted average of the proficiency differences between
each pair of groups across the levels of education. For the White-Black and White-Hispanic comparisons,
the average is based on all nine levels of education. For the White-Asian/Pacific Islander comparisons, the
average is based on the four levels of education for which there are reliable estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
schooling, as reported in Table 1.5. The average difference across the three
scales is reduced by almost 50 percent when level of education is taken into
consideration. Overall, the average differences in prose, document, and
quantitative proficiencies between White and Hispanic adults are 71, 67, and
75 points, respectively. When one takes levels of education into account,
however, these differences decline to 40, 35, and 41 points across the three
literacy scales.
In contrast, given the similarity in the number of years of schooling
completed by White and Asian/Pacific Islander adults, the differences in average
performance do not change significantly when level of education is taken into
account. That is, whereas the average differences in prose, document, and
quantitative performance between White adults and respondents of Asian/Pacific
Islander origin are 44, 35, and 31 points, respectively, the average differences
are 54, 45, and 40 points on the three scales when one compares performance
while controlling for level of education.
Section I
37
356-371 O - 93 - 3 or. 3
Age and Racial/Ethnic Differences
While there continue to be disparities in educational attainment among
individuals with different racial/ethnic characteristics, levels of education have
risen for all individuals throughout the last century. Therefore, it seems
important to explore racial/ethnic group differences in various age cohorts. One
might expect that the differences in average years of education among the
racial/ethnic groups would be smaller for younger adults, and that the
differences in average proficiencies would therefore be higher for older adults.
Figure 1.8 shows the differences in average literacy proficiencies and in
average years of schooling between White adults and those in the other
minority groups by age. The differences in average years of schooling between
White and Black adults and between White and Hispanic adults increase across
the age groups, and so it is not surprising to see that these are mirrored by
rising disparities in literacy performance. For example, across the scales, the
average proficiency difference between Black and White adults in the 16 to 18
age group is 36 to 47 points. The accompanying difference in years of schooling
is .2 years. In contrast, in the 40 to 54 age group, the average performance gap
between White and Black adults is much larger, ranging from 65 to 75 points.
The corresponding difference in average years of education is 1.6 years.
Across the age groups, there are even larger differences in average literacy
proficiencies and years of schooling between White adults and respondents of
Hispanic origin. Among 16- to 18-year-olds, the difference in average years of
schooling between these two groups is 1.1 years, and the proficiency differences
range from 47 to 53 points across the scales. Among 40- to 54-year-olds, on the
other hand, the difference in average years of schooling is 3.2 years, and the
proficiency gap is between 84 and 89 points on each scale.
For White adults and those of Asian/Pacific Islander origin, a different
pattern is evident. The numbers of Asian/Pacific Islander adults in the 16 to 18,
55 to 64, and 65 and older age groups are too small to provide reliable
proficiency estimates. In the age categories for which data are available,
however, White adults outperformed Asian/Pacific Islander adults, but there
are no significant differences between the two groups in average years of
schooling. It is noteworthy that the performance gap between White and Asian/
Pacific Islander adults is relatively small in the 19 to 24 age group.
In making the comparisons between White adults and those of either
Hispanic or Asian/Pacific Islander origin, it is important to remember that first
language spoken and country of birth may contribute substantially to the
proficiency differences that are observed.
38
Section I
NALS
Figure 1.8
Differences Between Adults in Various Racial/Ethnic Groups in Average Literacy
Proficiencies and Average Years of Schooling, by Age
Differences Between White and Black Adults
Difference in Average Years of Schooling
2
7
.9
1.6
1.6
2.2
100
90
80
75
77
72
Difference in Average Proficiency
70
66
64
61
60
65
55
61
53
52
50
47
44
52
53
40
39
36
41
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
Differences Between White and Hispanic Adults
Difference in Average Years of Schooling
1.1
1.4
2.9
3.2
3.5
4.7
100
90
89
89
96
88,
89
81
80
84
84
80
75
Difference in Average Proficiency
70
75
59
70
60
57
53
57
50
50
47
40
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
Differences Between White and Asian/Pacific Islander Adults*
Difference in Average Years of Schooling
-.1
-.5
-.6
100
90
80
Difference in Average Proficiency
70
60
53
52
50
47
40
40
41
30
Prose
20
----
Document
17
16
10
12
Quantitative
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
*The number of adults of Asian/Pacific Islander origin who were in the 16 to 18, 55 to 64, and 65 and older age
groups were too small to provide reliable proficiency estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Section I
39
Alice Toler
NATIONAL CENTER FOR EDUCATION STATISTICS
ADULT LITERACY
in America
A First Look at the Results of the
National Adult Literacy Survey
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1-16-98
NATIONAL INSTITUTE FOR LITERACY
Brus
January 14, 1998
President Bill Clinton
The
The White House
DAN BURKHARDT:
1600 Pennsylvania Avenue
Washington, DC 20500
please coordiante the
reply.
Dear Mr. President:
I am very pleased to be able to place this copy of our soon-to-be-published report, "The State of
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially so that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy support among policymakers.
I believe you will be interested and concerned as you read the very brief introduction (which is
written in lay terms) and peruse the national map and chart of state literacy rates for adults at the
lowest level of literacy skills. I also believe that, while I have noted below several action steps
for your consideration as you move toward the State of the Union, you will draw some
conclusions of your own as to how the low literacy levels of Americans age 16 and older impact
other policy areas important to your Administration. This is my hope.
It is clear that you believe literacy skills are essential for all Americans. I saw your commitment
first-hand when I was Executive Director of the Arkansas Governor's Commission on Adult
Literacy. Now, with Welfare-to-Work, your Commission's dialogue on race, America Reads,
Hope Scholarships, and the technology education and training program you announced only days
ago, to name only a few, I think you will agree that the success of each of your initiatives rests in
no small measure on the literacy skills of those you seek to help.
Possible policy outcomes as a result of the report
1. Increase funding for Adult Education and Literacy programs. Increase the amount of
federal funds to state adult education and literacy programs to at least $500 million--up from the
current $345 million. Your own budget recommendation this year was $382 million. ( Division
of Adult Education and Literacy, Office of Vocational and Adult Education, US Department of
Education.) Both public adult education and volunteer-based literacy programs are eligible for
800 CONNECTICUT AVENUE, N.W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
these funds and need a major infusion of support to meet demands for service. This modest
increase would be historic and significant. It would show a real commitment to lifelong
learning.
Further, a directive from you to federal agencies for increased collaboration and planning with
literacy policy specialists would be a bold signal as to the importance you place on this
fundamental need for all agencies to pay attention to how literacy affects the liyes of their
constituents. Already we work with health insurance-medical professionals and welfare-to-work
(HHS), job training (Labor), corrections and parole literacy programs (Justice), public housing
(HUD), America Reads (Education), National Skills Standards, and Small Business
Administration and a host of other agencies we have made inroads with. But nothing requires
them to think and plan with literacy in mind. It would be interesting to consider the possibility
of asking agencies to come up with a "literacy impact statement" similar to an environmental
impact statement.
2. Hope Scholarships. Consider allowing use of the scholarship by adult learners without high
school credentials who wish to matriculate at community colleges. Adults could take basic skills
courses for credit and continue into higher education track course work and increased
employability. Many adult students with literacy needs would be better served by community
colleges because of employment schedules and availability of public transportation. Further, the
increased self-esteem that results from attending classes on a college campus is a major boost to
adult learners and would serve as an orientation to campus and academic life. Some states
currently fund public adult education through the community college system.
3. Welfare-to-Work. You already have stated that you want your program to build long-term
self-sufficiency. If workers do not have basic education/literacy skills, this goal is not likely to
prove possible. Welfare-to-Work clients want to get decent jobs and to know that any and all
education or training programs or job experience will help them reach this goal. They must build
resumes that employers will reward.
Additionally, the large percentage of women on welfare who are also mothers with children on
welfare need special encouragement. Most are already working but are stuck in dead-end jobs
without hope of climbing the internal job ladder. Only increased education will qualify them for
better jobs.
Since education services have been largely written out of the welfare reform legislation,
including the new $3 billion welfare-to-work program, the 50 percent of welfare recipients
without a high school degree could benefit from on-the-job educational training. (Welfare
recipients read, on average, at the sixth grade level.)
3. Race and Literacy. The attached summary pages from the National Adult Literacy Survey
of 1993 show the discrepancies in literacy skills among ethnic populations. Any policies
designed to provide a level playing field for all must begin with a universal solid grounding in
literacy. Your race commission would do well to consider literacy as a critical area for reform
and equal access, no matter what the age of an individual. Further, there need to be special
inducements for high-school dropouts to get back on an educational track as soon as possible.
4. Learning Disabilities (LD). Since one significant cause of literacy problems is considered
to be LD, you might want to suggest the possibility of early LD screening for all children. The
latest research on reading disabilities has shown that early intervention with appropriate
instruction is the best hope for many children who are now falling further and further behind
and who almost certainly make up a significant proportion of youth and adults with low literacy.
Additional ideas for a policy announcement include:
Appointing a "blue ribbon" panel, possibly chaired by Paul Simon, to report back to you by
International Literacy Day, September 8, 1998 with a set of recommendations for what the
nation must do to give Americans with low levels of literacy and education a chance to find
opportunity in the economy and society of today and the future. Our Board is appointed by
the President and confirmed by the Senate. With Paul Simon's confirmation in July, the
Board consists of all Clinton nominees, so it could serve as a ready-made panel, or another
group could be named.
Announce a legislative initiative for the next fiscal year. It could be a special section and
appropriation to the Adult Education Act that would provide funding for specific populations
and areas of need, such as English as a Second Language (ESL) and welfare-to-work. In the
case of ESL, the information we have collected about waiting lists exposes a national shame -
- several months to several years in major urban areas -- and could justify, and generate
support for, an effort like this. The recent National Center for Education Statistics (NCES)
report on dropouts also demonstrates the need of immigrants for alternative education
services. You could announce that there will be a follow-up to the 1992 National Adult
Literacy Survey report that would provide a picture of literacy in the nation by 2002.
Preliminary planning for such a survey has been initiated by NCES, but a Presidential
announcement could make sure it actually happen.
Thank you, Mr. President, for your commitment to literacy for all. This report, grave as it is,
demands that literacy be made a national priority. You always told me to keep you posted and
never to let you miss an opportunity for service. Here it is.
Yours sincerely, and with gratitude in advance for what you will do,
Carolyn Cash Staley
Deputy Director
NALS
Table 1.4
Average Years of Schooling, by Age
Age
Average Years of Schooling*
16 to 18 years*
10.8
19 to 24 years*
12.5
25 to 39 years
12.9
40 to 54 years
13.1
55 to 64 years
11.8
65 years and older
10.7
*in this country.
**Many adults in these age groups are still in school.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Results by Race/Ethnicity
Because such a large number of adults participated in this survey, it is possible
to report performance results for many more racial/ethnic groups than has
been possible in the past.
The average prose literacy of White adults is 26 to 80 points higher than
that of any of the other nine racial/ethnic groups reported here (FIGURE 1.6).
Similar patterns are evident on the document and quantitative scales. On the
document scale, the average scores of White adults are between 26 and 75
points higher than those of other groups, while on quantitative scale they are
from 31 to 84 points higher.
With the exception of Hispanic/Other adults, the average proficiencies of
the Hispanic subpopulations are not significantly different from one another.
On average, Mexican and Central/South American adults were outperformed
by Black adults. In contrast, Hispanic/Other adults outperformed Black adults
on the prose and document scales by more than 20 points. (On the quantitative
scale, the difference is not significant.) Their performance was, on average,
similar to that of Asian/Pacific Islander adults and American Indian/Alaskan
Native adults.
32
Section I
NALS
Figure 1.6
Literacy Levels and Average Literacy Proficiencies, by Race/Ethnicity
PROSE
Average Proficiency
286
237
242
254
213
206
211
218
207
260
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
8
53
54
53
56
Percentage in Level
47
40
38 37
36
39
36
32
33
25
25 25
25
28
25
24
25
27
21
21
23
22
17
20
16
17
17
14
15
12
13
7
9
6
4
4
5
3
4
2
0°
I
0*
0*
I
0*
2
0°
0
12345 12345 12345 12345 12345 I 2 3 4 5 12345 12345 12345 12345
Levels
DOCUMENT
Average Proficiency
280
230
245
254
213
205
212
215
206
254
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
60
52
54
53
Percentage in Level
48
49
43
40
34
36
37
34
30
32
28
29
29
27
28
27
25
25
25
26
22
19
20
16
18
16
18
15
16
16
12
9
12
7
4
4
3
2
2
2
3
4
3
2
0*
0°
0+
0*
0°
0
I
2
3
4
5
2
3
4
5
12345
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
12345
Levels
QUANTITATIVE
Average Proficiency
287
224
256
250
220
205
223
212
203
246
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
60
Percentage in Level
54
51
53
49
46
46
04
35
34
31
33 32
31
30
27
28
28
25
24
25
25
23
25
21
21 22
20
20
17
16
17
17
18
14
=
7
6
5
6
3
4
4
I
2
3
3
4
0°
0°
I
I
0*
0
I
2
3
4
5
-
2
3
4
5
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
2
3
4
5
I
2
3
4
5
I
2
3
4
5
1
2
3
4
5
I
2
3
4
5
Levels
*Percentages below 5 are rounded to 0.
Level 1 (0 to 225) Level 2 (226 to 275) Level 3 (276 to 325) Level 4 (326 to 375) Level 5 (376 to 500)
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
.
Section I 33
When one compares the average proficiency results for White and Black
adults and for White and Asian/Pacific Islander adults, one sees very different
patterns across the three literacy scales. While the proficiency gap between
White and Black adults increases across the prose, document, and quantitative
scales (from 49 to 63 points), the gap between White and Asian/Pacific Islander
adults decreases (from 44 to 31 points). On the prose scale, the average
proficiencies of White and Black adults differ by 49 points, compared with a
difference of 44 points between White and Asian/Pacific Islander adults. On
the document scale, the proficiency gap between White and Black adults is 50
points, whereas between White and Asian/Pacific Islander adults it is 35 points.
On the quantitative scale, the average proficiency of White adults is 63 points
higher than that of Black adults, but only 31 points higher than that of Asian/
Pacific Islander adults.
The differences in average performance between Black and Asian/Pacific
Islander respondents are even more striking. The two groups performed
similarly on the prose and document scales, but Asian/Pacific Islander adults
outperformed Black adults by 32 points on the quantitative scale. Such
differences in the patterns of performance reflect the different backgrounds
and experiences of these adults. If performance were reported on a single
literacy scale, such important variations across the scales would be masked.
The racial/ethnic differences in performance reflect the influence of many
variables. Data on some of these variables were collected as part of the
National Adult Literacy Survey, including information on educational
attainment, age, and country of birth.
Educational Attainment and Racial/Ethnic Differences
Given the strength of the relationship between adults' level of education and
their literacy performance, it was hypothesized that proficiency differences
among the various racial/ethnic groups might be related to varying educational
attainments. The average years of schooling in this country reported by
respondents in different racial/ethnic groups are presented in Table 1.5.
Because the numbers of adults in each of the Hispanic subpopulations are
relatively small, analyses of the nine levels of educational attainment within
each group result in unreliable estimates. Therefore, the five Hispanic
subpopulations are combined for these analyses.
Hispanic adults reported having had the fewest years of schooling of all
the groups - just over 10 years, on average. The average years of education
attained by Black adults and respondents of American Indian/Alaskan Native
origin are similar: 11.6 and 11.7 years, respectively. Thus, these groups had
34
Section I
NALS
Table 1.5
Average Years of Schooling, by Race/Ethnicity
Race/Ethnicity
Average Years of Schooling*
White
12.8
Black
11.6
Asian or Pacific Islander
13.0
American Indian or Alaskan Native
11.7
Hispanic groups
10.2
*in this country.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
completed more years of school than Hispanic adults, on average, but at least a
year less than either White or Asian/Pacific Islander adults.
While these differences in years of education may help explain some of
the gaps in performance among the various racial/ethnic groups, they do not
explain all of the disparities that are found. Another way to examine the
relationship between years of schooling and racial/ethnic differences is to
compare proficiencies across levels of educational attainment (FIGURE 1.7).
For the most part, differences in average proficiencies among minority
subgroups are reduced when comparisons are made only among individuals
with the same levels of education. Even when one controls for level of
education, however, large differences in average performance continue to be
observed (TABLE 1.6).
The average differences in prose, document, and quantitative
proficiencies between White and Black adults are 49, 50, and 63 points,
respectively. When level of education is taken into account, the average
proficiency differences across the nine levels of education decrease to 36, 37,
and 48 points, respectively. The remaining disparities in performance between
White and Black adults may be the result of numerous factors. One plausible
explanation is the variation in the quality of education available to these two
populations. Differences in socioeconomic status are also likely to be a factor.
When comparing the differences between White and Hispanic adults, the
effects of controlling for education are even greater than for White and Black
adults. This reflects the larger difference between these two groups in years of
Section I
35
NALS
Figure 1.7
Average Literacy Proficiencies, by Highest Level of Education Completed and Race/Ethnicity
PROSE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
328
341
302
313
312
300
291
288
298
301
276
278
267
276
282
265
264
271
243
243
242242
250
Average Proficiency
240
213
209
202
200
200
159
150
135
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/
W B H A/P
Race/Ethnicity
DOCUMENT
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
305
320
330
306
300
297
288
285
298
272
271
279
285
261
263
261
263
275
250
238
235
236
242
Average Proficiency
235
207
214
200
191
197
151
150
131
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
QUANTITATIVE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
329
338
313
314
304
312
300
286
277
279
273
280 286 286
285
258
265
267
250
242
235 240
232
240
Average Proficiency
227
197
200
195
196
150
140
128
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
Note: The numbers of Asian/Pacific Islander adults who had completed 0 to 8 years or 9 to 12 years of education, a GED, or a two year degree are too small to provide reliable proficiency estimates.
W: White B: Black H: Hispanic groups A/P: Asian/Pacific Islander
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
36
Section I
NALS
Table 1.6
Differences in Average Literacy Proficiencies Between Various Racial/Ethnic Groups,
Overall and by Level of Education
Overall
Average Difference by
Differences Between:
Difference
Level of Education*
White and Black Adults
Prose
49
36
Document
50
37
Quantitative
63
48
White and Hispanic Adults
Prose
71
40
Document
67
35
Quantitative
75
41
White and Asian/Pacific Islander Adults
Prose
44
54
Document
35
45
Quantitative
31
40
*The "average difference" column reflects the weighted average of the proficiency differences between
each pair of groups across the levels of education. For the White-Black and White-Hispanic comparisons,
the average is based on all nine levels of education. For the White-Asian/Pacific Islander comparisons, the
average is based on the four levels of education for which there are reliable estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
schooling, as reported in Table 1.5. The average difference across the three
scales is reduced by almost 50 percent when level of education is taken into
consideration. Overall, the average differences in prose, document, and
quantitative proficiencies between White and Hispanic adults are 71, 67, and
75 points, respectively. When one takes levels of education into account,
however, these differences decline to 40, 35, and 41 points across the three
literacy scales.
In contrast, given the similarity in the number of years of schooling
completed by White and Asian/Pacific Islander adults, the differences in average
performance do not change significantly when level of education is taken into
account. That is, whereas the average differences in prose, document, and
quantitative performance between White adults and respondents of Asian/Pacific
Islander origin are 44, 35, and 31 points, respectively, the average differences
are 54, 45, and 40 points on the three scales when one compares performance
while controlling for level of education.
Section I
37
.
