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Teacher of the Year Awards, 4/5/89 [1]
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Teacher of the Year Awards, 4/5/89 [1]
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Records of the White House Office of Speechwriting (George H. W. Bush Administration)
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Originally Processed With FOIA(s):
FOIA Number:
S
2011-2184-F
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection: George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Draft Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13481
Folder ID Number:
13481-006
Folder Title:
Teacher of the Year Awards, 4/5/89 [1]
Stack:
Row:
Section:
Shelf:
Position:
G
26
15
6
4
FINAL
(Smith)
April 5, 1989
Draft Four
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program is based on four
principles. First, excellence and achievement in education
should be rewarded. And, second, Federal dollars should help
those most in need. Third, greater flexibility and choice should
be available to educators and parents. Fourth, our program
demands educational accountability.
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a program providing $500
million by 1993 to reward America's "Merit Schools" -- the
schools which improve the most. We want to reward public and
private elementary and secondary schools which raise standards,
create a safe and drug-free environment, and reduce the drop-out
rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative provides support to states for
"Alternative Certification," of teachers and principles allowing
talented Americans from every field to teach in America's
classrooms. Consider that today, in many areas, a John Updike,
an Alex Haley, couldn't qualify to teach high-school creative
writing. When rules are so inflexible that creativity and talent
aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through college
scholarships to excel in science, mathematics, and engineering.
The National Science Foundation predicts a shortage of 400,000
scientists by the year 2000. We must reverse that trend.
Finally, we are proposing an additional $60 million over
four years in endowment matching grants for historically black
colleges and universities. This initiative can help give
minorities a greater voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
Document No. 02236055
MASTERI
WHITE HOUSE STAFFING MEMORANDUM
4/1/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/3/89 c.o.b
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
1989 MAR 31 FII
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
IS based on
More specifically, the President's program has four
principles
and evenent in education)
Sour
objectives. First, it says that excellence should be rewarded.
should
Forth
And, second, that Federal dollars help those most in need. Third,
(PORTER)
Third
our program demands educational accountability. And, fourth, in
supports greater flexibility and choice should be was lable to
educators and peren to
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
pronching $500million
We're asking Congress to create a $500 million program to
by 1993
reward America's "Merit Schools" -- the schools which improve the
?
and secondary
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
provicles support sto states
of teachers
Our third initiative calls for "Alternative Certification, principles
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
college
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can help give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
THE WHITE HOUSE
WASHINGTON
April 3, 1989
MEMORANDUM FOR CHRISS WINSTON
DEPUTY ASSISTANT TO THE PRESIDENT
FOR COMMUNICATIONS
FROM:
PATRICIA MACK BRYAN PIMB
ASSOCIATE COUNSEL TO THE PRESIDENT
SUBJECT:
Insert for Education Speeches
Pursuant to James W. Cicconi's staffing memorandum of April 1,
1989, Counsel's Office has reviewed the above-referenced insert.
Subject to the comments noted below and the minor edits found
directly on the draft, Counsel's Office has no legal objection to
that insert.
Page 1, Paragraph 6, Sentence 2: As we understood it, the
Merit-Schools program was to reward public and private secondary
schools as well as elementary schools. Assuming we are correct,
the words "and secondary" should be added between the words
"elementary" and "schools."
Page 2, Full Paragraph 1, Sentence 2: In order to avoid
violating the longstanding White House policy against having the
President provide commercial endorsements, we recommend deleting
the references to John Updike and Alex Haley.
Page 2, Paragraph 49, Sentence 2: We recommend deleting the
reference to giving minorities a greater voice in order to avoid
suggesting that the Administration is attempting to provide
special aid to Black Americans rather than to historically black
colleges and universities, which teach students from all races.
CC: James W. Cicconi
(Smith)
March 31, 1989
1989 MAR 31 PM 7: 45
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program has four
objectives. First, it says that excellence should be rewarded.
And, second, that Federal dollars should X help those most in need. Third,
our program demands educational accountability. And, fourth, it
supports greater flexibility and choice.