Age and Racial/Ethnic Differences
While there continue to be disparities in educational attainment among
individuals with different racial/ethnic characteristics, levels of education have
risen for all individuals throughout the last century. Therefore, it seems
important to explore racial/ethnic group differences in various age cohorts. One
might expect that the differences in average years of education among the
racial/ethnic groups would be smaller for younger adults, and that the
differences in average proficiencies would therefore be higher for older adults.
Figure 1.8 shows the differences in average literacy proficiencies and in
average years of schooling between White adults and those in the other
minority groups by age. The differences in average years of schooling between
White and Black adults and between White and Hispanic adults increase across
the age groups, and so it is not surprising to see that these are mirrored by
rising disparities in literacy performance. For example, across the scales, the
average proficiency difference between Black and White adults in the 16 to 18
age group is 36 to 47 points. The accompanying difference in years of schooling
is .2 years. In contrast, in the 40 to 54 age group, the average performance gap
between White and Black adults is much larger, ranging from 65 to 75 points.
The corresponding difference in average years of education is 1.6 years.
Across the age groups, there are even larger differences in average literacy
proficiencies and years of schooling between White adults and respondents of
Hispanic origin. Among 16- to 18-year-olds, the difference in average years of
schooling between these two groups is 1.1 years, and the proficiency differences
range from 47 to 53 points across the scales. Among 40- to 54-year-olds, on the
other hand, the difference in average years of schooling is 3.2 years, and the
proficiency gap is between 84 and 89 points on each scale.
For White adults and those of Asian/Pacific Islander origin, a different
pattern is evident. The numbers of Asian/Pacific Islander adults in the 16 to 18,
55 to 64, and 65 and older age groups are too small to provide reliable
proficiency estimates. In the age categories for which data are available,
however, White adults outperformed Asian/Pacific Islander adults, but there
are no significant differences between the two groups in average years of
schooling. It is noteworthy that the performance gap between White and Asian/
Pacific Islander adults is relatively small in the 19 to 24 age group.
In making the comparisons between White adults and those of either
Hispanic or Asian/Pacific Islander origin, it is important to remember that first
language spoken and country of birth may contribute substantially to the
proficiency differences that are observed.
38
Section I
NALS
Figure 1.8
Differences Between Adults in Various Racial/Ethnic Groups in Average Literacy
Proficiencies and Average Years of Schooling, by Age
Differences Between White and Black Adults
Difference in Average Years of Schooling
2
.7
.9
1.6
1.6
2.2
100
90
80
75
77
72
Difference in Average Proficiency
70
64
66
61
60
65
55
61
53
52,
50
47
44
52
53
40
X3
39
36
41
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
Differences Between White and Hispanic Adults
Difference in Average Years of Schooling
1.1
1.4
2.9
3.2
3.5
4.7
100
90
89
89
96
88
81
80
84
84
80
75
Difference in Average Proficiency
70
75
59
70
60
57
53
57
50
50
47
40
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
Differences Between White and Asian/Pacific Islander Adults*
Difference in Average Years of Schooling
-.1
-.5
-.6
100
90
80
Difference in Average Proficiency
70
60
53
52
50
47
49
40
$
41
30
Prose
20
Document
17
16
10
12
Quantitative
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
*The number of adults of Asian/Pacific Islander origin who were in the 16 to 18, 55 to 64, and 65 and older age
groups were too small to provide reliable proficiency estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Section I 39
NATIONAL CENTER FOR EDUCATION STATISTICS
ADULT LITERACY
in America
A First Look at the Results of the
National Adult Literacy Survey
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PRESIDENT
1-16-98
NATIONAL INSTITUTE FOR LITERACY
Brus
January 14, 1998
President Bill Clinton
They
>M.Coden DAN BURKHARDT:
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
please coordiante the
reply.
Dear Mr. President:
I am very pleased to be able to place this copy of our soon-to-be-published report, "The State of
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially so that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy support among policymakers.
I believe you will be interested and concerned as you read the very brief introduction (which is
written in lay terms) and peruse the national map and chart of state literacy rates for adults at the
lowest level of literacy skills. I also believe that, while I have noted below several action steps
for your consideration as you move toward the State of the Union, you will draw some
conclusions of your own as to how the low literacy levels of Americans age 16 and older impact
other policy areas important to your Administration. This is my hope.
It is clear that you believe literacy skills are essential for all Americans. I saw your commitment
first-hand when I was Executive Director of the Arkansas Governor's Commission on Adult
Literacy. Now, with Welfare-to-Work, your Commission's dialogue on race, America Reads,
Hope Scholarships, and the technology education and training program you announced only days
ago, to name only a few, I think you will agree that the success of each of your initiatives rests in
no small measure on the literacy skills of those you seek to help.
Possible policy outcomes as a result of the report
1. Increase funding for Adult Education and Literacy programs. Increase the amount of
federal funds to state adult education and literacy programs to at least $500 million--up from the
current $345 million. Your own budget recommendation this year was $382 million. ( Division
of Adult Education and Literacy, Office of Vocational and Adult Education, US Department of
Education.) Both public adult education and volunteer-based literacy programs are eligible for
800 CONNECTICUT AVENUE, N.W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
these funds and need a major infusion of support to meet demands for service. This modest
increase would be historic and significant. It would show a real commitment to lifelong
learning.
Further, a directive from you to federal agencies for increased collaboration and planning with
literacy policy specialists would be a bold signal as to the importance you place on this
fundamental need for all agencies to pay attention to how literacy affects the lives of their
constituents. Already we work with health insurance-medical professionals and welfare-to-work
(HHS), job training (Labor), corrections and parole literacy programs (Justice), public housing
(HUD), America Reads (Education), National Skills Standards, and Small Business
Administration and a host of other agencies we have made inroads with. But nothing requires
them to think and plan with literacy in mind. It would be interesting to consider the possibility
of asking agencies to come up with a "literacy impact statement" similar to an environmental
impact statement.
2. Hope Scholarships. Consider allowing use of the scholarship by adult learners without high
school credentials who wish to matriculate at community colleges. Adults could take basic skills
courses for credit and continue into higher education track course work and increased
employability. Many adult students with literacy needs would be better served by community
colleges because of employment schedules and availability of public transportation. Further, the
increased self-esteem that results from attending classes on a college campus is a major boost to
adult learners and would serve as an orientation to campus and academic life. Some states
currently fund public adult education through the community college system.
3. Welfare-to-Work. You already have stated that you want your program to build long-term
self-sufficiency. If workers do not have basic education/literacy skills, this goal is not likely to
prove possible. Welfare-to-Work clients want to get decent jobs and to know that any and all
education or training programs or job experience will help them reach this goal. They must build
resumes that employers will reward.
Additionally, the large percentage of women on welfare who are also mothers with children on
welfare need special encouragement. Most are already working but are stuck in dead-end jobs
without hope of climbing the internal job ladder. Only increased education will qualify them for
better jobs.
Since education services have been largely written out of the welfare reform legislation,
including the new $3 billion welfare-to-work program, the 50 percent of welfare recipients
without a high school degree could benefit from on-the-job educational training. (Welfare
recipients read, on average, at the sixth grade level.)
3. Race and Literacy. The attached summary pages from the National Adult Literacy Survey
of 1993 show the discrepancies in literacy skills among ethnic populations. Any policies
designed to provide a level playing field for all must begin with a universal solid grounding in
literacy. Your race commission would do well to consider literacy as a critical area for reform
and equal access, no matter what the age of an individual. Further, there need to be special
inducements for high-school dropouts to get back on an educational track as soon as possible.
4. Learning Disabilities (LD). Since one significant cause of literacy problems is considered
to be LD, you might want to suggest the possibility of early LD screening for all children. The
latest research on reading disabilities has shown that early intervention with appropriate
instruction is the best hope for many children who are now falling further and further behind
and who almost certainly make up a significant proportion of youth and adults with low literacy.
Additional ideas for a policy announcement include:
Appointing a "blue ribbon" panel, possibly chaired by Paul Simon, to report back to you by
International Literacy Day, September 8, 1998 with a set of recommendations for what the
nation must do to give Americans with low levels of literacy and education a chance to find
opportunity in the economy and society of today and the future. Our Board is appointed by
the President and confirmed by the Senate. With Paul Simon's confirmation in July, the
Board consists of all Clinton nominees, so it could serve as a ready-made panel, or another
group could be named.
Announce a legislative initiative for the next fiscal year. It could be a special section and
appropriation to the Adult Education Act that would provide funding for specific populations
and areas of need, such as English as a Second Language (ESL) and welfare-to-work. In the
case of ESL, the information we have collected about waiting lists exposes a national shame -
- several months to several years in major urban areas -- and could justify, and generate
support for, an effort like this. The recent National Center for Education Statistics (NCES)
report on dropouts also demonstrates the need of immigrants for alternative education
services. You could announce that there will be a follow-up to the 1992 National Adult
Literacy Survey report that would provide a picture of literacy in the nation by 2002.
Preliminary planning for such a survey has been initiated by NCES, but a Presidential
announcement could make sure it actually happen.
Thank you, Mr. President, for your commitment to literacy for all. This report, grave as it is,
demands that literacy be made a national priority. You always told me to keep you posted and
never to let you miss an opportunity for service. Here it is.
Yours sincerely, and with gratitude in advance for what you will do,
Carolyn Cash Staley
Deputy Director
1-16-98
NATIONAL INSTITUTE FOR LITERACY
Brus
January 14, 1998
Prevident Bill Clinton
THE
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
DAN BURKHARDT:
Dear Mr. President:
please coordiante the
reply.
I am very pleased to be able to place this copy of our soon-to-be-publish
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially so that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy sunport among policymakers.
1-16-98
1/16
erned as you rea
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ion and Literacy programs. Increase the amount of
note first
1 literacy programs to at least $500 million--up from the
recommendation this year was $382 million. ( Division
of Vocational and Adult Education, US Department of
Jan
1 and volunteer-based literacy programs are eligible for
W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
1-16-98
NATIONAL INSTITUTE FOR LITERACY
Blud
January 14, 1998
President Bill Clinton
They
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Mr. President:
I am very pleased to be able to place this copy of our soon-to-be-published report, "The State of
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially so that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy support among policymakers.
I believe you will be interested and concerned as you read the very brief introduction (which is
written in lay terms) and peruse the national map and chart of state literacy rates for adults at the
lowest level of literacy skills. I also believe that, while I have noted below several action steps
for your consideration as you move toward the State of the Union, you will draw some
conclusions of your own as to how the low literacy levels of Americans age 16 and older impact
other policy areas important to your Administration. This is my hope.
It is clear that you believe literacy skills are essential for all Americans. I saw your commitment
first-hand when I was Executive Director of the Arkansas Governor's Commission on Adult
Literacy. Now, with Welfare-to-Work, your Commission's dialogue on race, America Reads,
Hope Scholarships, and the technology education and training program you announced only days
ago, to name only a few, I think you will agree that the success of each of your initiatives rests in
no small measure on the literacy skills of those you seek to help.
Possible policy outcomes as a result of the report
1. Increase funding for Adult Education and Literacy programs. Increase the amount of
federal funds to state adult education and literacy programs to at least $500 million--up from the
current $345 million. Your own budget recommendation this year was $382 million. ( Division
of Adult Education and Literacy, Office of Vocational and Adult Education, US Department of
Education.) Both public adult education and volunteer-based literacy programs are eligible for
800 CONNECTICUT AVENUE, N.W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
these funds and need a major infusion of support to meet demands for service. This modest
increase would be historic and significant. It would show a real commitment to lifelong
learning.
Further, a directive from you to federal agencies for increased collaboration and planning with
literacy policy specialists would be a bold signal as to the importance you place on this
fundamental need for all agencies to pay attention to how literacy affects the lives of their
constituents. Already we work with health insurance-medical professionals and welfare-to-work
(HHS), job training (Labor), corrections and parole literacy programs (Justice), public housing
(HUD), America Reads (Education), National Skills Standards, and Small Business
Administration and a host of other agencies we have made inroads with. But nothing requires
them to think and plan with literacy in mind. It would be interesting to consider the possibility
of asking agencies to come up with a "literacy impact statement" similar to an environmental
impact statement.
2. Hope Scholarships. Consider allowing use of the scholarship by adult learners without high
school credentials who wish to matriculate at community colleges. Adults could take basic skills
courses for credit and continue into higher education track course work and increased
employability. Many adult students with literacy needs would be better served by community
colleges because of employment schedules and availability of public transportation. Further, the
increased self-esteem that results from attending classes on a college campus is a major boost to
adult learners and would serve as an orientation to campus and academic life. Some states
currently fund public adult education through the community college system.
3. Welfare-to-Work. You already have stated that you want your program to build long-term
self-sufficiency. If workers do not have basic education/literacy skills, this goal is not likely to
prove possible. Welfare-to-Work clients want to get decent jobs and to know that any and all
education or training programs or job experience will help them reach this goal. They must build
resumes that employers will reward.
Additionally, the large percentage of women on welfare who are also mothers with children on
welfare need special encouragement. Most are already working but are stuck in dead-end jobs
without hope of climbing the internal job ladder. Only increased education will qualify them for
better jobs.
Since education services have been largely written out of the welfare reform legislation,
including the new $3 billion welfare-to-work program, the 50 percent of welfare recipients
without a high school degree could benefit from on-the-job educational training. (Welfare
recipients read, on average, at the sixth grade level.)
3. Race and Literacy. The attached summary pages from the National Adult Literacy Survey
of 1993 show the discrepancies in literacy skills among ethnic populations. Any policies
designed to provide a level playing field for all must begin with a universal solid grounding in
literacy. Your race commission would do well to consider literacy as a critical area for reform
and equal access, no matter what the age of an individual. Further, there need to be special
inducements for high-school dropouts to get back on an educational track as soon as possible.
4. Learning Disabilities (LD). Since one significant cause of literacy problems is considered
to be LD, you might want to suggest the possibility of early LD screening for all children. The
latest research on reading disabilities has shown that early intervention with appropriate
instruction is the best hope for many children who are now falling further and further behind --
and who almost certainly make up a significant proportion of youth and adults with low literacy.
Additional ideas for a policy announcement include:
Appointing a "blue ribbon" panel, possibly chaired by Paul Simon, to report back to you by
International Literacy Day, September 8, 1998 with a set of recommendations for what the
nation must do to give Americans with low levels of literacy and education a chance to find
opportunity in the economy and society of today and the future. Our Board is appointed by
the President and confirmed by the Senate. With Paul Simon's confirmation in July, the
Board consists of all Clinton nominees, so it could serve as a ready-made panel, or another
group could be named.
Announce a legislative initiative for the next fiscal year. It could be a special section and
appropriation to the Adult Education Act that would provide funding for specific populations
and areas of need, such as English as a Second Language (ESL) and welfare-to-work. In the
case of ESL, the information we have collected about waiting lists exposes a national shame -
- several months to several years in major urban areas -- and could justify, and generate
support for, an effort like this. The recent National Center for Education Statistics (NCES)
report on dropouts also demonstrates the need of immigrants for alternative education
services. You could announce that there will be a follow-up to the 1992 National Adult
Literacy Survey report that would provide a picture of literacy in the nation by 2002.
Preliminary planning for such a survey has been initiated by NCES, but a Presidential
announcement could make sure it actually happen.
Thank you, Mr. President, for your commitment to literacy for all. This report, grave as it is,
demands that literacy be made a national priority. You always told me to keep you posted and
never to let you miss an opportunity for service. Here it is.
Yours sincerely, and with gratitude in advance for what you will do,
Carolyn Cash Staley
Deputy Director
NALS
Table 1.4
Average Years of Schooling, by Age
Age
Average Years of Schooling*
16 to 18 years*
10.8
19 to 24 years*
12.5
25 to 39 years
12.9
40 to 54 years
13.1
55 to 64 years
11.8
65 years and older
10.7
*in this country.
**Many adults in these age groups are still in school.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Results by Race/Ethnicity
Because such a large number of adults participated in this survey, it is possible
to report performance results for many more racial/ethnic groups than has
been possible in the past.
The average prose literacy of White adults is 26 to 80 points higher than
that of any of the other nine racial/ethnic groups reported here (FIGURE 1.6).
Similar patterns are evident on the document and quantitative scales. On the
document scale, the average scores of White adults are between 26 and 75
points higher than those of other groups, while on quantitative scale they are
from 31 to 84 points higher.
With the exception of Hispanic/Other adults, the average proficiencies of
the Hispanic subpopulations are not significantly different from one another.
On average, Mexican and Central/South American adults were outperformed
by Black adults. In contrast, Hispanic/Other adults outperformed Black adults
on the prose and document scales by more than 20 points. (On the quantitative
scale, the difference is not significant.) Their performance was, on average,
similar to that of Asian/Pacific Islander adults and American Indian/Alaskan
Native adults.
32
Section I
NALS
Figure 1.6
Literacy Levels and Average Literacy Proficiencies, by Race/Ethnicity
PROSE
Average Proficiency
286
237
242
254
213
206
211
218
207
260
so
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
8
53
54
53
56
Percentage in Level
47
0
36
38
37
36
39
32
33
25
25 25
25
28
25
24
25
27
21
21
23
22
17
20
16
17
17
14
15
12
13
7
9
6
4
4
5
3
4
2
0"
0°
0*
1
0°
2
0°
0
I
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
I
2
3
4
5
2
3
4
5
2
,
4
5
2
3
4
5
2
3
4
5
2
3
4
5
Levels
DOCUMENT
Average Proficiency
280
230
245
254
213
205
212
215
206
254
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen./So.
Other
American
8
52
54
53
Percentage in Level
48
49
43
40
36
37
34
34
29
30
29
32
27
28
27
28
25
25
25
26
22
19
20
16
18
16
18
15
16
16
12
9
12
7
4
4
,
3
2
2
3
4
2
2
0°
0"
0°
6ª
0°
0
I
2
3
4
5
2
3
4
,
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
Levels
QUANTITATIVE
Average Proficiency
287
224
256
250
220
205
223
212
203
246
80
Asian/Pacific
American
Hispanic/
Hispanic/
Hispanic/
Hispanic/
Hispanic/
White
Black
Islander
Indian
Other
Mexican
Cuban
Puerto Rican
Cen/So.
Other
American
8
Percentage in Level
54
51
53
$
46
46
8
31
35
34
33 32
31
30
27
28
28
25
24
25
25
25
23
21
21 22
20
20
17
16
17
17
IS
14
11
7
6
5
6
4
4
3
4
I
2
3
3
1
0°
8
0°
0
-
2
3
4
5
I
2
3
4
5
I
2
3
4
5
I
2
3
4
5
2
3
4
5
2
3
4
5
I
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
Levels
*Percentages below 5 are rounded to a
Level 1 (0 to 225) Level 2 (226 to 275) Level 3 (276 to 325) Level 4 (326 to 375) Level 5 (376 to 500)
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Servey, 1992
Section I 33
When one compares the average proficiency results for White and Black
adults and for White and Asian/Pacific Islander adults, one sees very different
patterns across the three literacy scales. While the proficiency gap between
White and Black adults increases across the prose, document, and quantitative
scales (from 49 to 63 points), the gap between White and Asian/Pacific Islander
adults decreases (from 44 to 31 points). On the prose scale, the average
proficiencies of White and Black adults differ by 49 points, compared with a
difference of 44 points between White and Asian/Pacific Islander adults. On
the document scale, the proficiency gap between White and Black adults is 50
points, whereas between White and Asian/Pacific Islander adults it is 35 points.
On the quantitative scale, the average proficiency of White adults is 63 points
higher than that of Black adults, but only 31 points higher than that of Asian/
Pacific Islander adults.
The differences in average performance between Black and Asian/Pacific
Islander respondents are even more striking. The two groups performed
similarly on the prose and document scales, but Asian/Pacific Islander adults
outperformed Black adults by 32 points on the quantitative scale. Such
differences in the patterns of performance reflect the different backgrounds
and experiences of these adults. If performance were reported on a single
literacy scale, such important variations across the scales would be masked.
The racial/ethnic differences in performance reflect the influence of many
variables. Data on some of these variables were collected as part of the
National Adult Literacy Survey, including information on educational
attainment, age, and country of birth.
Educational Attainment and Racial/Ethnic Differences
Given the strength of the relationship between adults' level of education and
their literacy performance, it was hypothesized that proficiency differences
among the various racial/ethnic groups might be related to varying educational
attainments. The average years of schooling in this country reported by
respondents in different racial/ethnic groups are presented in Table 1.5.
Because the numbers of adults in each of the Hispanic subpopulations are
relatively small, analyses of the nine levels of educational attainment within
each group result in unreliable estimates. Therefore, the five Hispanic
subpopulations are combined for these analyses.
Hispanic adults reported having had the fewest years of schooling of all
the groups - just over 10 years, on average. The average years of education
attained by Black adults and respondents of American Indian/Alaskan Native
origin are similar: 11.6 and 11.7 years, respectively. Thus, these groups had
34
Section I
NALS
Table 1.5
Average Years of Schooling, by Race/Ethnicity
Race/Ethnicity
Average Years of Schooling*
White
12.8
Black
11.6
Asian or Pacific Islander
13.0
American Indian or Alaskan Native
11.7
Hispanic groups
10.2
*in this country.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey. 1992.
completed more years of school than Hispanic adults, on average, but at least a
year less than either White or Asian/Pacific Islander adults.
While these differences in years of education may help explain some of
the gaps in performance among the various racial/ethnic groups, they do not
explain all of the disparities that are found. Another way to examine the
relationship between years of schooling and racial/ethnic differences is to
compare proficiencies across levels of educational attainment (FIGURE 1.7).
For the most part, differences in average proficiencies among minority
subgroups are reduced when comparisons are made only among individuals
with the same levels of education. Even when one controls for level of
education, however, large differences in average performance continue to be
observed (TABLE 1.6).
The average differences in prose, document, and quantitative
proficiencies between White and Black adults are 49, 50, and 63 points,
respectively. When level of education is taken into account, the average
proficiency differences across the nine levels of education decrease to 36, 37,
and 48 points, respectively. The remaining disparities in performance between
White and Black adults may be the result of numerous factors. One plausible
explanation is the variation in the quality of education available to these two
populations. Differences in socioeconomic status are also likely to be a factor.
When comparing the differences between White and Hispanic adults, the
effects of controlling for education are even greater than for White and Black
adults. This reflects the larger difference between these two groups in years of
Section I
35
NALS
Figure 1.7
Average Literacy Proficiencies, by Highest Level of Education Completed and Race/Ethnicity
PROSE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
\328
341
302
313
312
300
291
288
298
301
276
278
267
276
282
265
264
271
243
243
242 242
250
Average Proficiency
240
213
209
202
200
200
159
150
135
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
DOCUMENT
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
350
diploma
degree
degree
studies/degree
305
320
330
306
300
297
288
285
298
272
271
279
285
261
263
261
263
275
250
238
235
236
242
Average Proficiency
235
207
214
200
191
197
151
150
131
100
50
0
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
QUANTITATIVE
0 to 8 years
9 to 12 years
GED
High school
Some college
Two year
Four year
Graduate
diploma
degree
degree
studies/degree
350
329
338
313
314
304
312
300
286
277
279
273
280
286286
285
258
265
267
250
242
235 240
232 240
Average Proficiency
227
197
200
195
196
150
140
128
100
50
0
W B H A/P
W B H A/P
W B H A/
W B H A/P
W B H A/P
W B H A/P
W B H A/P
W B H A/P
Race/Ethnicity
Note: The numbers of Asian/Pacific Islander adults who had completed 0 to 8 years or 9 to 12 years of education, a GED. or a two year degree are too small to provide reliable proficiency estimates.
W: White B: Black H: Hispanic groups A/P: Asian/Pacific Islander
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
36
Section I
NALS
Table 1.6
Differences in Average Literacy Proficiencies Between Various Racial/Ethnic Groups,
Overall and by Level of Education
Overall
Average Difference by
Differences Between:
Difference
Level of Education*
White and Black Adults
Prose
49
36
Document
50
37
Quantitative
63
48
White and Hispanic Adults
Prose
71
40
Document
67
35
Quantitative
75
41
White and Asian/Pacific Islander Adults
Prose
44
54
Document
35
45
Quantitative
31
40
*The "average difference" column reflects the weighted average of the proficiency differences between
each pair of groups across the levels of education. For the White-Black and White-Hispanic comparisons,
the average is based on all nine levels of education. For the White-Asian/Pacific Islander comparisons, the
average is based on the four levels of education for which there are reliable estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
schooling, as reported in Table 1.5. The average difference across the three
scales is reduced by almost 50 percent when level of education is taken into
consideration. Overall, the average differences in prose, document, and
quantitative proficiencies between White and Hispanic adults are 71, 67, and
75 points, respectively. When one takes levels of education into account,
however, these differences decline to 40, 35, and 41 points across the three
literacy scales.
In contrast, given the similarity in the number of years of schooling
completed by White and Asian/Pacific Islander adults, the differences in average
performance do not change significantly when level of education is taken into
account. That is, whereas the average differences in prose, document, and
quantitative performance between White adults and respondents of Asian/Pacific
Islander origin are 44, 35, and 31 points, respectively, the average differences
are 54, 45, and 40 points on the three scales when one compares performance
while controlling for level of education.
Section I
37
Age and Racial/Ethnic Differences
While there continue to be disparities in educational attainment among
individuals with different racial/ethnic characteristics, levels of education have
risen for all individuals throughout the last century. Therefore, it seems
important to explore racial/ethnic group differences in various age,cphorts. One
might expect that the differences in average years of education among the
racial/ethnic groups would be smaller for younger adults, and that the
differences in average proficiencies would therefore be higher for older adults.
Figure 1.8 shows the differences in average literacy proficiencies and in
average years of schooling between White adults and those in the other
minority groups by age. The differences in average years of schooling between
White and Black adults and between White and Hispanic adults increase across
the age groups, and so it is not surprising to see that these are mirrored by
rising disparities in literacy performance. For example, across the scales, the
average proficiency difference between Black and White adults in the 16 to 18
age group is 36 to 47 points. The accompanying difference in years of schooling
is .2 years. In contrast, in the 40 to 54 age group, the average performance gap
between White and Black adults is much larger, ranging from 65 to 75 points.
The corresponding difference in average years of education is 1.6 years.
Across the age groups, there are even larger differences in average literacy
proficiencies and years of schooling between White adults and respondents of
Hispanic origin. Among 16- to 18-year-olds, the difference in average years of
schooling between these two groups is 1.1 years, and the proficiency differences
range from 47 to 53 points across the scales. Among 40- to 54-year-olds, on the
other hand, the difference in average years of schooling is 3.2 years, and the
proficiency gap is between 84 and 89 points on each scale.
For White adults and those of Asian/Pacific Islander origin, a different
pattern is evident. The numbers of Asian/Pacific Islander adults in the 16 to 18,
55 to 64, and 65 and older age groups are too small to provide reliable
proficiency estimates. In the age categories for which data are available,
however, White adults outperformed Asian/Pacific Islander adults, but there
are no significant differences between the two groups in average years of
schooling. It is noteworthy that the performance gap between White and Asian/
Pacific Islander adults is relatively small in the 19 to 24 age group.
In making the comparisons between White adults and those of either
Hispanic or Asian/Pacific Islander origin, it is important to remember that first
language spoken and country of birth may contribute substantially to the
proficiency differences that are observed.
38
Section I
NALS
Figure 1.8
Differences Between Adults in Various Racial/Ethnic Groups in Average Literacy
Proficiencies and Average Years of Schooling, by Age
Differences Between White and Black Adults
Difference in Average Years of Schooling
2
7
100
.9
1.6
1.6
2.2
90
80
75
77
72
Difference in Average Proficiency
70
66
64
61
60
65
55
61
53
52
50
47
44
52
53
40
39
36
41
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
Differences Between White and Hispanic Adults
Difference in Average Years of Schooling
1.1
1.4
2.9
3.2
3.5
4.7
100
90
89
89
96
88,
81
80
84
84
80
75
Difference in Average Proficiency
70
75
59
70
60
57
50
53 47 50
57
40
30
20
10
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64
65+
Age Group in Years
Differences Between White and Asian/Pacific Islander Adults*
Difference in Average Years of Schooling
-.1
-.5
-.6
100
90
80
Difference in Average Proficiency
70
60
53
52
50
47
40
8
41
30
Prose
20
----
Document
17 16 12
10
Quantitative
0
16 to 18 19 to 24 25 to 39 40 to 54 55 to 64 65+
Age Group in Years
*The number of adults of Asian/Pacific Islander origin who were in the 16 to 18, 55 to 64, and 65 and older age
groups were too small to provide reliable proficiency estimates.
Source: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey, 1992.
Section I 39
NATIONAL CENTER FOR EDUCATION STATISTICS
ADULT LITERACY
in America
A First Look at the Results of the
National Adult Literacy Survey
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1-16-98
NATIONAL INSTITUTE FOR LITERACY
Brus
January 14, 1998
President Bill Clinton
And
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
DAN BURKHARDT:
Dear Mr. President:
please coordiante the
reply.
I am very pleased to be able to place this copy of our soon-to-be-publish
Literacy in America" in your hands. This is the only copy that exists, and it was created
especially so that I might give it to you ahead of schedule.
This report is a part of the national literacy public awareness campaign that I have been directing
for the past two years. The focus of the current campaign message is the importance of literacy
to good policy, and we have prepared materials for use by literacy advocates in making the case
for strengthened literacy sunnort among policymakers.
1-16-98
1/16
erned as you rea
We will send copy of
nal map and cha
eve that, while I
Un of original book to
ard the State of th
Beed after you have
)W literacy levels
Dan we
ministration. This
scen-
are essential for a
we will send original
have nov
r of the Arkansas
ltn to Bunkhardt w/capy
your Commission
of cover d TOC.
education and trair
logged
Ok-but not sure a written
I agree that the suc
f those you seek tc
reply is necessy Car what
wanted you
PORS ment Pml
he report
to see Phils
ion and Literacy programs. Increase the amount of
note first
1 literacy programs to at least $500 million--up from the
recommendation this year was $382 million. ( Division
of Vocational and Adult Education, US Department of
Jan
1 and volunteer-based literacy programs are eligible for
W., SUITE 200
WASHINGTON, D.C. 20202-7560
(202) 632-1500
FAX (202) 632-1512
THE WHITE HOUSE
WASHINGTON
Date
2/4
To: Judy Winston
From:
The Staff Secretary
Here is a copy at Gov- Winter's
Dec 30 letter to the President.
which probably crossed in the
mail with the ten 12 Ksponse to
his Nov 26 letter. Can you
call him ? Minks, Phil
Bequire No Response needed
to Gov "Winter's
Dec 30 letter.
Phil
Watkins Ludlam & Stennis, P.A.
agreement Judy
Attorneys at Law
Mark S. Aquadro
Kristina M. Johnson
633 North State Street (39202)
Robert M. Arentson, Jr.
Stuart G. Kruger
Post Office Box 427
Jeffrey R. Barber
Craig N. Landrum
Jackson, Mississippi 39205-0427
Allan P. Bennett
Robert S. Lazarus
Neville H. Boschert
Ricky G. Luke
Telephone (601) 949-4900
Robert E. Box, Jr.
David L. Martin
Telecopy (601) 949-4804
J. Chase Bryan
Christy Crockett McCluskey
Alveno N. Castilla
Aileen S. McNeill
H. Vaughan Watkins
Carl J. Chaney
Dennis W. Miller
(1884-1944)
H. Mitchell Cowan
Cheryn L. Netz
C. York Craig, Jr.
Adrian L. Oakes
Thomas W. Crockett
Neil P. Olack
December 30, 1997
Warren V. Ludlam, Jr.
Of Counsel
Lynda M. Crouse
L. Keith Parsons
Jennifer R. Crowson
Ben J. Piazza, Jr.
Mark T. Davis
Pamela Prather
John B. Little, Jr.
Michael T. Dawkins
Keith R. Raulston
Director of Administration
William E. Dossett
W. Whitaker Rayner
Amy C. Felder
Thomas B. Shepherd III
Writer's Direct No.
John M. Flynt
John Hampton Stennis
W. Davis Frye
Jay Stroble
Virginia S. Gautier
Ernest G. Taylor, Jr.
(601) 949-4800
David B. Grishman
Zachary Taylor III
Robert E. Hauberg, Jr.
Martha Ross Thomas
Kathryn H. Hester
Jim B. Tohill
John H. Holloman III
Randail B. Wall
Robert B. House
Robert H. Weaver
Peyton S. Irby, Jr.
Cory Todd Wilson
Gina M. Jacobs
William F. Winter
The Honorable Bill Clinton
President of the United States
The White House
1600 Pennsylvania Avenue, NW
Washington, D.C. 20500-2000
Dear Mr. President:
As we begin the new year, I simply want to express my appreciation for your
leadership of our country and for your long-standing friendship. I regret that Elise and I
will not get to be at Hilton Head this time, but other plans have intervened.
I also want to take the opportunity to update you on my perspective of your
Initiative on Race. Despite some skepticism from some quarters, I think that the Initiative
is accomplishing what we hoped it would. That is to say it has put the subject of race
relations in front of the American people in a way that is making them look at it in all of
its complex dimensions.
It is hard to pick up a newspaper that you do not find some commentary on the
Initiative. The fact that all of it is not positive is beside the point. At least, they are
writing about it and causing people to think about it.
What is more encouraging, though, is the number of communities that are
responding to this Initiative with initiatives of their own. But we are just beginning to
scratch the surface in getting people to understand what the stakes are.
212223.1/00000.00000
The Honorable Bill Clinton
December 30, 1997
Page 2
My point of view is that the Initiative must focus on public policies that address
educational and economic inequity and at the same time engage the institutions of civil
society, of business, of education and of religion to make racial reconciliation and
understanding a significant priority. With your commitment and leadership I believe that
we can go a long way in accomplishing that.
You may recall that I mentioned to you in Akron how appropriate it would be for
you to hold a Town Hall meeting or deliver a major address on race in Oxford,
Mississippi, where like Little Rock, a defiant Southern governor fought a last-ditch stand.
There where the spirit of William Faulkner still lives, I believe you would find a setting
where better than anywhere else in the country the message of One America could be
most poignantly and effectively delivered.
Your Advisory Board is looking at a date the third week in March to go to Oxford.
Let me urge you to include that time or an alternate one for your personal participation
there. I am convinced that this could be an event that would evoke special interest across
the country.
Let me thank you for affording me the privilege of being a part of your
Administration.
Sincerely,
Lill
William F. Winter
WFW/sjt
212223.1/00000.00000
ME
24907
HUOIL
THE WHITE HOUSE
#
WASHINGTON
January 12, 1998
The Honorable William F. Winter
Watkins Ludlam & Stennis
Post Office Box 427
Jackson, Mississippi 39205-0427
Dear Bill:
Thank you for sharing your thoughts on the progress of the
Initiative on Race. As you know, this effort is extremely
important to me, and I deeply appreciate your hard work and
active involvement in making the initiative such a success.
I believe you're right: because the issue of race is so
difficult, some people will be skeptical. But I also believe
that the effort must be made and that we are gaining real
headway. Your work, along with the contributions of the other
Advisory Board members, has already made a difference. I am
continuing to seek ways to highlight our progress and look
forward to any additional suggestions you may have on how I
might accomplish this.
Again, thanks. Your and Elise's lifelong contribution to this
effort is the kind of foundation we seek to emulate and build
on in our efforts to create One America.
Sincerely,
Bru
980113
to (II) P Y
иташ toway
January 12, 1998
The Honorable William F. Winter
Watkins Ludlam & Stennis
Post Office Box 427
Jackson, Mississippi 39205-0427
Dear Bill:
Thank you for sharing your thoughts on the progress of the
Initiative on Race. As you know, this effort is extremely
important to me, and I deeply appreciate your hard work and
active involvement in making the initiative such a success.
I believe you're right: because the issue of race is so
difficult, some people will be skeptical. But I also believe
that the effort must be made and that we are gaining real
headway. Your work, along with the contributions of the other
Advisory Board members, has already made a difference. I am
continuing to seek ways to highlight our progress and look
forward to any additional suggestions you may have on how I
might accomplish this.
Again, thanks. Your and Elise's lifelong contribution to this
effort is the kind of foundation we seek to emulate and build
on in our efforts to create One America.
Sincerely,
BILL
BC/KMB/RSM/DWB/ech-efr-efr-ckb (Corres. #3795331)
(1.winter.w)
CC: Judith Winston, 3236 NEOB
CC: Sylvia Matthews, WW
CC: DWB/TDS, 94 OEOB
Xeroxed copy of personally signed original to NH through
Todd Stern
CLEAR THRU TODD STERN
PRESIDENT TO SIGN
980113
DRAFT OF BC LETTER
INITIALS: BC / kmb /
DOCUMENT TITLE: /slr/p/winter.w.}
DRAFT DATE / LETTER DATE: Jan 05 1998 /
CORRESPONDENCE #: 3795331
CLEAR WITH:
WHCC:
CC: Judith Winston, 323
NEOB
Sylvia Matthews, WW
Woyneab Wondworsen, 93
CORRESPONDENCE ADDRESSED TO:
APPROVAL/ENCLOSURES/SPECIALINSTR
Mr. William F. Winter
Sylvia Matthews approved
DWB/TD
Watkins Ludlam & Stennis, P.A.
9
Post Office Box 427
633 North State Street
Jackson, Mississippi 39205-0427
Dear Bill:
Thank you for sharing your impressions of the progress of the Initiative
effort
on Race. As you know, this n is extremely important to me, and I deeply
appreciate your hard work and active involvement in making the effort
2
such a success.
our initiative
you're
I believe that you are right: because the issue is so difficult, some
people will be skeptical. But I also believe that the effort must be
made and that we are making real headway. Your work, together along with the
contributions of the other Advisory Board members, has already made a
difference. I am continuing to seek ways to highlight our progress. I
look forward to receiving any additional suggestions from you on how I
might accomplish this.
continuing work on this crucial lifeloxy issue. contribution Your effort and to Eli, th
Again, thank you for your ongoing contribution to ensure that the
fritiative is successful. The lifetime of work by you and Elise on the
a
- of race is the kind of foundation we seek to emulate and build on
in our efforts to create One America.
SCREEN COPY FOR USER SCOTTM PRINTED ON 18:11:14 Jan 06 1998
Constituent.Summary.View
Record: 1556934.A
Revised: 13 Nov 97
Entered: 26 Jan 94
The Honorable William Winter
Contact.Aide.Type..Code
Statu:
Dear Bill
4205 Crane Boulevard
Jackson, MS 39216
No business address
.History.Aide.DateIn/Out Letter/Subject
Birthdate: 02/21/1893
3348352 lac 27 Jan 97 /.archive/texts_ty
27 Jan 97
President's Birthday List
2689951 lac
05 Feb 96
/.archive/texts_ty
Friends of Bill
05 Feb 96
2035034 lac
26 Jan 95
/.archive/texts_ty
26 Jan 95
1284125 lac 27 Jan 94 /.archive/texts_ty
27 Jan 94
Group:
SCREEN COPY FOR USER SCOTTM PRINTED ON 18:11:59 Jan 06 1998
Constituent.Summary.View
Record: 3375846 A
Revised: 16 Jun 97
Entered: 24 Jan 96
The Honorable William F.