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a $500-million program to
reward America's "Merit Schools" -- the schools which improve the
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative calls for "Alternative Certification,"
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
Lr
# # # #
Document No. 02236055
WHITE HOUSE STAFFING MEMORANDUM
4/1/89
4/3/89 c.o.b
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office. Thank you.
RESPONSE:
See changes
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
1983 MAR 31 F:I 7:46
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
14864 Murr
The President's "Educational Excellence Act of 1989 states
that Our children are America's most precious resource.
It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program has four
and achieveme in Education
MURRLY
objectives. First, it says that excellence should be rewarded.
should be used to
Recognized and
t
And, Second, that Federal dollars help those most in need. Third,
AND Fourth our program demands educational accountability. And, Third fourth, it
supports greater flexibility and choice. In education both parental
choice in selecting schools for their children and tocal school systems.
To achieve these goals, the "Educational Excellence Act of Choice
of teachers
1989" includes a number of new initiatives:
and Principals,
We're asking Congress to create a $500 million programs to 7Y 19930
providing $500m by
reward America's "Merit Schools" -- the schools which improve the
and secondary
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative calls for "Alternative Certification,"
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
MURR
4864
to give America's youth a special incentive through/scholarships College
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
an additional
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can/give help minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
02236055
Document No.
WHITE HOUSE STAFFING MEMORANDUM
4/1/89
4/3/89 c.o.b
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
PINKERTON
CICCONI
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office Thank you.
RESPONSE:
see comments attached.
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
1989 MAR 31 PM 7: 46
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
is basedon
four principles
More specifically, the President's program has four
objectives. First, it says that excellence should be rewarded.
Fourth
And, second, that Federal dollars help those most in need. Third
our program demands educational accountability.
And, fourth, R
Third
supports greater flexibility and choice should
he available to edu catas and parents,
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a $500-million program to
reward America's "Merit Schools" -- the schools which improve the
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
provides support tostated
teachers anaprincipals,
Our third initiative calls for "Alternative Certification, of
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
?
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
April 3, 1989
MEMORANDUM FOR JIM CICCONI
FROM;
DENISE SCHWARZ
OFFICE OF CABINET AFFAIRS
SUBJECT;
INSERT FOR EDUCATION SPEECHES
LOG # 022360SS
We have reviewed the attached and have no comments.
Attachment
CC: Chriss Winston
02236055
Document No.
WHITE HOUSE STAFFING MEMORANDUM
4/1/89
4/3/89 c.o.b
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
PINKERTON
CICCONI
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
1989 MAR 31 FII 7: 46
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program has four
objectives. First, it says that excellence should. be rewarded.
And, second, that Federal dollars help those most in need. Third,
our program demands educational accountability. And, fourth, it
supports greater flexibility and choice.
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a $500-million program to
reward America's "Merit Schools" -- the schools which improve the
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative calls for "Alternative Certification,"
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are SO inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
02236055
Document No.
WHITE HOUSE STAFFING MEMORANDUM
4/1/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/3/89 c.o.b
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office. Thank you.
RESPONSE:
no comments AP
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
1989 MAR 31 PM 7: 46
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program has four
objectives. First, it says that excellence should be rewarded.
And, second, that Federal dollars help those most in need. Third,
our program demands educational accountability. And, fourth, it
supports greater flexibility and choice.
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a $500-million program to
reward America's "Merit Schools" -- the schools which improve the
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative calls for "Alternative Certification,"
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
# # # #
Document NO.
WHITE HOUSE STAFFING MEMORANDUM
4/3/89 c.o.b
4/1/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
INSERT FOR EDUCATION SPEECHES
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
NEWMAN
SUNUNU
SCOWCROFT
PORTER
DARMAN
STUDDERT
UNTERMEYER
BATES
ROGERS
BREEDEN
WINSTON
CARD
PINKERTON
CICCONI
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached would be used by Administration spokespersons
to describe the President's Educational Excellence Act.
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b Monday, April 3, 1989, with
an info copy to my office. Thank you.
RESPONSE: oh you
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Smith)
March 31, 1989
Draft Three
Educ
INSERT FOR EDUCATION SPEECHES
Before I begin my remarks, let me discuss one of America's
greatest challenges, and opportunities. I refer to education.