Contact Aide Type Code
Statu
Winter
453881
CASE DC SPEECH IGA
OPEN
Dear Governor Winter
No home address
Chairman
Advisory Commission on
History Aide. DateIn/Out Letter/Subject
Intergovernmental Relations
3544213 dia
04 Jun 97
/typ/slr/6.winter.
800 K Street, N.W.
06 Jun 97
Suite 450 South Building
2735784 joj
26 Feb 96
/bc/schedule/reg.f
Washington, DC 20575
01 Mar 96
2663406 sva
24 Jan 96
/.archive/texts_bc
No additional information
25 Jan 96
No affiliations
Group:
The Advisory Board
http://www.whitehouse.gov/Initiatives/OneAmerica/advisory.
[Text Version
One
One America
america
The Advisory Board
The President's Initiative on Race
This Week: An Interview with Governor William Winter
John Hope
Linda Charez-
Suzan D.
Thomas H.
Angela E.
Robert
William
Franklin
Thompson
Johnson Cook
Kean
Oh
Thomas
Winter
- About the Advisory Board -
The seven member Race Initiative Advisory Board was established to counsel the
President on ways to improve the quality of American race relations. Currently, the
Board is working with the President to:
Promote national dialogue on race issues;
Increase the nation's understanding of the history and future of race relations;
Identify and create plans to calm racial tension and promote increased
opportunity for all Americans; and
Address crime and the administration of justice.
- Advisory Board Meetings -
Throughout the Initiative, Advisory Board members are reaching out to the nation
to better engage the public in the President's efforts. As part of this outreach, the
Advisory Board is holding a series of open meetings across the country to discuss
their work and findings with the public. Visit this site for complete transcripts and
materials from the Advisory Board Meetings.
- Dialogue -
Share your thoughts and ideas with the Advisory Board and join the dialogue by
e-mailing the Board at: [email protected]
Back to One America
WINTER2.WPD
Page
January 2, 1998
Winter
is, P.A.
7
recent letter sharing your impressions of the progress of
Winter It'
you know, this is extremely important to mejand I very deeply
my 6/1
I work and active involvement in making the effort,a
Renber
such
1/7
e right: because the issue is so difficult, some people
o believe that the effort must be made and that we are
acs,
OKWW
LII
forts, together with the contributions of the other
have already made a difference.
am continuing
real
acomplish
I continue to seek ways to highlight our important work I look forward to
receiving any additional suggestions from you on how I might de this. Again, I
thank you for your ongoing contribution toward ensuring that the Initiative is a kind
success. The lifetime of work by you and Elise on the issue of race is the type of
foundation we seek to emulate and build on in creating One America.
our efforts to create
Sincerely,
Bill Clinton
11/26/97 16:13 8949 4972
WATKINS LUDLAM
1
001
WATKINS LUDLAM & STENNIS, P.A.
P.O. BOX 427
JACKSON, MISSISSIPPI 39205
601-949-4900
TELECOPIER TRANSMITTAL COVER SHEET
DATE: November 26, 1997
Please deliver the following pages to:
NAME NANCY HERNREICH
(Person)
(Department)
FIRM THE WHITE HOUSE
Telecopier Number 202/456-6703
COMMENTS:
This telecopy was requested to be sent by:
WILLIAM F. WINTER
(601) 949-4800
(Name)
(Extension)
Total number of pages including cover sheet
3
IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL BACK AS SOON AS POSSIBLE.
Telecopier Operator:
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SERVICE. THANK YOU.
11/26/97
16:13
1949 4972
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Kyle
The
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Watkins Ludlam & Stenn
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Attorneys at Law
DWB/TDS
Mark S. Aquadro
Kristina M. Johnson
Robert M. American Ir.
Suran G. Kruger
Jeffrey R Bater
Code N. Landrum
12-2-97
Allan P. Вспрек
Robert S. Licente
Neville H, Roscher
Ricky G. Luke
Robert E. Bor, Ir.
David L Matin
TO BURKHARDT
J. Chase Brynn
Cluiso Crockett McChelley
Alveno N. Casrilla
Ailera S. McNaid
Carl J. Chancy
Denais W. Miller
H. Mirchell Cowan
Cheryn L Naz
C. York Craig. Is.
Adrisa L Other
FOR yes REPLY?
Thomas W. Crocken
Neil P. Jack
Lynda M. Crows
L Keith Parsonis
November 26, 1997
Jennifer R Crowson
Ben J. Piazza, Jr.
NO
Mark T. Davis
Panela Proflict
coord nim
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Michael T. Dawkins
Kehh & Raulston
William E. Dossan
W. Whitaker Rayner
Amy C. Telder
Thomas B. Suspherd III
Writer's Direct No.
John M. Flynt
John Hamplot Sunnis
W. Davis Frye
Jay Struble
Virginia S. Gautier
Ernest G. Taylor. Jr.
(601) 949-4800
David B. Grishman
Zachary Taylor m
Robert e Hanberg, Jr.
Mardia Ross Thurnas
VIA FACSIMILE
Karmyn H. Heser
JUB B. Tohill
John H. Holloman III
Pandall B. Wall
Robert B. House
Roben H. Weaver
Peymu S. lrby. Jr.
Cary Todd Wilson
Gine M. Jacobs
William F. Winter
The Honorable Bill Clinton
President of the United States
The White House
1600 Pennsylvania Avenue, NW
Washington, D.C. 20500-2000
Dear Mr. President:
I have hesitated to intrude on your time, but I would like to take this opportunity to give you my
impressions of the work of the Initiative on Race.
First, let me say that I believe that the Initiative is beginning to accomplish what you had in mind
when you established it last summer. In spite of some of the skeptics in the press and elsewhere, I am
finding an incredible amount of agreement on the importance of what we are doing and a desire to be
involved in it. II is simply the sheer magnitude of the problems that we are dealing with that causes some
folks to be skeptical.
Be that as it may, I think that we have already accomplished one of our initial purposes, and that
is to raise the subject of race to the level of genuine reflection, conversation and inquiry. Every
newspaper columnist, skeptical or not, has been writing about the Initiative.
I am tremendously impressed by the very able and hard-working staff headed by Judith Winston.
When we consider that they started from scratch in late summer, it blows my mind that they have been
able TO develop so many creative plans to make the Initiative a success. The Advisory Board is working
harmoniously together.
After my brief experience on the Board, I am more convinced than ever that we are on the right
track and that this is the most important endeavor that the people of this country can be involved in. I
believe that the positive results that can flow from this Initiative can represent a historic and monumental
achievement of your administration.
To that end I urge you TO use your unique authority and influence to the maximum extent that you
can to give emphasis to the purpose of the Initiative. It is acknowledged that you are the first President to
11/26/97 18:13 949 4972
WATKINS LUDLAM
d.
003
The Honorable Bill Clinton
November 26, 1997
Page 2
make this a specific matter of national priority. More people are now beginning to understand how
important this effort is. We must continue to emphasize it in every way possible.
I greatly appreciare the privilege which you have given me of being a part of this. I hope to see
you in Akron next week.
Sincerely,
Bill
William F. Winter
WFW/sjt
Debra S. Wood
02/03/98 01:32:57 PM
Record Type:
Record
To:
Phillip Caplan/WHO/EQP
cc:
Subject: '98 newsletter
Phil,
Dana just dropped the newsletter off with Carol for your approval. You're the final person to
approve it before it goes on to Room 1. However, a duplicate copy is with the PR office of the
Secret Service. You might want to know that everything in there is language/photos all given to us
by them. We did not use anything that wasn't cleared with them first.
Many thanks for approving this one for us. I hope you enjoy it...it's a fun read. If you have any
questions, my number is x65131.
Debra Wood
letrie kaon I
you have and questions Phil
OUSE
elcome to the spring 1998 issue of Inside the White
W
House, a newsletter designed to introduce you to some of
the interesting people, places, and events in our nation's
capital. This issue focuses on the brave men and women of the
United States Secret Service.
If you and your family or classmates have ever been to the
White House or seen a President of the United States in
person or on television, you probably also saw several
Secret Service agents. Many young people have written
to me about these men and women. Some wonder what
it would be like to guard the home of the President.
Others ask why some agents wear suits and some wear
uniforms. Many even want to grow up to be Secret
Service agents. In the following pages, you'll learn
about the history of this organization, and you'll also
meet people who can answer your questions about
the Secret Service, one of the oldest law
enforcement organizations in our country.
I hope that you enjoy learning about the United States Secret
Service. Mrs. Clinton and I are deeply grateful to these dedicated
men and women who risk their lives each day to ensure our safety
and the safety of everyone who visits the White House.
Bin Clinton
The United States Secret Service in History DELETE
"TRASK"
S President, Bill Clinton deals with many major
issues that affect all of us - crime, drugs, the
environment - just to name a few. However,
Congress
when our 16th President, Abraham Lincoln
am
(1861-1865), was in office, times were very different.
an
President Lincoln is well known for signing the
Emancipation Proclamation, which freed the slaves.
However, did you know that he also established the United
dinny
States Secret Service?
the
When the United States Secret Service (USSS) was
established, its main duty was to prevent the illegal
brother President Theodore Roosevelts' son Archie salutes his
production, or counterfeiting, of money. In the 1800s,
White Quentin stands at ease during a roll call of as the
America's monetary system was very disorganized. Bills
Secret Service.
came to be known as the Uniformed Division of the
House Police. The White House Police eventually
and coins were issued by each state through individual
banks, which generated many types of legal currency. With
should shrink sont an the
so many different kinds of bills in circulation, it was easy
looks too much like text
1951, protection of the Vice President and the President-
for people to counterfeit money. During President
elect was added. After the tragie assassination of
Lincoln's Administration, nearly half of the nation's money
Presidential candidate Robert Kennedy in 1968,
On was counterfeit. At the advice of Secretary of the Treasury
President Lyndon B. Johnson (1963-1969) authorized the
Hugh McCulloch, President Lincoln established a
Secret Service to protect all Presidential candidates.
commission to stop this rapidly growing problem that was
destroying the nation's economy, and on April 14, 1865, he
Today's Secret Service is divided into two primary divisions
created the United States Secret Service to carry out the
- the Uniformed Division and the Special Agent Division.
commission's recommendations.
The primary role of the Uniformed Division is protection
- protection of the President, the Vice President, and their
The Secret Service officially went to work on July 5, 1865.
immediate families. This branch also protects visiting
Its first chief was William Wood. Chief Wood, widely
foreign dignitaries, and the White House and its immediate
known for his heroism during the Civil War, was very
surroundings. Originally named the White House Police,
successful in his first year, closing more than 200
the Uniformed Division was established during President
counterfeiting plants. This success helped prove the value
Warren G. Harding's Administration (1921-1923) by an Act
of the Secret Service, and in 1866, the National
of Congress on July 1, 1922.
Headquarters was established in the Department of the
Treasury building in Washington, D.C.
The Special Agent Division is charged with two missions:
protection and investigation. During the course of their
During the evening of the same day President Lincoln
careers, special agents carry out assignments in both of
established the Secret Service, he was assassinated at
these areas. Some of the many investigative responsibilities
Ford's Theatre in Washington, D.C., by John Wilkes Booth.
of these men and women include counterfeiting, forgery,
The country mourned as news spread that the President
and financial crimes.
had been shot. It was the first time in our nation's history
that a President had been assassinated. As cries from
citizens rang out, Congress began to think about adding
Presidential protection to the list of duties performed by
the Secret Service. However, it would take another 36
years and the assassination of two more Presidents -
James A. Garfield (March 4, 1881-September 10, 1881) and
William McKinley (1897-1901) - before the Congress
added protection of the President to the list of duties
performed by the Secret Service.
Since 1901, every President from Theodore Roosevelt has
been protected by the Secret Service. In 1917, threats
Photo courtesy of the Library of Congress
against the President became a felony (a serious crime in
The Secret
the eyes of the law), and Secret Service protection was
Service protects
broadened to include all members of the First Family. In
President Dwight D. Eisenhower
(1953-1961) and his motorcade.
The United States Secret Service Today
Today's Sécret Service is made up of approximately 4,600 employees. These men and women comprise the Special Agent
Division and the Uniformed Division. They also provide technical support and clerical help. The Secret Service has offices
throughout the United States, including Alaska, Hawaii, and Puerto Rico. It also has international liaison offices in Paris,
London, Bonn, Rome, and Bangkok. Do you know if the Secret Service has a field office in your hometown?
any citizens, young and old, write to the
Why do some agents wears suits and others wear
M
President to ask him questions about the
uniforms?
Secret Service. Here are a few of the most
Special Agents, the ones you usually see with the
frequently asked questions about this unique
President, do not wear uniforms. This helps the officers
agency within our federal government.
blend in with crowds so that they are not easily
detectable. Those who are in the Uniformed Division
Why do the agents look as if they're talking into their
sleeves?
when
wear uniforms because their jobs require them to be
much like police officers. Many of these agents are posted
The Secret Service has its own unique communications,
at different areas around the White House, in front of
system. To protect the President, all of the officers on duty
embassies, and at the Vice President's residence.
must know where the President is at all times. Each agent
has an earpiece that allows him or her to hear other Secret
Service personnel and to receive directions from a special
command center. Much like an air traffic controller who is
helping pilots land airplanes, agents at the command
center are able to alert agents to information they need.
Connected to the special earpiece is a small microphone
that rests just inside the agent's sleeve, allowing him or her
The Bike Patrol
to easily communicate, simply by speaking into the
helps keep
microphone next to the agent's wrist.
the streets
surrounding
Why do some agents have dogs with them?
the White
In the 1970s, the Secret Service created the K-9
House secure.
division, which paired specially trained dogs with
handlers, or K-9 Technicians. These special dogs have
I like to ride my bike a lot. Ive seen officers outside
been trained to detect drugs, explosives, and firearms.
the White House on bikes. What do they do?
Although German Shepherds were first used, the Secret
The Bike Patrol plays a unique role within the Secret
ervice now uses only Belgian Malnois dogs from
Service. The officers can easily chase a suspicious individual
Holland. Known for their
who is walking near the White House, and they can patrol
adaptability to new
the very large White House compound - which comprises
climates and environments
not only the White House itself, but the areas immediately
and their work drive, these
surrounding it - much faster than can on foot.
dogs are exceptional
bikes he
members of the Secret
I went on a White House tour with my class. We all had to
them
Service. They generally
go through metal detectors before we could go inside.
work 7-11 years in the
Why?
Secret Service and grow
to an average 75 pounds.
Everyone who comes through the White House must pass
At night, after a busy day's
through a metal detector, or magnetometer. This special
work, they go home
detenting machine alerts the Secret Service to any
with their handlers,
potential weapons that are being brought into the
where they are a part of
complex. Going through a magnetometer not only
the family.
protects the First Family and the White House, but it also
protects tourists and other White House visitors from
anyone who might be trying to cause harm.
Before entering the White House grounds, cars and packages must be
inspected by K-9 teams such as Officer William Hernandez and his dog Rex.
Do Socks and Buddy have their
How can become a Secret Service agent?
own Secret Service agents?
The Secret Service is always interested in
While the Secret Service is
qualified applicants. Requirements for each
responsible for protecting the White
division within the agency vary. If you would
House and its inhabitants, Socks and
like information on becoming an agent, you
Buddy do not have their own agents. In
may write to the Secret Service at the
fact, Socks is delighted when he can
following address:
slip into an open closet or onto a
United States Secret Service
windowsill to take a quick nap, without
Personnel Division
an agent alerting Buddy to know where
1800 G Street, N.W.
to find him!
Washington, D.C. 20223
Special Agent Lisa Risley
Meet Uniformed Officer
tested in five areas: push-
ups, sit-ups, pull-ups, 1-1/2
Oliver Hemsley
mile run, and the sit-
afters
and-reach flexibility
test. If an officer does
f you and your friends or family have ever
not pass these strenuous
been to the White House, you probably saw
tests, Officer Hemsley
many agents from the Uniformed Division.
will design a training
You might have even seen one agent who
program to help the
has worked at the White House since he was only 17
agent meet his or her goals.
years old! Uniformed Officer Oliver Hemsley began his
In addition to the fitness test, all agents
career at the White House as part of a "Stay in School
must take a technician's test once a year. This test is
Program" when he was in high school.
composed of various scenarios for which each agent
must describe how he or she would handle a particular
Officer Hemsley began as a White House Messenger,
situation if it occurred.
delivering important documents during the Nixon
this,
Administration, a job he held until President Reagan's
Officer Hemsley is also part of the Presidential Advance
Administration. Although he was not a part of the
Team. The Advance Team begins preparations for a
Secret Service at the time, Officer Hemsley was able to
Presidential visit 3-4 weeks prior to the President's
meet many Secret Service agents, which sparked an
arrival. Along with other representatives from the White
interest that turned into a career change in 1985, when
House, the Advance Team secures all areas the President
he joined the Secret Service as a Patrol Duty Officer. His
plans to visit, sets up metal detectors to screen visitors
duties included making sure the Executive buildings
who will attend an event, plans travel routes for the
were secure, monitoring visitors who came to the White
Presidential motorcade, and transports necessary
House, and conducting tours of the White House for
equipment and vehicles. The Advance Team then stays
special visitors - a job he particularly enjoyed.
until the President completes his trip.
Today, Officer Hemsley is the Physical Fitness
Officer Hemsley enjoys his job tremendously.
Coordinator for the Uniformed Division. His duties
Throughout his career in the Secret Service, he has
include overseeing the Secret Service gym, making sure
traveled around the world and met many famous
that the equipment is working properly, designing
individuals, but he especially enjoys meeting and visiting
physical fitness programs for officers, and
with young people who come to see the White House.
administering fitness tests. Twice each year, Uniformed
Who knows, maybe one day you will have a chance to
Officers must undergo physical fitness tests. They are
meet Officer Hemsley at the White House!
White
Produced by the White House Office of Presidential Student Correspondence
HOUSE
Visit our web site at http://www.whitehouse.gov
Chron
Draft 2/4/98 12:30pm
PRESIDENT WILLIAM J. CLINTON
REMARKS ON "HIGH HOPES" PARTNERSHIPS
y8 FEB 4 PM12:3
(With Insert on Iraq)
THE WHITE HOUSE
February 4, 1998
Acknowledgments: VP Gore; Sec. Riley; Rep. Chaka Fattah; Gene Sperling [who has been
working toward this day with deep, personal conviction for the past 5 years - which, given Gene's
hours, is like 10 years for the rest of us]; Harris Wofford; Linda Chavez- Thompson; introducer
Fabiola Tafolla [tah-FOH-ya].
Before I begin, let me say a few words about the situation in Iraq. Later today, Secretary
Albright will report to me about her intensive week of meetings with our friends in the Persian Gulf,
Europe, and Russia. I'm encouraged by the strong consensus she found: that Iraq must fulfill all
United Nations Security Council resolutions and that it must allow the international weapons
inspectors full and unfettered access to all suspect sites. All of us would prefer to find a genuine
diplomatic solution. The best way to stop Saddam from building nuclear, biological, or chemical
weapons is to get the international inspectors back on the job with no restraints. But I will say
again: One way or the other, we are determined to deny Iraq the capacity to develop weapons of
mass destruction and the missiles to deliver them. That's the bottom line.
Last week, in my State of the Union Address, I spelled out my vision for strengthening the
nation for the 21st century. I spoke about building an America where everybody has a chance to get
ahead with hard work where government provides opportunity where citizens honor the
responsibility to give something back to their communities. This is the America that the High
Hopes initiative will help put within our reach.
Thanks to new $1,500 HOPE Scholarships, Lifetime Learning Tax Credits, Education
IRAs, education grants for serving with AmeriCorps, streamlined loans, and expanded Pell
Grants, we have opened the doors to college wider than ever. Now we must make sure all
students, especially those from our hardest-pressed families, have a guardian angel helping to
guide them to those open doors.
When I was a boy, we didn't have a lot of money, but one thing we never ran out of in our
house was high expectations. From the time I was ready to graduate from Ramble Elementary in
Hot Springs, my mother, my teachers, and my pastor already had me thinking about going on to
college when I got older. No one knew exactly how we were going to pay for it. But they went
ahead and planted the idea in my mind and then they helped guide me toward the goal.-
Rep. Fattah has a similar story. His grandmother, who set him early on a path to college,
used to tell him and his five brothers, "Unless you're dead or dying, you are going to school."
Apparently, the acorn doesn't fall far from the tree; I just found out that Rep. Fattah wouldn't let
his son, Chip, come to this ceremony today - because he didn't want him to miss class.
1
Many young students aren't as lucky. They grow up without realizing how important, and
how possible, college really is. There might not be anyone at home to push them to take algebra
and other classes important for college. They probably don't know how to secure scholarships,
grants, and loans. There's no one pumping them up with hopes and dreams.
And that is why we must make mentorship a way of life. The High Hopes initiative will
enlist colleges and community groups to form partnerships with thousands of middle schools and
give more than a million students both the information and inspiration to seize the opportunity of
college. My balanced budget for 1999 includes $140 million to help these groups harness the power
of citizen service and reach out to students no later than 7th grade and work with them all the way to
high school graduation. Trained mentors and role models will help children pick challenging
courses, tutor them when they need some extra help, take them on college visits and other academic
field trips, and help them during the college application process. And with Rep. Fattah's leadership,
we will make sure children and their parents receive a 21st Century Scholar certificate, telling them
how much aid they will receive.
I am proud that more than 300 college presidents and more than 50 major education,
religious, civil rights, and service groups have embraced this initiative. I would like to ask the
leaders of these groups and the college presidents here today to stand. We are also grateful for the
outpouring of bipartisan support from Capitol Hill.
I would also like to thank Linda Chavez-Thompson and the rest of the members of my Race
Advisory Board for their help with this initiative. They have found that early mentoring and
tutoring has made a remarkable difference in the lives of minority students. They believe, as I do,
that High Hopes partnerships will help close our nation's opportunity gap and help us build one
America.
And High Hopes partnerships are just one of the ways we are working to raise expectations
and lift the sights of our students. Because we know that high-school drop-out rates are too high,
especially among Hispanic students, the Vice President just announced a $600 million effort to
focus more classroom attention on those who are most at risk. We are expanding Head Start to a
million
children enlisting thousands of college students to make sure all our 8-year-olds can read
working to add 100,000 qualified teachers to reduce class sizes in the early grades
...
challenging all our states to adopt high academic standards to ensure that all children master the
basics.
In every community in America, there are children of great ability who just need a little
spark to go on to great things. A child in rural Tennessee who, with a helping hand and higher
education, will go on to a career in medical research. A child in Southwest Washington who, with
the guidance of a caring college student, will go on to become a college president. A first-
generation American in Texas that might go on to become the President of the United States. We
must have high hopes for all our children. There are no limits on what they can achieve. A great
nation that aspires to even greater things in the new century cannot afford to leave a single child
behind. Thank you and God bless you.
###
2
Tem-
let me know
what you think
at this. (By (OR)
Thanks Pinl
THE WHITE HOUSE
WASHINGTON
January 30, 1998
The Honorable William E. Kennard
Chairman
Federal Communications Commission
1919 M Street, N.W.
Washington, D.C. 20554
Dear Chairman Kennard:
In my State of the Union Address I called upon the Federal
Communications Commission (FCC) to act to require media outlets
to provide candidates with free and discounted airtime for campaign
advertising. Free and discounted time will reduce the need for
more campaign money, and will allow candidates to spend less time
fundraising and more time addressing the concerns of our country.
Spending on congressional campaigns has risen six-fold in the
last two decades, more than three times the rate of inflation,
and spending on television is the primary reason. In 1970 expendi-
tures on television advertising in congressional campaigns totaled
$50 million. In 1996 that number had risen to $400 million. The
evidence at the beginning of this election year is that the cost
of media spending by candidates for public office will continue
to spiral upward. We must address the reason for the explosion
in campaign costs.
The dawning of the digital age of broadcasting makes it imperative
that we update broadcasters' public interest obligation. Broad-
casters have been loaned an additional channel worth billions of
dollars for free. The FCC must ensure that broadcasters, given
the opportunity to benefit from their use of a valuable public
resource, use this public resource to strengthen our democracy.
Free and discounted television time can make our most powerfully
effective medium a powerful force for expanding democracy in the
information age. I call upon the Commission to develop policies,
as soon as possible, which ensure that broadcasters provide free
and discounted airtime for candidates to educate voters.
Sincerely,
Returning Clinton's Embrace
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capred
Clinton's
Embreco
Emanuel
MR. PRESIDENT
COS
JOHN LEWIS ESPECIALLY 214198
WANTS YOU TO SEE THIS.
nembers of the
inton --
F
Begala.
ed him.
abers, Rep.
IT
Raun- you arounde straw get this
ing the
I
st Clinton's
al quid pro
I
Bre
Metro
And now it was our turn to feel his pain.
Start using
"Before the speech, I asked my mother, who is 84 and lives in rural
your award points
Alabama, what she thought of Clinton, and she said she supports him,"
right away.
Lewis explained later. "She said, 'You all should leave the president
alone and let him do his job.' She thinks those who are doing the
criticizing ought to look in their own closets." Lewis's mother is not
alone.
Click for the
Lowest Airfares
According to a Washington Post poll taken Wednesday through
on the Net!
yesterday, more than 85 percent of African Americans, compared with
601 AKL NRT PHX JFK AMS ATL
BIG FCO HNL LGA SPO PHL SEA
63 percent of whites, continue to approve of Clinton and think he has
01 AKL NRT PHX JFK AMS ATL
the honesty and integrity to do the job.
Earn Miles
Even more striking, 68 percent of blacks say they "strongly approve"
Send roses
of Clinton's performance, compared with only 38 percent of whites.
Click here
And 74 percent of African Americans say the alleged Clinton sex
1-800-FLOWER:
scandal is much ado about nothing. Only 58 percent of whites feel that
way.
This outpouring of black support for Clinton comes in part because
he, unlike so many presidents in the past, actively reaches out to
African Americans.
It was a nice touch, for instance, for him to invite the Rev. Jesse L.
Jackson to the White House, where the two men prayed and watched
the Super Bowl together. And many applauded the uncommon
I of 3
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214198
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it's all
Returning Clinton's Embrace
up
in one
place
By Courtland Milloy
yellowpages
Sunday, February 1, 1998; Page B01
Print Edition
After the State of the Union address last week, several members of the
Metro Articles
Congressional Black Caucus rushed to hug President Clinton --
Front Page Articles
apparently unfettered by the sex scandal that has engulfed him.
Web Edition
As some other lawmakers were fleeing the Capitol chambers, Rep.
Neighborhoods
John Lewis (D-Ga.) could be seen on television embracing the
Traffic
president, his richly expressive face pressed tightly against Clinton's
Community
shoulder. It was the personification of a unique emotional quid pro
Resources
quo that many African Americans have with this man.
High School Sports
Metro
And now it was our turn to feel his pain.
Start using
"Before the speech, I asked my mother, who is 84 and lives in rural
your award points
Alabama, what she thought of Clinton, and she said she supports him,"
right away.
Lewis explained later. "She said, 'You all should leave the president
alone and let him do his job.' She thinks those who are doing the
criticizing ought to look in their own closets." Lewis's mother is not
alone.
Click for the
Lowest Airfares
According to a Washington Post poll taken Wednesday through
on the Net!
yesterday, more than 85 percent of African Americans, compared with
601 AKL NRT PHX JFK AMS ATL
BJG FCO HNL LGA SPO PHL SEA
63 percent of whites, continue to approve of Clinton and think he has
01 AKL NRT PHX JFK AMS ATL
the honesty and integrity to do the job.
Earn Miles
Even more striking, 68 percent of blacks say they "strongly approve"
Send roses
of Clinton's performance, compared with only 38 percent of whites.
Click here
And 74 percent of African Americans say the alleged Clinton sex
1-800-FLOWERS.
scandal is much ado about nothing. Only 58 percent of whites feel that
way.
This outpouring of black support for Clinton comes in part because
he, unlike so many presidents in the past, actively reaches out to
African Americans.
It was a nice touch, for instance, for him to invite the Rev. Jesse L.
Jackson to the White House, where the two men prayed and watched
the Super Bowl together. And many applauded the uncommon
I of 3
02/02/98 12:14:38
Returning Clinton's Embrace
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sensitivity that Clinton showed during the State of the Union speech,
when he singled out Army Sgt. Michael Tolbert, an African American,
for heroism in Bosnia -- and did not use a black woman as his example
for welfare reform.
Yet a survey of African Americans taken last year by the Joint Center
for Political and Economic Studies suggests that at the root of this
support is something of a phenomenon -- reflecting, perhaps, a
fundamental difference in the way many blacks and whites see the
world.
"Blacks tend to view the economy, especially issues around jobs and
unemployment, as a top priority, while whites surveyed do not see that
as the most important issue facing the country today," said Ron
Lester, a Democratic pollster who analyzed the Joint Center findings.
"Blacks are more concerned about racism, poverty, crime and drugs
than whites, who seem to be more interested in 'moral decline,' taxes
and the national debt. Blacks see Clinton addressing their issues. And
they really like his style because he seems to recognize that African
Americans, because of a unique history and culture, are not just white
people painted black."
According to the Joint Center survey, black people give Clinton an
unprecedented 90 percent approval rating -- making him the most
beloved public figure in black America. (Jesse Jackson got a 86.6
percent approval rating; Colin Powell, 69.7 percent; Al Gore, 67.8;
and Louis Farrakhan, 40.1).
We like Clinton, the polls say, because black unemployment has been
cut in half during his term in office. We appreciate the fact that he did
not wait for a race riot to recognize that racism is still a problem in
America. When Clinton goes to black churches, he sings gospel songs
without using a hymnal. We notice that he actually knows the words,
and we like what we see.
"Black people see the contrast between Clinton and [House Speaker]
Newt Gingrich, who opposed health care [and was against] expanded
child immunization and better school lunch programs," Lester said.
"And they saw Clinton stop Gingrich in his tracks. To us, he is our last
line of defense."
None of this is to suggest that blacks turn a blind eye to wrongdoing.
Quite the contrary. What seems to distinguish many blacks and whites
is the degree to which some wrongs appear worse than others.
"If you want to talk about morality and sin, and what is the greater sin,
most black people agree with Dr. Martin Luther King Jr. -- having so
many poor people in this land of plenty is immoral," Lewis said.
"Having 40 million people without health insurance is a sin. Sending
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children to bed hungry and to school hungry, that's not right. When
you have a media that pays no attention to the plight of people in
Appalachia, to the desperate straits of Native Americans on those
reservations, to the poverty-stricken in southwest Georgia and in the
Mississippi Delta, but goes overboard with rumor, allegation and
sleaze, it makes people sick to their stomach."
For many African Americans, public officials -- especially white ones
-- are not looked to for moral leadership. They are expected to help
find ways to bring more of us into the mainstream of American life.
Period. Clinton is head and shoulders above the rest on this score.
Moral guidance, many blacks believe, comes from having a right
relationship with God. Once established, it becomes possible to see
Clinton, as Lewis's mother does, for who he is -- a good, but imperfect
man, in need of redemption, like everybody else.
Copyright 1998 The Washington Post Company
washingtonpost
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02/02/98 12:14:49
'98 JAN 30 PM6:07
EXECUTIVE OFFICE OF THE PRESIDENT
COUNCIL OF ECONOMIC ADVISERS
WASHINGTON, D.C. 20500
2/4/98
January 30, 1998
THE CHAIRMAN
Green
Copred
Sperling
Fgh
cos
yellen
MEMORANDUM FOR THE PRESIDENT
FROM:
JANET YELLEN Janet Yellen
B
SUBJECT:
Consumer Price Index (CPI)
This memorandum responds to the questions you asked about my January 20
memorandum on the CPI (attached). It also responds to a letter that Erskine had forwarded to
me from Senator Moynihan, in which the Senator noted that you had agreed that we needed to
get a proper cost-of-living measure and that ongoing improvements in the CPI may make it easier
to switch to the type of measure supported by Senator Moynihan.
As mentioned in my previous memo, the BLS will be implementing a variety of
improvements in the CPI throughout 1998 and 1999. For example, starting with the CPI that will
be released on February 24, the index will incorporate a new market basket (based on purchases
between 1993 and 1995, rather than between 1982 and 1984), and a new system for measuring
computer prices.
With respect to the two questions you had about my earlier memo:
We expect that planned improvements in the CPI will reduce its annual rate of increase by
0.41 percentage point per year. That additional 0.41 percentage point reduction in the
CPI has already been incorporated into our economic assumptions underlying the budget.
However, because of these BLS changes, we are projecting a budget surplus in 2002 that
is $14.6 billion higher than would otherwise have been the case.
The Social Security Trustees' assumptions have incorporated some, but not all, of the
improvements in the CPI. In particular, their COLA projections do not yet reflect our
estimated 0.33 percentage point per year of reductions that have occurred or are planned.
A 0.33 percentage point reduction would reduce the 75-year actuarial imbalance in the
Social Security system by approximately 0.5 percent of payroll (out of a current gap of
2.23 percent), and extend the life of the Trust Fund by about 5 years (from 2029 to
perhaps 2033 or 2034).
With respect to Senator Moynihan's note:
The Boskin Commission's central estimate for the overall bias in the CPI was 1.1
percentage point per year. We estimate that the changes implemented since 1995, as well
2
as those planned for 1998 and 1999, would reduce the Boskin estimate by about 0.33
percentage point per year -- reducing his estimate of the bias to about 0.8 percentage point
per year. The BLS has indicated some willingness to publish a new index that would
correct for upper-level substitution. Using such a new index for cost-of-living
adjustments, which would require legislation, would further narrow the gap between the
official cost-of-living adjustment and Professor Boskin's desired index, to approximately
0.65 percentage point per year.
That remaining gap -- of 0.65 percentage points per year -- largely reflects the difficulty of
accurately measuring quality improvements, and is unlikely to be bridged in a manner that
is supported by the BLS. It is the component of the Boskin report that attracted the most
criticism within the broader economics community, because its size and perhaps even
existence is extremely hard to quantify. Indeed, in testimony before the Senate Budget
Committee yesterday, Chairman Greenspan stated, in response to a question, that he now
considers it a "lesser priority" to enact legislation to alter the current CPI-based COLA
adjustments "largely because BLS has done such a good job recently." He said: "I must
say--they have done really an excellent job over the last couple of years.".
Thus, my conclusion is that while the improvements in the CPI and the possible new index
are narrowing the gap between the BLS and Professor Boskin, going all the way to what
Professor Boskin and Senator Moynihan advocate remains highly controversial. In particular, the
new index being considered by the BLS does not make it any easier to reach consensus on the
most controversial aspect of the Boskin report: the so-called quality and new products biases.
Given this situation, Professor Boskin and Senator Moynihan will likely still argue that a
significant upward bias exists in the CPI or any putative new BLS index, and the BLS will
continue to object strongly to that conclusion. The larger economics community continues to
debate the issue, and has not reached any definitive conclusions.
EXECUTIVE OFFICE OF THE PRESIDENT
COUNCIL OF ECONOMIC ADVISERS
WASHINGTON. DC 20500
THE CHAIRMAN
January 20. 1998
MEMORANDUM FOR THE PRESIDENT
Inc
Su Ds
FROM:
JANET L. YELLEN
SUBJECT:
BLS Methodological Improvements
As shown in the attached table, the BLS has made methodological improvements that we
estimate to have lowered the annual increase in the CPI by 0.28 percentage point since 1995.
More improvements are in train through 1999, and we estimate that these will lower the CPI by a
further 0.41 percentage point. In sum, BLS actions since 1995 have or are expected to lower the
increase in the CPI by 0.69 percentage point by 1999. Of this total, 0.36 percentage point had
been anticipated by the Boskin Commission and by those responsible for the long-run Social
Security projection. The Boskin Commission would probably lower their estimate of the CPI
bias by 0.33 percentage point. Similarly the Social Security projection of the CPI might also be
lowered by this same 0.33 percentage point--give or take a bit reflecting disagreement on how to
score these effects.
The BLS has requested further budget authority to fund programs that would increase the
agency's ability to measure substitution and quality changes, as detailed on the last page of the
table. The upper-level substitution effects (about 0.15 percentage point per year) would be
incorporated in a separate annual index. (The BLS already produces measures of upper-level
substitution bias; these new programs would produce a more accurate estimate.) However, new
legislation would be required for this--or the existing-- index to be used in the Social Security
indexation formula.
Attachment
writ
thow X Maul is Till 6th with & their
or
Table 1: Recent and Prospective Methodological Changes to the CPI
Change
Date
Effect
Reduces
Reduces
Description
on CPI
Boskin est.
SS proj.
Generic
1/95
-.01
yes
yes
Generic drugs had been considered different drugs than the proprietary
prescription
brands that they replaced. With this change, generic drugs are now
drugs
considered perfect substitutes.
Food-at-
1/95
-.04
no
no
Fixed the so-called "formula bias" in the food category where it caused
home
the most problems. Already accounted for in Boskin & SS estimates.
scasoning
Owners'
1/95
-.10
no
no
The BLS follows the rent of renters who live in neighborhoods that are
equivalent
primarily occupied by homeowners. After it was discovered that the
rent formula
old formula for aggregating these rents was biased upwards, the
aggregation formula was revised to eliminate this bias. Already
accounted for in Boskin & SS estimates.
Rent
1/95
+.03
no
no
Rents had been measured at both 1- and 6-month intervals, and both
composite
changes were used in estimating the CPI. But after it was discovered
estimator
that the 1-month changes were biased towards showing no change,
only the 6-month changes were used. Already accounted for in Boskin
& SS estimates.
General
6/96
-.10
no
no
Fixed the so-called "Formula bias" in the non-food categories.
Scasoning
Estimated to have lowered the CPI by 0.1 percentage point. Already
accounted for in Boskin & SS estimates.
Change
Date
Effect
Effect on
Reduces
Description
on CPI
Boskin est.
SS proj.
Hospital
1/97
-.06
yes
yes
In contrast to previous procedures which measured the list price of
Services
medical inputs (such as an hour of physician's time), the BLS changed
Index
to a system of measuring transaction prices on patients bills. Because
transaction prices have not been increasing as fast as list prices, we
estimate that this aspect of the new procedures will lower the increase
of the CPI by 0.06 percentage point per year. However, even larger
effects are possible if the items on billing records turn out to be outputs
rather than inputs--thereby allowing productivity growth to reduce
medical price inflation. In addition, the BLS has now grouped
inpatient and outpatient surgery into the same category. At present, the
agency is aggregating these with fixed weights, but if the agency ever
decides that (much cheaper) outpatient surgery is a substitute for
inpatient surgery, the effect on hospital inflation would be raised
considerably.