President Bush has pledged to be the Education President.
Well, this week, by sending legislation to the Congress, he made
the first installment on that pledge.
The President's "Educational Excellence Act of 1989" states
that our children are America's most precious resource. It seeks
to invest in them, and to help unlock their future.
More specifically, the President's program has four
objectives. First, it says that excellence should be rewarded.
And, second, that Federal dollars help those most in need. Third,
our program demands educational accountability. And, fourth, it
supports greater flexibility and choice.
To achieve these goals, the "Educational Excellence Act of
1989" includes a number of new initiatives:
We're asking Congress to create a $500-million program to
reward America's "Merit Schools" -- the schools which improve the
most. We want to reward public and private elementary schools
which raise standards, create a safe and drug-free environment,
and reduce the drop-out rate.
We're also proposing a new Magnet Schools of Excellence
initiative. This program will increase parents' choice in
-2-
selecting schools. And to keep students, or attract new students
from another school, it will spur all schools to do a better job.
Our third initiative calls for "Alternative Certification,"
allowing talented Americans from every field to teach in
America's classrooms. Consider that today, in many areas, a John
Updike, an Alex Haley, couldn't qualify to teach high-school
creative writing. When rules are so inflexible that creativity
and talent aren't welcome, it's time to change the rules.
Next, we want to create special $5,000 Presidential Awards
for the best teachers in every State. And, to work toward drug-
free schools, we're asking Congress to create Urban Emergency
Grants. We need to help those urban schools hit hardest by drug
abuse and trafficking.
Sixth, our new initiative of National Science Scholars seeks
to give America's youth a special incentive through scholarships
to excel in science, mathematics, and engineering. The National
Science Foundation predicts a shortage of 400,000 scientists by
the year 2000. We must reverse that trend.
Finally, we are proposing $60 million over four years in
endowment matching grants for historically black colleges and
universities. This initiative can give minorities a greater
voice -- and make sure that voice is heard.
The "Educational Excellence Act of 1989" reaffirms that the
pursuit of excellence is central to America, and seeks to make
achievement a way of life. By investing in our children, we can
shape Ameica's dreams of the twenty-first century.
#
#
#
#
NATIONAL TEACHER OF THE YEAR AWARD
ROSE GARDEN
WEDNESDAY, APRIL 5, 1989
11:30 AM
IT'S MY PLEASURE TO WELCOME so MANY DISTINGUISHED
GUESTS HERE TO THE WHITE HOUSE, TO HONOR A TEACHER WHO
EPITOMIZES EXCELLENCE IN EDUCATION.
WHAT GOES ON IN THE SCHOOLS IS IMPORTANT TO ME, AND
I LIKE TO GET OUT OF THE OFFICE AND TALK WITH OUR
SCHOOL KIDS WHENEVER I CAN.
- 2 -
LAST WEEK, I WENT OUT TO JAMES MADISON HIGH IN VIENNA,
VIRGINIA, AND HAD LUNCH IN THE CAFETERIA THERE. I
FOUND THE STUDENTS INTERESTED AND WELL-INFORMED; I
FOUND THE TEACHERS ENGAGED AND ENERGETIC. ((ASIDE))
AND THE PIZZA WASN'T BAD EITHER
((IN CASE ANY CONGRESSMEN HERE ARE INTERESTED, I
THINK THEY SERVE IT EVERY TUESDAY ))
- 3 -
Now, TO THE BUSINESS AT HAND. THE 1989 NATIONAL
TEACHER OF THE YEAR HAS MADE THE JOURNEY TO WASHINGTON
FROM BETHEL HIGH SCHOOL IN HAMPTON, VIRGINIA, MANY
TIMES BEFORE, TO GIVE HER SOCIAL STUDIES STUDENTS A
FIRST-HAND LOOK AT HOW GOVERNMENT REALLY WORKS. BUT IN
A MORE IMPORTANT RESPECT THE JOURNEY FOR THIS YEAR'S
WINNER, MARY BICOUVARIS ((BICK-UH-VARE-IS)), BEGAN
ALMOST THIRTY YEARS AGO AND FIVE THOUSAND MILES AWAY.