Personal
1/98
-.06
yes
yes
The BLS will switch to measuring computer prices by the price of
computer
intrinsic characteristics (like speed and memory) rather than by
hedonics
following price declines among selected models.
Updated
1/98
-.15
no
no
Update the market basket from 1982-84 to 1993-95. Already
market
accounted for in Boskin & SS estimates.
basket
Change
Date
Effect
Reduces
Reduces
Description
on CPI
Boskin est.
SS proj.
Geometric
1/99
-.15
yes
yes
BLS will announce in February 1998 which of the 214 categories (such
means
as apples, or "prescription drugs") will be aggregated using the current
system of arithmetic weighting (which assumes the consumer always
buys, say, 3 Delicious and 2 Macintosh apples) or geometric weighting
(which assumes that the consumer buys more Delicious apples when
they become cheaper). Geometric aggregation is clearly appropriate
for apples, but probably not for prescription drugs. If geometric
aggregation were to be used for every category, it would lower the CPI
by 0.25 percentage point per year, but the BLS is likely to consider it
appropriate for only about half the categories.
Rotation by
1/99
-.05
yes
yes
The "Point-of-purchase survey" (POPS) selects which within-category
item
items (such as which apple variety) consumers purchase and where
they buy them. Currently, the (POPS) is done once every five years on
a regional basis--so that one-fifth of the regions are updated every year.
The BLS will switch to national updating by item--a change that will
allow more frequent item selection in the categories with the most
new-product introductions, such as consumer electronics.
Total of
-.69
-.33
-.33
past &
announced
Change
Date
Effect
Reduces
Reduces
Description
on CPI
Boskin est.
SS proj.
Proposed:
Data
1/99
?
?
?
Would fund the collection of data to support hedonic quality
collection
adjustment.
for hedonics
Consumer
1/00
?
?
?
Would increase the sample size for the Consumer Expenditure Survey,
expenditure
Although not strictly required, this would facilitate 1) a shorter lag for
survey
incorporating new market baskets, and 2) superlative indexes.
expansion
Accelerated
1/01
?
?
?
Would reduce the lag in incorporating new market baskets. (For
update
example the 1993-95 basket is not being implemented until 1998.
system
With a larger CE sample, only a 2-year CE sample would be required
this shortening the lag required for a new market basket.
Superlative
1/02
-.15
see
see
BLS would issue a second superlative index in October for the annual
Indexes
comment
comment
average of the previous year. Would not lower the published CPI, but,
with new legislation, could be incorporated into government programs.
THE white house
wASHINGTON
February 2, 1998
MR. PRESIDENT:
Erskine wanted you to see the
attached memo this evening.
Sylvia will discuss it with you
on the plane in the morning.
Phil Caplan
capical
Specing
Mathews
CHF PRESIDENTIMAS SEEN
COS
2-4-98 -
reed 2/2/98
10:00pm
THE WHITE HOUSE
WASHINGTON
2-4-98
February 2, 1998
MEMORANDUM FOR THE PRESIDENT
FROM: GENE SPERLING
RE:
PROPOSALS TO SUNSET THE TAX CODE
Tomorrow Frank Raines and Bob Rubin are testifying on the Hill on your balanced budget. We
expect that they will be asked for an Administration position on Republican proposals to sunset
the tax code. Your advisors are of the general view that we should take a strong stand against the
sunset proposals. Your advisors believe that this recommended position should be weighed
against a more measured position, especially because of an unclear political dynamic in the
House. Specifically, Minority Leader Gephardt has signaled that many in his caucus could be
supportive.
Content
There are companion "sunset the tax code" bills pending in the House and Senate. The House
bill was introduced by Representatives Largent and Paxon, with 91 cosponsors. Two of these
cosponsors are Democrats, Representatives Condit and Hall. The bill would:
-- sunset the tax code on December 31, 2001.
-- make an exception for both Social Security and Medicare.
-- establish hortatory criteria for a replacement system including, low tax rates; tax relief for
working Americans; protect rights of taxpayers and reduce abuses; eliminate bias against
savings and investment; promote economic growth; and no marriage penalty.
-- instruct Congress to approve a replacement tax system by July 4, 2001. The instruction
would be non-binding.
Senator Hutchinson is the sponsor of the Senate bill, along with six Republican cosponsors
(Domenici, Brownback, Nickles, Smith, Coverdell, and Abraham). The Senate bill duplicates
the House in all respects, except for a very minor date difference. The Senate non-binding
instruction for a replacement system is July 15, 2001.
Analysis
It is the strong view of your economic team that the proposal to sunset the tax code is extremely
irresponsible and potentially harmful to the economy. Tax considerations are an integral part of
critical decisions families and businesses make. The uncertainty the sunset proposal would
create would damage the ability of families and businesses from making informed rational
decisions. It could lead to misguided choices or paralysis.
For families, the decision of whether and when to buy a home is one of the biggest financial
decisions they will ever make. How does a family make a decision on buying a home, if they do
not know whether the mortgage interest deduction would remain on the books. The sunset
proposal would put the tax status of people's pensions in question. Would businesses forge
ahead with new investments, if the tax treatment were completely up in the air? The tax
uncertainty would affect the pricing of all kinds of business transactions. This could lead to
widespread hesitation among the business sector that would be economically inefficient and
dampen growth.
Moreover, the timing of this proposal is ill-conceived. The United States, both the public and
private sectors, is now on very solid financial footing at a critical time, when the world is looking
to the United States for such strength. The proposal would put this integrity at risk at a critical
time.
Options
Your economic team believes that either position we choose to articulate tomorrow would be
prefaced by two points in response to a question:
1) Your principles on tax reform -- that any proposal must by fair to working people; maintain
fiscal discipline; promote economic growth and job creation; and simplify the tax code.
2) Point out lack of replacement -- the sunset proposals do not tell the American people what
the replacement system would look like. To date, no Republican proposal has met your test
of fairness and fiscal discipline. In addition, the past proposals have not been consistent with
Saving Social Security First. The proposals do not even meet the stated principles in the
sunset bills, such as tax relief for working Americans.
Following these two points, Bob Rubin and Frank Raines would either A) take a strong stand
against the proposal; or B) Take a measured stand against, by raising questions.
Option
A:
Take a Strong Stand Against
This option would strongly argue against the proposal and point out how economically damaging
even seriously considering such an idea would be.
Pro:
Potential to help cut the proposal off before it gains traction by highlighting for members,
who have not considered it yet, how economically damaging it would be.
Economically this is a pernicious idea.
2-4-98
Drive home that this is not going to be a free vote, that it would have potentially damaging
economic consequences.
Many groups -- home builders and real estate groups -- would likely support.
Con:
There are signs -- though unclear-- that the proposal could be supported by sufficient
numbers of House Democrats, including Minority Leader Gephardt himself. The National
Federation of Independent Businesses is mounting an aggressive campaign to push the idea,
urging Members to sign a pledge.
Could be seen as defending the status quo.
Would make it harder to come back and moderate position if required later.
Option B:
Take a Measured Stand Against and Raise Questions
Under this option, Bob Rubin and Frank Raines would, if asked, raise a series of questions, such
as what do the proponents have in mind for a replacement? How would families and businesses
respond? Could the proposal paralyze all kinds of economic actors? How would financial
markets respond to consideration or passage of the proposal?
Pro:
While raising questions, this would leave our options open moving forward, in case the
proposal gains strong momentum.
Would give us more flexibility to find out where Democrats are.
Con:
A measured response could convey some hesitation and unintentionally give the proposal a
shot of momentum.
Failure to reject could give the idea undeserved credibility.
Recommendation
The consensus of the members of your economic and political team was that we should come out
swinging. If your top economic people were not immediately perceived as being against this
idea, it could give the idea credibility and traction. We could mount a strong political argument
against it by portraying the idea as a threat, not only to the economy, but to the values of people's
homes and pensions. To avoid sounding like we were defending the status quo, we would stress
the need to see what a replacement would look like, while raising the specter of the most
unpopular Republican proposals, such as a large and regressive national sales tax. While the
consensus of your advisors is to strongly reject the proposal, this approach will lock us in and we
wanted to make sure you thought this was a wise strategy.
shows aggresively
open to
ted reprem
Option A
Option B
Recommended Strong Against
Measured Against
Male 3 arguments undertainty M:
future conventment by Getwing
There zowel There could
feerig long u present taxbelufies
affect wharint
SEARCH
SERVICE OF THE EMERGENCY AID RESOURCE CENTER FOR THE HOMELESS
P.O. Box 7969 Houston, Texas 77270-7969
(713) 739-7752
Fax: (713) 739-9201
Sandy Reese-Kesseler, Executive Director
Celso Gonzalez-Falla, President
Shelly Cyprus, President Emeritus
Kay Schwartz, Director Emeritus
January 23, 1998
President Bill Clinton
'Y8 FEB 4 AM10:17
1600 Pennsylvania Avenue
Washington D.C.
Dear Mr. President:
A dinner honoring your good friends Arthur and Joyce Schecter will take place on
April 23, 1998. Benefiting SEARCH, a non-profit agency serving the homeless in
Houston, Texas, this dinner is to also increase the awareness of a very pertinent issue.
It would be a great honor to the Schecters and to SEARCH if you would participate in
making a video message greeting the Schecters and briefly commenting on the needs
of the homeless to be shown the night of the dinner.
We have provided a sample speech for your perusal. This short speech honors the
Schecters' commitment to their community and their dedication to helping others both
with their time and financial resources. It also addresses the homeless issue that exists
nationally and your solution to helping address this problem.
SEARCH's mission is to respond to the homeless by providing opportunities to change
their lives and enhance their dignity and self-worth. SEARCH was founded in 1989 by a
coalition of ecumenical congregations representing diverse ethnic, social and spiritual
backgrounds. SEARCH has become a leading service provider in our community,
serving more than 4000 men, women and children each month. SEARCH also has the
only licensed child care facility in the Houston/Harris County area exclusively serving
homeless children.
Your participation in our dinner/fundraising efforts through this video will help to raise
the level of consciousness of citizens everywhere to this very serious issue. We are
honored to have you consider making this video. We will help in any way needed to
make this become a reality.
Attached is information about SEARCH. We look forward to receiving your response.
Please call Elizabeth Moore, Events Coordinator at (713) 739-7752 if you have any
questions.
214198
Sandy Sincerely, Reese Kesseler
send to Yes Scheduling?
Sandy Reese Kesseler
Executive Director
no
video
request
C.
Resource Center Employment Education Center House of Tiny Treasures Scattered-Site
Video Text for the President
SEARCH dinner, Houston
April 23, 1998
Good evening. I am delighted to send greetings to all of the Houstonians who are
gathered to celebrate the work of SEARCH. And to everyone at SEARCH, congratulations on
your ninth birthday.
If there's one thing that our country has learned about homelessness in the past few years,
it's that homeless people need more than shelter. They frequently need training in job skills,
medical and mental care, spiritual guidance, career counseling, and solid encouragement. These
are all things that most of us take for granted, but that productive citizens cannot do without.
Feeding and housing homeless Americans is vital work, but these tasks cannot solve the
problem they treat if they are not connected to transforming experiences that will get people back
on their feet and point them towards self-sufficiency.
That's why the work that SEARCH does is so important. It gives its clients the services
that restore dignity and stability to their lives. This stability gives clients the freedom to benefit
from the training the agency also provides.
Because of its breadth, SEARCH covers many parts of what I call the continuum of care.
All of the needs of the homeless complement each other, because it's difficult to make progress
if you lack even one of life's necessities. As you know, I have asked Congress for an increase of
$327 million in federal aid to homelessness. I want to help SEARCH move the homeless from
the streets to self-sufficiency.
It is comforting to know that your government funding, now and in the future, is
buttressed by great community support. That's why I join you in applauding the three founding
institutions of the medical support programs at SEARCH: Baylor College of Medicine, Harris
County Hospital District, and the Methodist Hospital.
I would also like to honor my friends Arthur and Joyce Schechter. SEARCH is very
fortunate to have supporters like the Schechters, who have demonstrated their generosity through
their contributions of time, talent, and treasure. I was proud to appoint Arthur Ambassador to the
Bahamas. He and Joyce are great Americans who have devoted themselves to causes they
believe in.
In the end, no one could express the value of SEARCH better than one of your clients,
Andre Jack, who said, "Thank you for bringing me back from the dead and rekindling the fire
of hope, love, and self-csteem that was buried deep within me. I was given another chance to
dream."
Hillary joins me in sending best wishes to Arthur and Joyce and all of you for giving
people like Andre another chance to dream.
Responding to
the needs of
the homeless
by providing
opportunities
for them to
change their
lives and
enhance their
dignity and
1098
self-worth.
SEARCH
SEARCH
2505 Fannin
SEARCH outstanding
Houston, Texas 77002
award winners
(713) 739-7752
(713) 739-9201 fax
Could we ask for anything
Charla Wilson, SEARCH Board Member
and Volunteer was awarded the Houston
ADMINISTRATION
more? SEARCH has the most
Mayor's Award for Outstanding Volunteer
Sandy Reese-Kesseler, Executive Director
loyal supporters and volunteers
Service. Her efforts to raise funding and
Karen Absher, Associate Executive Director
awareness for SEARCH set the standard for
in the city! Here are a few high-
excellence for volunteers in the city.
DIRECTORS
Olive Bricker, SEARCH Volunteer was
Jeffrey Garrett, Business Enterprises
lights:
awarded Channel 11's Jefferson Award for
Meredith Philipp, Communications &
Outstanding Volunteer Service. Her dedication
Volunteers
Shelly Cyprus, President Emeritus and
to the children at the House of Tiny Treasures
Thao Ngo, Development
SEARCH Founder, was awarded the Anti-
is unsurpassed.
Jennifer Stephenson, Finance
Defamation League's Ben And Julie Rogers
Thanks to the nomination made by
Ecumenism Award for leading an interfaith
long-time and dearly loved volunteer, Ethel
PROGRAM DIRECTORS
effort to establish SEARCH as a lifeline for the
Dumbauld, SEARCH was awarded the
Thelisa Palmer, Emergency/Homeless
homeless.
Freedoms Foundation Award for Outstanding
Prevention Services
Social Service Agency.
Cathy Crouch, Employment Education Center
Wendy Wright, Housing
new business enterprises
PROGRAM MANAGERS
Sandy Thompson, House of Tiny Treasures
employ houston's homeless
Kristin Anderson, Medical Support
Martha Brown, On-Site Housing
In its ongoing efforts to meet the needs of
marketing professional, Mr. Garrett comes to
Stuart Bailey, Mobile Outreach
Houston's homeless, SEARCH has announced
SEARCH with 18 years experience in both cor-
the creation of the Business Development
porate and non-profit business development. A
BOARD OF DIRECTORS 97-98
Center. The new business development program
native of Texas, Mr. Garrett has spent the past 9
Shelly Cyprus, President Emeritus
will establish contractual work relationships
years in Washington D.C. During this period he
Kay Schwartz, Director Emeritus
between SEARCH and the Houston business
worked with Bell Atlantic, Sheraton Hotels, and
community. Utilizing SEARCH clients, new
two human rights non-profit organizations. Prior
Officers
business enterprises are being evaluated in the
to leaving Texas, Mr. Garrett worked in market-
Celso Gonzalez-Falla, President
areas of piece part assembly, catering, adminis-
ing for Southwestern Bell for 8 years in Houston
Paul Dusha, Executive Vice-President
trative/clerical, and building maintenance. The
and Dallas. Garrett said, "I am very impressed
George Wilson, Vice-President
first business enterprise is scheduled to launch
with the professional and comprehensive ser-
Mary Morrison, Secretary
in the summer/fall of 1998.
vices that SEARCH provides our homeless citi-
Tonja Rodriguez, Treasurer
Sandy Reese-Kesseler, Executive Director,
zens. I am eager to help create new employment
said, "This vénture has been in the planning
opportunities for our clients and to help
Directors
stages for nearly two years. We are very excited
SEARCH expand its services and outreach."
Lois Alexanian
Roberta Grossman
about expanding our efforts to rebuild people
Watch for updates of this very exciting
Sara Brook
John Marcisz
and rebuild lives through these ambitious
new program that will help employ our clients,
Angela Brown
Jane Osborne
business opportunities."
assist them in becoming independent and pro-
Muffin Clark
Diane Peterson-
SEARCH has hired Jeffrey Garrett as
vide SEARCH with additional sources of fund-
Cathy Easter-
Mathis
Director of Business Development. As a business
ing for clients and programs.
DeBusk
Bill Ralls
Steve Flemma
John Ruchalski
Paula Floeck
Arthur Schechter
holiday gift ideas
Lou Getz
Joe Williams
Jerome Gray
Marilyn Williams
House Pins and House Frames are
House Pins
$ 12.00
Lisa Green
Charla Wilson
SEARCH's signature items. They are the perfect
House Frames (Black picture frames with inlaid,
Julie Greenwood
Ed Wulfe
holiday gifts to show your loved ones how
handcrafted artwork depicting colorful houses):
much you care.
Home is Where the Heart Is
For more information contact Jeffrey
8"x9" House Frame
$ 55.00
Garrett at (713) 739-7752 ext. 160.
SEARCH no further than your own back yard
6"x6" House Frame
$ 30.00
May your home be filled with tiny treasures
6"x6" House Frame
$ 30.00
a holiday
message
from Sandy Reese-Kesseler, Executive Director
margaret is a client from SEARCH's Employment Education
Program. I spoke with her a little over a year ago about the
upcoming holiday season, and her fears that her four year old
son Marcus would again be disappointed. She talked about her
determination for Marcus to have a "real" Christmas next year.
A Christmas provided by her.
"I only want to give him the things every
through your donations that families like
mother wants her child to have. I don't want
Margaret's are able to provide even the most
him to have too many gifts; his top two choices
basic holiday memories for their children. It is
would be great. And I want to be able to buy
because of your dedication and continued sup-
them for him. A lot of people think if you are
port that the holidays are bearable for SEARCH's
homeless, you are dumb and lazy too. I don't
clients. Because of you, they get choices.
really think I am dumb, and I don't know if this
is even possible or not, but my dream is to
work in a nice office, and help people get their
"You are not going to believe this, I thought it would
jobs done better.
take such a long time to get a job. I thought I would
"I know no one will hire me this year
because I look terrible. When you live on the
have to take whatever came along. Can you believe
streets, you look a lot older than you really are.
I mean I don't have any nice work clothes. I
that I actually got two offers? I can't! I never
can type pretty well, but I don't even know how
dreamed I'd actually have a choice of places to
to turn on a computer. I promised Marcus that
by next year, I would buy his top two picks!"
go to work.' -Margaret K., SEARCH Client, June 1997
The holiday season has the highest level
of depression and suicide for the homeless.
Factors that contribute to seasonal depression
Marcus will get his top two choices of gifts
include a lack of food, inadequate or non-exis-
this Christmas because over 120 individuals
In an ongoing effort to support SEARCH
tent housing, broken or strained familial ties,
and their families found job opportunities
and its House of Tiny Treasures, Keller
and the inability to provide gifts for children
through SEARCH programs this year. The
Williams Realty hosted a first annual golf
and other loved ones.
invaluable resources SEARCH provides will cre-
tournament on November 3. 1997 at
Last year, donations at SEARCH declined
ate some of the happiest holiday memories for
Country Place Golf Club in Pearland, Texas.
by $20,000 from the previous holiday season.
our clients.