- 4 -
MARY -- OR MRS. BTc, AS HER STUDENTS CALL HER, AND I
WILL, TOO -- WAS BORN IN GREECE, CAME TO THE UNITED
STATES AS A COLLEGE STUDENT, AND CHOSE TO STAY.
MRS. BIC WAS INSPIRING GOOD CITIZENSHIP IN HER
STUDENTS BEFORE SHE HERSELF WAS AN AMERICAN CITIZEN.
- 5 -
HER SECRET IS USING THE REAL WORLD AS HER CLASSROOM --
GETTING HER STUDENTS INVOLVED IN PROGRAMS LIKE THE
MODEL U.N. AND IN POLITICAL CAMPAIGNS, AND BRINGING
PEOPLE INVOLVED IN POLITICS IN TO SPEAK TO HER
STUDENTS.
- 6 -
BARBARA, PLEASE COME ON UP WITH MRS. BIC
[PRESENT AWARD]
MARY, YOU'VE MADE THIS NATION PROUD THAT YOU CHOSE
US. CONGRATULATIONS, AND PLEASE ACCEPT THIS VERY
SPECIAL APPLE FOR A VERY SPECIAL TEACHER.
- 7 -
I WANT TO TAKE THIS OPPORTUNITY, WITH so MANY
DISTINGUISHED EDUCATORS, GOVERNORS, AND MEMBERS OF
CONGRESS PRESENT, TO LAY OUT MY PLAN FOR WHAT WE, ON
THE FEDERAL LEVEL, CAN DO TO IMPROVE OUR NATION'S
SCHOOLS, AND BUILD A BETTER AMERICA. SIX YEARS AGO
THIS MONTH, THE REPORT, A NATION AT RISK, WAS FIRST
PUBLISHED AND AMERICA AWAKENED TO THE CRYING NEED FOR
FUNDAMENTAL CHANGE IN OUR EDUCATIONAL SYSTEM.
- 8 -
WE'RE AT A POINT TODAY WHERE THERE IS AN EMERGING
CONSENSUS ON EDUCATION REFORM --- AND AN ENERGY OF
PURPOSE TO TAKE UP THE CHALLENGE.
THE STAKES COULD HARDLY BE HIGHER.
TODAY'S FIRST GRADERS WILL BE HIGH SCHOOL GRADUATES
IN THE YEAR 2000 -- A GENERATION ON THE THRESHOLD OF A
NEW CENTURY.
WE NEED TO ASK OURSELVES:
- 9 -
WHAT CAN WE DO TODAY TO BUILD ACCOUNTABILITY INTO
OUR EDUCATION SYSTEM -- TO MAKE SURE WE DON'T PASS THE
PROBLEM KIDS WHO NEED EXTRA HELP UP THROUGH THE SYSTEM,
OUT OF THE SCHOOLS AND INTO SOCIETY WITHOUT THE SKILLS
THEY NEED?
WHAT CAN WE DO TO MAKE SURE OUR CHILDREN STAY IN
SCHOOL, GRADUATE AND GET THAT DIPLOMA -- INSTEAD OF
DROPPING OUT, AND FALLING INTO A CYCLE OF CHRONIC
JOBLESSNESS?
- 10 -
WHAT CAN WE DO TO MAKE SURE AMERICA HAS THE
ADDITIONAL 400,000 SCIENTISTS THE NATIONAL SCIENCE
FOUNDATION SAYS WE'LL NEED BY THE YEAR 2000?
WHAT CAN WE DO TO GUARANTEE THAT GRADUATES IN THE
YEAR 2000 HAVE THE SKILLS AND KNOWLEDGE TO MAKE THIS
NATION COMPETITIVE IN THE GLOBAL MARKETPLACE?
ALL OF THESE ARE GOOD QUESTIONS
- 11 -
AND THEN THERE'S THE ONE I OFTEN HEAR WHEN EDUCATION IS
THE ISSUE: MR. PRESIDENT, WHAT ARE YOU GOING TO DO
ABOUT IT?
THAT'S A FAIR QUESTION
HERE'S MY ANSWER:
WE'RE GOING TO TAKE ACTION -- ACTION TO MAKE EXCELLENCE
IN EDUCATION NOT JUST A RALLYING CRY, BUT A CLASSROOM
REALITY.