Proceeds from the tournament will add to
Since donations are traditionally highest during
Thank you for your belief in SEARCH,
Keller Williams steady flow of dollars and
the holiday months, the shortfall forced SEARCH
and what we are providing to our fellow home-
support to meet the needs of homeless
to significantly decrease the number of clients
less citizens. I hope you and yours have a safe,
children. Peggy Tuthill and Gisela
we were able to serve. We need YOU to help
happy, and healthy holiday season and a new
Bankston present a check in the amount of
make this holiday season our best yet. It is only
year full of hope and goodwill.
$11,397 to Sandy Thompson, Director of
The House of Tiny Treasures.
Texas State Comptroller, John Sharp was
given a tour of the SEARCH facilities by
Sandy Reese Kesseler, Executive Director
of SEARCH. He was impressed with the
wide scope of services SEARCH provides
to Houston's homeless population.
SEARCH has opened the
doors to an
on-site food pantry
COUNCIL OF CONGREGATIONS
Did you know SEARCH has a food pantry
Red Barrel Stores, provided by the End
Annunciation Greek Orthodox Cathedral
available for clients in the housing programs,
Hunger Network to benefit SEARCH, are located
Bering Memorial United Methodist Church
educational programs, and Mobile Outreach?
at Randall's on San Felipe at Sage, and Rice
Bethany United Methodist Church.
It's true. Establishing a pantry has proven to be
Epicurean on Fountainview, just south of San
Chapelwood United Methodist Church
a big help, especially for clients entering the
Felipe. These stores have done a tremendous job
Christ Church Cathedral
housing programs and clients waiting to receive
of keeping the barrels stocked with groceries. as
Christ the King Lutheran Church
food stamps. Purchasing groceries to fill empty
well as keeping the red barrels clean and pre-
Church of the Epiphany
cabinets in a new home is nearly impossible, so
sentable. Should you be in either store, please
Congregation Beth Israel
the SEARCH pantry supplements food to help
contribute and tell the managers what an excel-
Congregation Beth Yeshurun
get them started. SEARCH clients are calling the
lent job they are doing to assist SEARCH clients
Congregation Emanu El
pantry "a true lifesaver."
SEARCH's food pantry has been in
Emerson Unitarian Church
Don Hall, Scattered-Site Housing Case
existence for many years, but due to a cut in
First Christian Church
Manager, and Richard Kozlowski, On-Site
funding two years ago, staff was forced to
First Methodist Church
Housing Resident Manager, maintain the food
become extremely resourceful to continue to fill
First Presbyterian Church
pantry, with the help of Executive Chef Chris
the pantry. Don and Richard have spent many
First Unitarian Universalist Church
Olson, and numerous volunteers. They are
hours ensuring that the pantry remains full.
ISKON of Houston
currently distributing approximately 80 bags of
SEARCH's current needs for the pantry
The Lord of the Streets Mission
groceries each month, totaling approximately
include: toilet paper, canned meats and proteins,
Palmer Memorial Episcopal Church
1,000 bags this year. The End Hunger Network,
cleaning supplies, sugar, salt, pepper, condiments.
Riverside United Methodist Church
The Houston Food Bank, and other organiza-
coffee, tea, canned fruit, dried fruit, pasta, cereal.
South Main Baptist Church
tions and communities of faith, including
feminine needs, diapers and Kleenex. If you
St. Dunstan's Episcopal Church
SEARCH's Volunteer Appreciation Dinner, have
would like to make donations, please contact Don
St. James Episcopal Church
hosted food drives on SEARCH's behalf, greatly
Hall at (713) 739-7752, ext. 139. Any help is
St. Luke's United Methodist Church
contributing to the success of SEARCH's pantry.
greatly appreciated.
St. Matthew Lutheran Church
St. Paul's United Methodist Church
Trinity Episcopal Church
Wheeler Avenue Baptist Church
capital campaign,
phase II
As of the grand opening of SEARCH's
Some of the naming opportunities include:
Herzstein Building in December 1995, three of
Individual Service Centers (each)
8 20,000
the four floors of the facility have been complet-
Employment Education Center Wing 8 200,000
ed. SEARCH kept the remaining second floor
GED Lab
8 50,000
vacant until its appropriate use could be deter-
Homeless Literacy Program
8 30,000
mined. SEARCH has since outgrown the current
Employment Readiness Classroom
8 30,000
space to adequately meet programming needs,
Business Skills & Computer
and is pleased to announce the start of the
Training Center
S 50,000
Capital Campaign, Phase II to expand the
Business Enterprise Wing
$ 200,000
Employment Education Center and to create a
Medical Wing
$ 200,000
Business Enterprise Wing, a dental clinic, and
3 Dental Operatories (each)
8 40,000
an optometry clinic.
Waiting Room
S 20,000
Many naming opportunities are available
Optometry Clinic
$ 75,000
at the SEARCH building ranging from $1500 to
Children's Room
S 25,000
underwrite the cost of an On-Site Housing apart-
ment, $200,000 for a wing of the facility such as
the Employment Education Center Wing,
Business Development Wing, or Medical Wing.
in-kind
wish list
programmatic/operational:
Office furnishings (desks, chairs, shelves)
Office cubièles
Photocopier (large capacity with sorter)
Photo copy services (color, black & white)
pleasant for our clients, painted hallways
Printing services (brochures, newsletters)
and offices that look professional and tidy,
Postage
an orderly house and beautiful manicured
Telephone system with voice mail
yard that any child would love at the
Office supplies
House of Tiny Treasures, a very organized
Fax machines
Houstonians are the most philanthropic
SEARCH warehouse, and fifteen new book-
Portable phones
people on earth. Enron employees proved
cases. Enron also hosted client students
Filing cabinets
this at SEARCH on September 19, 1997.
from SEARCH's Employment Education
Storage cabinets with locks
The outstanding efforts of the Enron
Center to receive one-on-one attention
Computers 486 +
volunteers through the United Way's Day
from Enron's finance department, public
Networking services
of Caring provided a beautiful rest area
relations department, computer training
Modem phone lines
for our residential clients, a community
lab, and executive secretaries. The
Keyboards/Monitors
garden whose produce will be used to
Marriott partnered with Enron to provide
Computer support (hardware & software)
feed the homeless, a freshly painted
cooking classes for On-Site Housing
Laser/ink jet printers
Resource Center that looks clean and
Residents. Over 350 volunteers spent a
Staff training (computer software & hardware
total of 1200 volunteer hours to assist
usage, personnel issues, team building)
SEARCH. Enron's dedication to SEARCH is
Independent audit services
the largest United Way Day of Caring ever!
Kitchen equipment (walk-in freezer, shelves,
catering supplies)
SEARCH volunteers, Sandy Harris and
Catering Van
Diane Dante presented a check from the
Mobile Outreach Van
National Council of Jewish Women to Thao
Autoclave
Ngo, SEARCH Director of Development.
Home furnishings (beds, sofas, tables, chairs)
The monies were used to support the chil-
One of our clients' greatest needs are for gently
dren at the House of Tiny Treasures during
used home furnishings that provide them
the summer months when funding is low.
with the basics to set up their new home.
facilities
SEARCH held a memorial service for bene-
SEARCH
factors Albert and Ethel Herzstein on May
Lawn care equipment (mower, weed eater, edger)
29, 1997. Ed Wulfe, SEARCH Board Member,
Truck
and Shelly Cyprus, SEARCH President
Trailer bed
Emeritus unveil the plaque honoring Albert
Vehicle maintenance/gas
and Ethel Herzstein at a special dedication
Security cameras and consultation
attended by Mike Hajtman, Herzstein
Metal storage shed
Foundation President, and members of the
Garden hoses, rakes, brooms and
Board of Trustees.
other gardening equipment
Heavy equipment maintenance (elevator,
building engineering)
Waste disposal service
Marriott chefs, in partnership with Enron's Day
Vacuum cleaners
of Caring, teach SEARCH On-Site residents how
Floor stripper/waxer
to prepare nutritious and delicious meals
Cleaning supplies
using staples from the food pantry.
Building materials
Far Right: South Main Baptist Church
If you have information about any items on
volunteers used their mission outreach day to
the SEARCH Wish List, or if you would like to
combine good food and service for clients at
make a donation, please contact John Jacobs
SEARCH. Volunteers served over 250 fantastic
at (713) 739-7752.
hamburger lunches with all of the trimmings.
highlights from
fiscal year 1996-1997
BUDGET REVENUE
Fiscal Year 1997-1998
$3.8 million
Housing program, the remaining 65% find
employment education
shelter through collaborative agencies
Fundraisers
17%
center (EEC)
18% of the children currently enrolled are
Congregations
2%
affected by HIV (primary caregiver is infected)
Foundations
10%
176 individuals enrolled in the Computer Lab
All children received a complete dental
Corporations
4%
to improve remedial skills and/or for GED
screening and check-up, as well as all immu-
Individuals
5%
preparation
nizations for school
Judicatories
0%
95 individuals participated in job training
All children receive psychological evaluations
activities during 1996-1997
and counseling through the Child
77% of job training students who either
Development Center.
completed job training or withdrew
Seven children received complete speech and lan-
from the program obtained
guage evaluations after a "delay" was identified
employment with an average
hourly rate of $7.15
SEARCH
SEARCH has continued the
children's services
development of a research-
based substance abuse
SEARCH programs served over 400 children in
treatment program, which
the last year: 82 were served through HTT and
remains a major obstacle to
the remaining through the Resource Center
client success, in conjunc-
and Scattered-Site Housing Program
tion with the Change
Assessment Research
medical support program
Program of the Department
of Psychology at the
The Medical Support Budget increased from
University of Houston. EEC has
$165,000 to $482,542 thanks to a generous
hired a Licensed Chemical
grant from The Methodist Hospital
Dependency Counselor to assist in
450 clients, residents, and students at
the implementation of this substance
SEARCH received vision screening and eye-
abuse program.
glasses
Community Voice Mail came to the EEC this
26 clients received hearing screening, and
Government
44%
year, providing voice mail to those who have
seven assistive hearing devices were provided
Private Grants
18%
completed training and are seeking employ-
A one-chair dental operatory was established
ment. This allows employers to be able to
on the first floor through the generosity of pri-
schedule interviews with those clients who do
vate contributions and The Methodist Hospital
Shell Oil volunteers make a difference
not have home phones. Jennifer Mintz, EEC
Baylor College of Medicine staffs a fully opera-
using their expertise and goodwill to make
Case Manager, was invited to serve on the
tional on-site medical clinic five days per
a better environment for SEARCH staff and
Advisory Board of Houston Community Voice
week.
students. They scrubbed, primed, and
Mail due to the success of this program with
New Providers to the program include:
painted the SEARCH facilities equipment
the EEC clients.
Baylor College of Medicine Department of
room and gave it a much needed face lift.
Psychiatry - established a residency rotation
house of tiny trea-
offering two half-days per week to augment
sures (HTT)
services of Baylor's Department of Family and
Community Medicine
HTT served 82 children during
Texas Children's Pediatric Associates -
the past year
provides healthcare for the children and fami-
The average length of stay in the
lies of the House of Tiny Treasures
program is eighteen months.
University of Texas School of Nursing
95% of parents have either reen-
provides student nurses for vision screening
tered the workforce, or currently
and other special projects.
participate in SEARCH job training
programs (including GED prepara-
resource center/
tion) or higher education programs;
mobile outreach unit
5% of parents are health impaired
and unable to work
56,484 clients received services, 2,124 of these
35% of families are in SEARCH's Scattered-Site
entered the SEARCH's Resource Center for
the first time
who have successfully transitioned out of the
BUDGET ALLOCATIONS
Over 48,000 men, women and children were
program into independent living.
Fiscal Year 1997-1998
provided hot meals, hot showers, and had
A SEARCH Alumni Network has been devel-
their laundry done
oped to enable SEARCH to successfully follow
26,000 sack lunches were distributed
clients who have graduated from the program.
Planned Parenthood, Social Security
scattered-site housing
Administration 10%
Administration and the Veterans
Programs
90%
Administration returned to the SEARCH facil-
SEARCH provides 92 apartments in conve-
ity as collaborating agencies to render ser-
nient locations throughout the city
vices to SEARCH's homeless population
for individuals and families
Three town meetings were held to evaluate
50% of job training clients are
SEARCH's services and discuss client needs.
in
Staff, board members, volunteers, community
these apartments
members, homeless clients, on-site residents,
In conjunction with the
and students from the Employment Education
On-Site Housing program,
Center participate in these meetings.
clients are receiving addi-
Client breakfasts have been upgraded to
tional
include the following on a daily basis: coffee,
substance abuse group
sugar, donuts, fresh fruit, and a sandwich.
counseling and life skills
Food costs for the hot lunch are $0.60 per
training classes.
plate, factoring in all donated items
Funding by HUD was award-
ed to continue
on-site housing (OSHP)
the transitional housing
program through
OSHP operates with the assistance of grants
October, 1998.
from the department of Housing and Urban
The Shelter Plus Care
Development (HUD), Housing Opportunities
portion of the program was awarded funding
for People with AIDS (HOPWA), and The
through September, 1999.
Methodist Hospital.
A full-time housing developer has been hired
OSHP houses 40 residents on the 3rd and 4th
to provide additional support to
floors. The program became fully operational
the program.
in October, 1996.
The SEARCH facility has been the transition-
al home to 58 people who have stayed an
Les Alexander, owner of the Houston
average of six to eight months.
Rockets, along with Rockets' players
90% of the OSHP clients are in job training,
Brent Price and Roderick Rhodes, present-
educational programs, and volunteering their
ed a check in the amount of $150,000 to
time at SEARCH.
Sandy Reese-Kesseler, Executive Director
Three 12 Step Groups for alcohol and chemi-
of SEARCH, from the Houston Rockets'
cal dependency, with the assistance of indi-
Clutch City Foundation. The money will be
vidual counseling as needed, have been incor-
used to complete renovations of SEARCH's
porated into the OSHP program specifically.
House of Tiny Treasures.
90% of OSHP clients are referred through
SEARCH's Mobile Outreach Unit and
Resource Center, while the other 10% are
referred from qualifying agencies.
A Peer Executive Committee has been formed
which consists of clients who assist staff with
making changes or suggestions that will
Rocket's guard, Roderick Rhodes, and Asia
ensure the on-site housing community oper-
Simpson slam dunk for the children at the
ates efficiently. The Peer Executive
House of Tiny Treasures.
Committee, along with SEARCH staff, has
compiled a resident handbook of rules and
regulations that will govern the OSHP program.
Graduations are now being held for residents
new, fun-filled events bring
festivities, participation and
awareness of SEARCH
run for shelter sprints a seventh year success
SEARCH's 7th Annual Run for Shelter 5K
Lanny Griffith of 107.5 "The Buzz" teamed with
Fun Run and 1K Family Walk was held on
Elvis to provide eclectic entertainment and audi-
Saturday, September 27, 1997 at Chuy's on
ence participation. The date for SEARCH's 1998
Richmond. Leah Flemma, Event Chairman, and
Run for Shelter is set for September 26, 1998.
Lou Getz, Event Co-
Mark your calendar to Run for Shelter!
Chairman, raised an amaz-
Thank you to the following for making the
ing 8 103,000, with more
1997 Run For Shelter a success!
than 1100 runners, and 40
corporate running teams
Corporate Teams
participating to help run
Anadarko
Texaco
for Houston's homeless.
City Public Service
Toshiba
Runners enjoyed great
Charlie Thomas
VICO
food from Smoothie King,
Dealerships
Weingarten Realty
Mrs. Baird's, Bagel
Coastal Corporation
Investors
Manufacturer, Chuy's,
Compaq
Kroger, and Whole Foods.
Continental Express
Major Sponsors
Cooper Industries
Foley's
EVENT WINNERS
Duddlesten Companies
Chuy's
Duke Energy
Continental Airlines
Houston's running community supports
Men's Overall
Foley's
The Houston Chronicle
SEARCH's 1997 Run for Shelter once again.
1st Place
Joe Flores
15:54
Greenwood King Realty
Weingarten Realty
2nd Place Bay Caesar Martinez
16:04
Houston Chronicle
Investors
3rd Place
David Washburn
16:10
Houston Industries
Virginia Indonesia
Women's Overall
Legal Media Systems, Inc.
Company
1st Place
Patty Valadka
17:17
MCI Systemhouse
2nd Place
Kathy Barton
18:53
NGC
SEARCH dedicated the expansion of its
3rd Place
Vicki Danielson
19:45
Quanex
House of Tiny Treasures on Sunday, January
Stage Stores, Inc.
26, 1997. The Connie Schwartz Reischer
House of Tiny Treasures was renamed in
memory of the daughter of Kay Schwartz,
SEARCH's Director Emeritus. Kay described
run for a reason
Connie as one who "participated in life to
the fullest and leaves a legacy of love and
Running in the Methodist Healthcare Houston
concern that is appropriately memorialized
Marathon? Run for a Reason Run for
by the loving care given in this house that
SEARCH. As an official charity of the Methodist
will bear her name." The second house
Healthcare Marathon, SEARCH seeks your
will allow for increased, critically needed
participation to obtain pledges that will match
infant and toddler care, as well as
your efforts in the marathon or the 5K race.
expanded services for additional children.
The funds raised will be used by SEARCH to
Kay Schwartz, Erica Reischer, Connie's
assist homeless men, women, and children
daughter, and Lori Holman, Connie's sister,
reach independence and self-sufficiency. For
were present at the dedication ribbon
more information about selecting SEARCH as
cutting ceremony.
your charity of choice, call the Development
Department at (713) 739-7752.
EISCHER
HOUSE
TREASURES
first annual dinner-
SEARCH turned eight years old on April 24,
a piece of the puzzle,
1997. Staff members and volunteers
thursday, april 23, 1998
celebrated SEARCH's accomplishments at
a special celebration birthday party.
Dear Friends of SEARCH,
Shelly Cyprus, President Emeritus, and
staff members, Jennifer Mintz, Thao Ngo,
We are all thrilled to be a part of the first
and Chris Olson light candles in honor of
annual dinner "A Piece of the Puzzle" which
eight years of providing opportunities for
will pay tribute to the three founding institu-
Houston's homeless.
tions of the medical support programs at
SEARCH: Baylor College of Medicine, Harris
change houston-
County Hospital District and The Methodist
sponsored by enron, march 9-20, 1998
Hospital.
The evening will take place at Tony's new
There are $300 million in unused coins in Houston! From March 9-20,
ballroom and will feature a sumptuous dinner,
SEARCH will be coordinating an effort lead by Enron to recruit 100 businesses
entertainment by the Harbor Light Choir, and a
to involve their employees in a coin drive, collecting change left at home and in
very special surprise to highlight the evening.
the office. This easy, innovative concept will provide employees an opportunity
We know you will want to be a part of this
to learn about SEARCH and get involved in helping the homeless without
memorable event and we cordially extend an
putting additional burdens on their already taxed finances.
invitation for you to join us on April 23, 1998.
SEARCH wishes to thank the founding "Silver Dollar" sponsors of this
If you need ticket and table sales information,
event who are contributing $5,000 seed money and taking part in the planning
please contact Elizabeth Moore, Special Events
of this exciting event:
Coordinator at (713) 739-7752 ext. 163.
107.5 FM "The Buzz" KTBZ, Andersen Consulting, Arthur Andersen, Brinks
Your thoughtful support continues to
Incorprated, Continental Express Airlines, Enron, Foley's, Keller Williams
inspire others to nurture worthy organizations
Realty, Kroger, Men's Wearhouse, Merrill Lynch, M.W. Kellogg, Oilfield Breakfast
such as SEARCH. We look forward to your par-
Forum, Shell Oil, Stage Stores, Inc., Texas Commerce Bank/Chase Bank, Vinson
ticipation.