WE CAN START BY REWARDING WHAT WORKS. WE CAN HELP
THOSE MOST IN NEED OF HELP.
- 12 -
WE CAN PROMOTE CHOICE AND FLEXIBILITY FOR PARENTS AND
SCHOOL ADMINISTRATORS. AND WE CAN RAISE EXPECTATIONS
AND HOLD OURSELVES ACCOUNTABLE FOR THE RESULTS.
THESE FOUR SIMPLE IDEAS -- REWARDING EXCELLENCE,
HELPING THOSE IN NEED, CHOICE AND FLEXIBILITY, AND
ACCOUNTABILITY -- ARE AT THE HEART OF THE LEGISLATION I
AM SENDING TO CONGRESS TODAY: THE EDUCATIONAL
EXCELLENCE Act OF 1989.
- 13 -
I WANT TO TAKE A MOMENT TO DETAIL THIS SEVEN-POINT
PLAN TO IMPROVE AND REFORM OUR SCHOOLS.
FIRST, MERIT SCHOOLS. IF OUR AIM IS EXCELLENCE IN
EDUCATION, WE'VE GOT TO SINGLE OUT EXCELLENCE, AND
REWARD IT -- WHETHER THAT MEANS RAISING TEST SCORES,
LOWERING THE DROP-OUT RATE, OR MAKING PROGRESS OF
ANOTHER KIND.
- 14 -
MY MERIT SCHOOL PROPOSAL WILL PROVIDE CASH AWARDS TO
SCHOOLS WITH A PROVEN FORMULA FOR SUCCESS -- AND SERVE
AS A POWERFUL INCENTIVE TO ENCOURAGE OTHER SCHOOLS TO
FOLLOW THEIR LEAD.
SECOND, MERIT AWARDS FOR OUR TOP TEACHERS. I'M
ASKING CONGRESS TO FUND A PRESIDENT'S AWARD FOR
EXCELLENCE IN EDUCATION, TO RECOGNIZE FIRST-RATE
TEACHERS IN EVERY STATE, AND REWARD THEM FOR A JOB WELL
DONE.
- 15 -
THIRD, SCIENCE SCHOLARSHIPS FOR OUR BEST HIGH SCHOOL
SENIORS. THESE AWARDS WILL GO TO 570 OF THE BEST YOUNG
SCIENTIFIC MINDS -- AT LEAST ONE FROM EVERY
CONGRESSIONAL DISTRICT ACROSS THE COUNTRY. NATIONAL
SCIENCE SCHOLARS WILL RECEIVE UP TO $10,000 DOLLARS A
YEAR FOR FOUR YEARS, TO BE USED AT THE SCHOOL OF THEIR
CHOICE.
ENCOURAGING EXCELLENCE MEANS MORE THAN REWARDING
SUCCESSFUL SCHOOLS, TEACHERS AND STUDENTS.
- 16 -
IT MEANS INTRODUCING INTO OUR EDUCATIONAL SYSTEM
ELEMENTS OF FLEXIBILITY, CHOICE AND COMPETITION THAT
WILL HELP PROMOTE QUALITY EDUCATION.
THAT'S THE IDEA BEHIND THE NEXT TWO INITIATIVES IN
MY SEVEN-POINT PROGRAM, MAGNET SCHOOLS AND ALTERNATIVE
CERTIFICATION FOR TEACHERS.
- 17 -
MAGNET SCHOOLS ARE AN IMPORTANT INSTRUMENT OF
CHOICE -- A MEANS OF PROMOTING HEALTHY COMPETITION TO
ATTRACT STUDENTS AND CREATE AN INCENTIVE FOR
EDUCATIONAL INNOVATION. Mr INITIATIVE CALLS FOR $100
MILLION DOLLARS A YEAR FOR EACH OF THE NEXT FOUR YEARS
TO HELP WITH MAGNET SCHOOL START-UP OR EXPANSION COSTS.