& Elkins, Virginia Indonesia Company, Weingarten Realty, Young Entrepreneurs
Organization, NGC, Paine Webber, Channel 26, John L. Wortham and Sons.
Sincerely,
For more information about how you can volunteer for or participate
Saundria and Jerome Gray
in any of the above events, please call the SEARCH development
Chairmen
office at (713) 739-7752.
Joyce and Arthur Schechter
Honorary Chairmen
Please detach and mail this form to SEARCH, 2505 Fannin, Houston, Texas
77002, Attn: Elizabeth Moore, Events Coordinator
third annual
change houston interest form
pennies from heaven drive,
december 1997
If you are interested in Participating in Change Houston, please fill out this
form and mail it in.
During a two week period of the holiday
season, youths from area private schools will
Name:
collect pennies to benefit SEARCH's House of
Tiny Treasures. In an effort to introduce philan-
Address:
thropy to young people, this drive raises aware-
ness about other young people who need help.
Phone #:
Fax #:
If.your child's school is interested, please con-
tact SEARCH at (713) 739-7752.
Company/Organization:
# of Employees:
Area of Interest:
Please contact me with additional information
Please mail additional information
lifelines thank you to SEARCH's financial supporters January 1996-June 1997
$200,000 AND UP
$5,000-9,999
Elnor and Robert Ellis
Schepps Charitable Fund, Inc.
Congregation Beth Yeshurun
Barbara and Louis Sklar
City of Houston Department of Housing
Bank United
Enron
The Shefa Fund
Dean Costis
E.S. Scholl
and Community Development
F. Fox Benton, Jr.
Episcopal Church Women of St. Martins
Margret and Robert Simmons
Joseph A. Conza
Emilie B. Slohm
Harris County Housing and
Shelly and Joel Cyprus
Sara and John Fenoglio
Carol and John Singleton
Kathy and Terry Carlisle
Iris and Jerry Stankorb
Community Development Agency
Deloitte & Touche, L.L.P.
First United Methodist Church
Adolph Susholtz
Terry and Martin Cominsky
Software Source
The Methodist Hospital
Endowment Fund of the Jewish
Lillian and Alan Gaylor
Southdown, Inc.
The Center for Student Missions
Spring Branch Memorial Family
Anonymous
Community
Greater Houston Dental Society
St. John Vianney Federal Credit Union
Virginia Courtney
Outreach Center
Swalm Foundation
Exxon Company, U.S.A.
Mary Jo and Onofre Gonzalez
St. Matthew Lutheran Church
Diamond Insurance Agency. Inc.
St. Paul's United Methodist Church
Texas Department of Housing and
Susman Godfrey. L.L.P.
Les Greenberg
St. Matthias Church
Dow Chemical Co.
The Samuels Foundation
Community Affairs
The Houston Foundation
Gerald D. Hines
Terrace Chapel
Eva Lynn Donovan
Lewie L. Travis
U.S. Department of Housing and
The Houston Read Commission
Hewitt Associates Foundation
Trinity Episcopal Church
George C. Dodge Foundation
Martha Claire Tompkins
Urban Development
McCrea Foundation
Holland & Davis, Inc.
University Area Rotary Club Foundation
Loyd Drain
Toshiba International Corporation
Memorial Healthcare System
Houston Bar Association
John and Kathy Unger
Thenoris Davis
Harvill E. Weller Jr.
$100,000-199,999
The Men's Wearhouse
Houston Downtown Management
Union Texas Petroleum
Emerson Unitarian Church
Patsy M. Williamson
Houston Endowment Inc.
Powell Foundation
Corporation
Unity Church of Christianity
First Unitarian Universalist Church
The Walff-Toomin Foundation
Houston Works/JTPA
Presidio International
Houston Lighting & Power
Jodie R. Vaughn
William Fisk
The Woodlands Community
Kay Schwartz
Houston Livestock Show and Rodeo
Variety Club of Houston
Anita and Antonio Gotto
Presbyterian Church
50,000-$99,999
Shell Oil Company Foundation
Paula and James Hubbard
Vinson & Elkins, L.L.P.
Goldwell Cosmetics U.S.A., Inc.
Women's Fellowship First
The United Way of the Texas Gulf Coast
South Main Baptist Church
Roy M. Huffington
Rabbi Roy Walters
Greenwood-King Properties
Congregational Church
Roberta Stanwood
IBM Corporation
Narda and Brian Weierbach
Grocer's Supply Company, Inc.
$30,000-$49,999
The Strake Foundation
IIDA-Texas Chapter
Wheeler Avenue Baptist Church
Patsy Graham
MAJOR IN-KIND DONORS
The Children's Fund, Inc.
Tenneco Energy
Barbara and Ben Jordan
Charla and George Wilson
Susan Gallagher and William Durham
Robert F. Austin, M.D.
Foley's
Texas Commerce Bank
Dotty and Lawrence Kagan
Winstead, Sechrest & Minick
Trecia and Louis Getz
Baylor College of Medicine
Make-It-Home
United Methodist Women of Chapelwood
Jewish Federation of San Jose
Women of St. Christopher Episcopal Church
Glen Husak
Bayou Construction
Rockwell Foundation
Dr. and Mrs. Raymond Kaufman
Women's Energy Network Houston
Houston Center One
Butler Design Inc
Weingarten Realty Investors
$1,000-4,999
Keller Williams Realty
Ronald B. Wright, M.D.
Houston Chronicle
The Buzz, 107.5 FM
Allied Reporters
Kroger Company
Lorraine and Ed Wulfe
Houston Eye Care Associates
Career & Recovery Resources
$20,000-39,999
American Association of Drilling
William E. Ladin Family Trust
M.B. & Edna Zale Foundation
Judge Dwight Jefferson Campaign
Child Development Center
Harry and Isabel Cameron Foundation
Engineers
Audrey and William Lawson
John Knox Presbyterian Church
Chuy's
Duke Energy
American General Corporation
Legal Media Systems
$500-999
KHOU-TV Channel 11
Continental Airlines
United Parcel Service
Annuciation Greek Orthodox Church
Susan and Harry Levy
Aid Association for Lutherans
Mr. and Mrs. Stephen Kauffman
Enron
Virginia Indonesia Company
Annunciation Greek Orthodox Ladies
Lillian Kaiser Lewis Foundation
Arthur Andersen
Susan and Richard Keeton
Families Under Urban Social Attack
Beth and Randy Armstrong
Paula Manning
Barry D. Andersen
Thomas Kornegay
Foley's
$15,000-19,999
Arnold, White & Durkee Charitable
Carolyn and Paul Meyer
Edward Albee
Florence and Walter Loeb
Greenwood King Properties
Chapelwood United Methodist Church
Foundation
Diane Peterson and Larry Mathis
Ernest Abbott
Helen and Jerrold Landon
Harris County Hospital District
The Clayton Fund
Bank One
Mary Morrison
Lois and Raymond Alexanian
Jack Lapin
The Houston Chronicle
NationsBank
Idalyn G. Cyprus and Mark E. Audas
National Council of Jewish Women
Oladele Adebogun
Karla and William Lowerre
Sanjeev Khosla, DDS, & Darshani
Bering Memorial United Methodist Church
Jane and Roger Osborne
Bellaire Presbyterian Church
Luby's Cafeterias, Inc.
Patel, DOS
$10,000-14,999
John R. Booth
Oilfield Breakfast Forum
British Airways
Boyd B. Moore
Kroger Company
Jonel and Robert Curl
Breslauer Charitable Trust
Palmer Memorial Episcopal Church
Cheryl R. Baity
Joseph Meyer III
Patterson Dental Company
Mr. and Mrs. Ross Doan
The Brodsky Foundation
D. Peterson and Associates
Maritza Barley
Natural Gas Clearinghouse Corporation
Social Security Administration0
Lowe Foundation
Chuy's
Audrey and William Pinkerton
Mr. and Mrs. J. Morgan Biselop
Dr. Harold Ofgang
Stage Stores, Inc.
Memorial Drive United Methodist Church
Compaq Computer Corporation
The Presbytery of New Covenant
Ronnie Boyd and Associates
Permits Plus
Veterans Administration
My Friends Foundation
CongregationEmanuEl
River Oaks Baptist School
Suzann and Travis Broesche
Pitney Bowes
William C. Watkins, DOS
Turner Charitable Foundation
Cooper Industries Foundation
Riverside United Methodist Church
Central Congregational Church
Fairfax Crow Randall
Weingarten Realty Investors
David Weekley Family Foundation
Gillian and Chris Corcoran
Tonja and Joel Rodriguez
Christ Church Cathedral
Redstone Group Ltd.
Durrett Motor Company
Jane and John Ruchalski
Christ the King Lutheran Church
Rich Investments
James R. Dougherty Jr. Foundation
Kathleen Saunders
Church Women United in Houston
Royston, Rayzor, Vickery, & Williams
SEARCH
NONPROFIT ORG.
2505 Fannin
U.S. POSTAGE
Houston, Texas 77002
PAID
(713) 739-7752
HOUSTON, TEXAS
(713) 739-9201 fax
PERMIT NO. 04535
Programs Include
Scattered-Site Housing
On-Site Housing
Assists individuals and families with affordable apartments
Offers supportive permanent and transitional I
Resource Center
of their own choosing throughout the community
disabled homeless individuals in a therapeutic
Full-service day shelter incorporating on-site services of
Subsidizes rent and utilities for up to two years for
environment
over 33 other agencies
transitional housing and up to five years for permanent
Provides clients with adult living skills and frec
Offers hot meals, showers, laundry facilities, a mailing
housing while participants attain education, job
from the immediate burdens of homelessness
address, and free telephone usage 7 days a week,
training, and employment
365 days a year
House of Tiny Treasures
Staffed Mobile Outreach Unit provides outreach to
Only licensed child care facility in Houston/
homeless persons on the street, in encampments,
Harris County exclusively serving homeless chi
and elsewhere throughout Houston.
Utilizes a developmentally appropriate prescho
Offers food, blankets, minor medical care, personal
curriculum
hygiene items, clothing, case management, medical and
Offers health care, immunizations, meals, pick
dental referrals, substance abuse and mental health
services, field trips, family case management, h
counseling, and HIV/AIDS education
vision, and speech screening
Clerical and accounting job training lab
Employment Education Center
How Can I Help?
Offers literacy and remedial education, along with
Be a part of the solution. Make a donation,
take a tour, or volunteer your time
GED exam preparation
Provides employment readiness, job training and
Contact SEARCH at (713)739-7752
placement assistance
Six months in-house job training in:
a.- Clerical / computer / data entry
SEARCH's Speakers Bureau is eager to share m
b.- Accounting/bookkeeping
these exciting efforts with your company, organ
c.- Facilities maintenance
Culinary arts jobs training
club, congregation or other group. A represent
the Bureau will come to your meeting and prov
d.- Culinary arts
a.- An overview of homelessness and how
Medical Support Program
SEARCH is working to end it (video ava
Provides medical, immunizations, dental, psychiatric,
b.- An inspiring life story from someone
hearing, speech, and vision screenings/
who has been homeless
care, and prosthetic devices
c.- Answers to your questions
Offers substance abuse and
about homelessness
HIV / AIDS education and
d. Volunteer and
counseling
Underwriting
Medical support
opportunities
Programs Include
Scattered-Site Housing
On-Site Housing
Assists individuals and families with affordable apartments
Offers supportive permanent and transitional h.
Resource Center
of their own choosing throughout the community
disabled homeless individuals in a therapeutic C
Full-service day shelter incorporating on-site services of
Subsidizes rent and utilities for up to two years for
environment
over 33 other agencies
transitional housing and up to five years for permanent
Provides clients with adult living skills and frees
Offers hot meals, showers, laundry facilities, a mailing
housing while participants attain education, job
from the immediate burdens of homelessness
address, and free telephone usage 7 days a week,
training, and employment
365 days a year
House of Tiny Treasures
Staffed Mobile Outreach Unit provides outreach to
Only licensed child care facility in Houston/
homeless persons on the street, in encampments,
Harris County exclusively serving homeless chil
and elsewhere throughout Houston.
Utilizes a developmentally appropriate prescho
Offers food, blankets, minor medical care, personal
curriculum
hygiene items, clothing, case management, medical and
Offers health care, immunizations, meals, picku
dental referrals, substance abuse and mental health
services, field trips, family case management, he
counseling, and HIV/AIDS education
vision, and speech screening
Clerical and accounting job training lab
Employment Education Center
How Can I Help?
Offers literacy and remedial education, along with
Be a part of the solution. Make a donation,
take a tour, or volunteer your time
GED exam preparation
Provides employment readiness, job training and
Contact SEARCH at (713)739-7752
placement assistance
Six months in-house job training in:
SEARCH's Speakers Bureau is eager to share m
a.- Clerical / computer / data entry
these exciting efforts with your company, organ
b.- Accounting / bookkeeping
c.- Facilities maintenance
Culinary arts jobs training
club, congregation or other group. A representa
the Bureau will come to your meeting and prov
d.- Culinary arts
a.- An overview of homelessness and how
Medical Support Program
SEARCH is working to end it (video ava
Provides medical, immunizations, dental, psychiatric,
b.- An inspiring life story from someone
hearing, speech, and vision screenings/
who has been homeless
care, and prosthetic devices
C.- Answers to your questions
Offers substance abuse and
about homelessness
HIV / AIDS education and
d.- Volunteer and
counseling
Underwriting
Medical support
opportunities
House
S.E.A.R.C.H.
MesualRe
port
Dear S.F.A.R.C.H. Supporters:
The homeless crisis in Houston. as in the nation hasn't gone every.
Even so. S.E.A.R.C.H. is making a difference in this community and gaining
J reputation nationally as .1 service that understands this very complex issue
and offers a continuum of care necessary for homeless individuals to become
self-sufficient.
In reviewing our 1993-1994 service year. I am happy to say that we
have maintained both the ideals and focus of our mission statement. The five
separate programs instituted since our inception in 1989 are proving suc-
cessful in helping homeless men. women. and children break the cycle of
impoverishment and achieve self-sustaining lives. These programs include:
the Resource Center, Employment/Education Center. Mobile Outreach.
House of Tiny Treasures, and Transitional Housing.
In 1993 S.E.A.R.C.H. embarked on a $3.5-million capital campaign
to fund a new 52,000 square foot facility to accommodate expanded services.
Upon completion of its renovation in 1995, the new facility (at 2505 Fannin)
will enable us to double the number of homeless we serve. It also includes
medical and dental clinics. Our Employment Program. funded by Houston
Works, was restructured and now includes a stronger job placement pool in
cooperation with a wide range of Houston's business community. Plans are
underway for a vocational training center that will interface between job
training and potential employers. For a full report on the highlights and
achievements of this past year, please turn to the following page.
The continued success of our efforts is due in large measure to the
involvement of members of S.E.A.R.C.H.'s Board of Directors, the Council
of Congregations, our staff and especially our numerous volunteers which
total over 400. Their leadership, combined with the support of government.
foundations, corporations, churches and synagogues, and private individuals.
is making it possible for S.E.A.R.C.H. to help thousands of people turn their
lives around. And that's good for all of us.
Katerina Germanikes
Sincerely, Katerina Germanides
President. S.E.A.R.C.H. Board of Directors
Highrights
Acquired a 52,000 square foot building that will soon become
4. Welcomed over 1.
S.E.A.R.C.H.'s new home. Located at 2505 Fannin (at McGowen), the new
review the play/lea
facility will allow us to double and/or triple the number of individuals served.
5. Researched and lo
enrolled at House
Transitional Housing Program
6. "Graduated" first
1. Secured cooperation and support from The Make It Home Agency; result-
performance of
ed in furnished housing for approximately 150 individuals and families.
average or above
2. Provided extensive counseling to the growing number of battered women
who have elected to exit abusive marriages and seek refuge on the streets.
Resource Center
3. Saw approximately 25% of this program's clients graduate from
1. Provided services
Transitional'Housing to permanent housing and are now self- supporting.
2. Served over 40.00
4. Provided dental. medical and vision services for approximately 50% of
3. Provided medical
Transitional house clients via grant from Methodist Hospital.
and children.
5. Added additional case managers to provide intensive in-home counseling
4. Provided Veteran
and adult living skills training.
American Veterans
5. Assisted over 7,000
Employment Education Center
services.
1. Aggressively marketed Education/Employment program to appropriate
6. Initiated first 12-S
agencies- resulted in approximately 20 referrals for enrollment weekly.
day participate in F
2. Provided in-house training for approximately 40 individuals targeting
7. Added a Peer Case
professions that include Finance, Clerical, Early Childhood Development,
successfully comple
Building Maintenance, Peer Case Management and Heating/ Air
Program.
Conditioning repair
3. Established innovative programs for both men and women in transition of
Mobile Outreach
ending homelessness. Topics covered included clinical in-house therapy,
1. Established Shelter
medical care, alcohol and substanc abuse counseling and developing skills
disabled homeless. .
for adult daily life.
2. Added a Licensed (
4. Identified and targeted Corporations to partner with S.E.A.R.C.H. in job
3. Provided outreach se
placement opportunities.
as well as medical se
4. Relocated over 300
The House of Tiny Treasures
to life and health the
1. Has maintained the maximum licensed capacity since opening in 1992
and expansion in 1993. Extensive waiting list of qualified children.
2. Secured an appropriate scholarship to provide speech therapy and language
enrichment classes for pre-school aged children.
3. Added a case manager to the staff for the purpose of providing long-
term family management and parent education on a weekly in-home basis.
S
will soon become
t. Welcom di over 150 groups and organizations to your the facility and
McGowen). the new
review the play learn program.
of individuals served.
5. Researched and located housing for 95% of families whose children are
enrolled at House of Tiny Treasures.
6. "Graduated" first group of children -1 from HTT--monitored first grade
Home Agency: result-
performance of each who are currently all model students performing
siduals and families.
average or above average classroom work.
per of battered women
refuge on the streets.
Resource Center
ients graduate from
1. Provided services for 40,500 individuals averaging 125-140 a day.
now self- supporting.
2. Served over 40,000 hot. nutritious lunches during the course of the year.
approximately 50% of
3. Provided medical services to approximately 3,000 homeless men, women
Hospital.
and children.
ve in-home counseling
4. Provided Veteran's assistance and counseling to approximately 900
American Veterans.
5. Assisted over 7,000 men and women in obtaining Gold cards for medical
services.
rogram to appropriate
6. Initiated first 12-Step group and saw approximately 20 individuals per
or enrollment weekly.
day participate in group sessions.
individuals targeting
7. Added a Peer Case Manager to staff-a former homeless client who has
ildhood Development,
successfully completed S.E.A.R.C.H.'s Employment/Education Training
at and Heating/ Air
Program.
women in transition of
Mobile Outreach
nical in-house therapy,
1. Established Shelter Plus Care funding for 32 scattered site apartments for
g and developing skills
disabled homeless, with assistance provided for up to 5 years.
2. Added a Licensed Chemical Dependency Counselor to staff.
h S.E.A.R.C.H. in job
3. Provided outreach services to 2,200 individuals including food and blankets.
as well as medical services, temporary housing and Gold Card applications.
4. Relocated over 300 individuals from hazardous encampments susceptible
to life and health threats in the downtown Houston area.
ince opening in 1992
jualified children.
ch therapy and language
ose of providing long-
a weekly in-home basis.