ALTERNATIVE CERTIFICATION IS A WAY TO EXPAND THE
POOL OF TALENTED TEACHERS AND ADMINISTRATORS. NOT ALL
PEOPLE WHO CAN TEACH ARE TEACHERS-BY-TRAINING.
- 18 -
WHETHER YOU'RE AN ACCLAIMED AUTHOR LIKE ALEX HALEY OR
JOHN UPDIKE -- WHO AREN'T CERTIFIED TO TEACH THE
LITERATURE COURSE IN WHICH THEIR BOOKS ARE READ -- OR A
BUSINESSMAN FROM ODESSA, TEXAS ANXIOUS TO GO INTO THE
CLASSROOM TO SHARE WHAT YOU KNOW, OUR SCHOOLS OUGHT TO
OFFER THAT OPPORTUNITY. THAT'S WHY MY EDUCATION
PACKAGE INCLUDES $25 MILLION TO FUND STATE EFFORTS TO
ENCOURAGE MORE FLEXIBLE CERTIFICATION SYSTEMS FOR
TEACHERS AND PRINCIPALS.
- 19 -
ABOVE ALL, OUR CHILDREN DESERVE A CHANCE TO LEARN -
- ESPECIALLY THE LEAST ADVANTAGED AMONG US.
THE FINAL TWO INITIATIVES IN MY PROGRAM ARE AIMED
AT SECURING THAT CHANCE, FOR CHILDREN IN SCHOOLS
PLAGUED BY THE DRUG PROBLEM, AND FOR COLLEGE-AGE
MINORITY YOUTH.
DRUG-FREE SCHOOLS, THIS INITIATIVE INVOLVES
FUNDING URBAN EMERGENCY GRANTS, TO HELP OUR HARDEST-HIT
SCHOOL DISTRICTS RID THEMSELVES OF DRUGS.
- 20 -
THE PLAIN FACT IS: KIDS CAN'T SUCCEED IN THE
CLASSROOM WHEN THERE'S DRUG DEALING IN THE CORRIDORS.
OUR AIM MUST BE TO GET THE DRUGS OUT, GET BACK TO
BASICS, AND LET STUDENTS AND TEACHERS GET DOWN TO
BUSINESS IN AN ENVIRONMENT WHERE LEARNING CAN TAKE
PLACE.
- 21 -
THE LAST OF MY SEVEN INITIATIVES IS EXPANDED
FEDERAL HELP TO OUR NATION'S HISTORICALLY BLACK
COLLEGES AND UNIVERSITIES, IN THE FORM OF MATCHING
GRANTS TO BUILD THE ENDOWMENTS AT THESE VITAL
INSTITUTIONS. HISTORICALLY BLACK SCHOOLS HAVE SERVED
AS AN AVENUE TO OPPORTUNITY FOR MILLIONS OF YOUNG MEN
AND WOMEN, AND THEY DESERVE OUR SUPPORT.
EACH OF THESE SEVEN INITIATIVES WILL MAKE A
DIFFERENCE.
- 22 -
I WANT TO BRIEFLY MENTION THREE MORE EFFORTS: THE HEAD
START PROGRAM FOR DISADVANTAGED PRE-SCHOOL CHILDREN,
THE TAX-FREE COLLEGE SAVINGS BOND PROGRAM TO HELP OUR
LOW- AND MIDDLE-INCOME FAMILIES COPE WITH THE COSTS OF
SENDING A CHILD TO COLLEGE, AND THE REAUTHORIZATION OF
THE CARL D. PERKINS VOCATIONAL EDUCATION AcT.
- 23 -
THE BUDGET I INTRODUCED TWO MONTHS AGO CALLS FOR A
$250 MILLION DOLLAR INCREASE TO EXPAND HEAD START, so
THAT MORE CHILDREN FROM DISADVANTAGED BACKGROUNDS ENTER
SCHOOL READY TO LEARN. I'M PLEASED TO SAY THAT THE
HOUSE HAS MOVED SWIFTLY TO APPROVE THE INCREASE. THE
COLLEGE SAVINGS BOND PLAN I CALLED FOR OVER A YEAR AND
A HALF AGO IS ALREADY ON THE BOOKS, AND THAT'S A
TRIBUTE TO THE FORESIGHT OF MANY OF THE MEMBERS OF
CONGRESS HERE TODAY.
- 24 -
AND THE LEGISLATION WE WILL SOON PROPOSE FOR VOCATIONAL
EDUCATION WILL ADVANCE THE PRINCIPLES OF
ACCOUNTABILITY, FLEXIBILITY AND EXCELLENCE. GOOD WORK
WAS DONE IN THE 100TH CONGRESS. THE 101st CAN BUILD ON
THAT WORK, AND ADVANCE EDUCATION REFORM ANOTHER STEP.
THESE EDUCATION INITIATIVES DON'T CONSTITUTE A
CURE-ALL, A QUICK FIX FOR WHATEVER AILS OUR EDUCATION
SYSTEM. REAL REFORM, LASTING IMPROVEMENT, OCCURS ONE
STEP AT A TIME -- ONE STUDENT AT A TIME.
- 25 -
I DON'T HAVE TO TELL YOU ABOUT THE CURRENT FEDERAL
BUDGET SITUATION. MONEY IS TIGHT, AND WE WISH THAT
MORE FUNDS WERE AVAILABLE TO SPEND ON ALL LEVELS OF
EDUCATION. BUT IT'S IMPORTANT THAT WE MEASURE OUR
SUCCESS NOT SIMPLY BY THE RESOURCES THAT WE PUT INTO
THE EFFORT, BUT BY THE KIND OF STUDENT OUR SCHOOLS TURN
OUT. FOR OUR SCHOOLS, THAT'S THE ONLY TEST THAT
COUNTS.
- 26 -
I'VE SAID BEFORE THAT EDUCATION IS LONG-TERM
PLANNING AT ITS BEST. WE'LL SEE THE PAYOFF FROM THE
WORK WE DO IN SCHOOLS TODAY YEARS FROM NOW. BUT THERE
ARE FEW TASKS THAT DEMAND MORE URGENT ATTENTION THAN
THE EDUCATION OF OUR CHILDREN.
LET ME SHARE A STORY WITH YOU -- A STORY ABOUT TWO
WAYS TO LOOK AT THE FUTURE, TOLD BY THE FRENCH. THE
MASTER OF A HOUSE WAS PLANNING HIS GARDEN, AND TOLD HIS
GARDENER TO PLANT A CERTAIN KIND OF TREE.
-
- 27 -
THE GARDENER OBJECTED. HE EXPLAINED THAT THE TREE WAS
SLOW-GROWING, AND WOULD TAKE A HUNDRED YEARS TO REACH
ITS FULL GROWTH.
It's THE MASTER'S RESPONSE THAT I FIND INTERESTING.
"IN THAT CASE," HE SAID, "THERE'S NO TIME TO LOSE.
PLANT IT THIS AFTERNOON."
THAT'S THE WAY WE OUGHT TO LOOK AT EDUCATION. As
THE TEACHERS HERE TODAY KNOW, THE WORK YOU DO -- THE
SEEDS YOU PLANT -- BEAR FRUIT ACROSS A LIFETIME.
- 28 -
THERE'S NO TIME TO LOSE IN SHAPING THE NEXT
GENERATION -- AND NO BETTER TIME TO BEGIN THAN TODAY.
TODAY, WE ARE TAKING A STEP FORWARD, AND I ASK ALL
OF YOU WORK WITH ME TO ADVANCE EXCELLENCE IN EDUCATION
IN EVERY WAY POSSIBLE.
SECRETARY CAVAZOS, WHY DON'T YOU BRING SENATOR
KASSEBAUM, CONGRESSMAN GOODLING, AND OUR DISTINGUISHED
GOVERNORS UP HERE -- AND MRS. BTc, PLEASE JOIN US UP
HERE TOO. [SIGNING CEREMONY]
MASTERII
022015SS
Document No.
WHITE HOUSE STAFFING MEMORANDUM
DATE: 4/3/89
ACTION/CONCURRENCE/COMMENT DUE BY:
----
PRESIDENTIAL REMARKS: TEACHER OF THE YEAR
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
/
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
THE WHITE HOUSE
WASHINGTON
1963 APR -3 FM 1: 10
April 3, 1989
INFORMATION
MEMORANDUM FOR THE PRESIDENT
FROM:
DAN McGROARTY Dear
SUBJECT:
NATIONAL TEACHER OF THE YEAR AWARD CEREMONY
I. SUMMARY
The attached draft has been prepared for your appearance at
the National Teacher of the Year Award presentation,
Wednesday, April 5, 1989, in the Rose Garden.
II. DISCUSSION
The event takes place on the day your education legislation
is transmitted to Congress, providing you an opportunity to
profile your education initiatives as a seven-point program
to advance excellence in education. The audience of
approximately 200 includes educators, as well as a number of
Members of Congress and governors with special interests in
education.
McGroarty/Simon
April 3, 1989
11:00 am
draft 3
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR AWARD
ROSE GARDEN
WEDNESDAY, APRIL 5, 1989
It's my pleasure to welcome so many distinguished guests
here to the White House, to honor a teacher who epitomizes
excellence in education.
What goes on in the schools is important to me, and I like
to get out of the office and talk with our school kids whenever I
can. Last week, I went out to James Madison High in Vienna,
Virginia, and had lunch in the cafeteria there. I found the
students interested and well-informed; I found the teachers
engaged and energetic. ((ASIDE) ) And the pizza wasn't bad
either
((In case any Congressmen here are interested, I think they
serve it every Tuesday
))
Now, to the business at hand. The 1989 National Teacher of
the Year has made the journey to Washington from Bethel High
School in Hampton, Virginia, many times before, to give her
social studies students a first-hand look at how government
really works. But in a more important respect the journey for
this year's winner, Mary Bicouvaris ((BICK-uh-VARE-is)) began
almost thirty years ago and five thousand miles away. Mary -- or
Mrs. Bic, as her students call her, and I will, too -- was born
2
in Greece, came to the United States as a college student, and
chose to stay.
Mrs. Bic was inspiring good citizenship in her students
before she herself was an American citizen. Her secret is using
the real world as her classroom -- getting her students involved
in programs like the Model UN and in political campaigns, and
bringing people involved in politics in to speak to her students.
Mary, you've made this nation proud that you chose us.
Congratulations, and please accept this very special apple for a
very special teacher. {Award is presented.}
I want to take this opportunity, with so many distinguished
educators, Governors, and Members of Congress present, to lay out
my plan for what we, on the federal level, can do to improve our
nation's schools, and build a better America. Six years ago this
month, the report, A Nation at Risk, was first published and
America awakened to the crying need for fundamental change in our
educational system. We're at a point today where there is an
emerging consensus on education reform -- and an energy of
purpose to take up the challenge.
The stakes could hardly be higher.
Today's first graders will be high school graduates in the
year 2000 -- a generation on the threshold of a new century.
We need to ask ourselves:
What can we do today to build accountability into our
education system -- to make sure we don't pass the problem kids
3
who need extra help up through the system, out of the schools and
into society without the skills they need?
What can we do to make sure our children stay in school,
graduate and get that diploma -- instead of dropping out, and
falling into a cycle of chronic joblessness?
What can we do to make sure America has the additional
400,000 scientists the National Science Foundation says we'll
need by the year 2000?
What can we do that graduates in the year 2000 have the
skills and knowledge to make this nation competitive in the
global marketplace?
All of these are good questions
And then there's the
one I often hear when education is the issue: Mr. President,
what are you going to do about it?
That's a fair question
Here's my answer: we're going
to take action -- action to make excellence in education not just
a rallying cry, but a classroom reality.
We can start by rewarding what works. We can help those
most in need of help. We can promote choice and flexibility for
parents and school administrators. And we can raise expectations
and hold ourselves accountable for the results.
These four simple ideas -- rewarding excellence, helping
those in need, choice and flexibility, and accountability --
are at the heart of the legislation I am sending to Congress
today: the Educational Excellence Act of 1989.
4
I want to take a moment to detail this seven-point plan to
improve and reform our schools.
First, merit schools. If our aim is excellence in
education, we've got to single out excellence, and reward it --
whether that means raising test scores, lowering the drop-out
rate, or making progress of another kind. My merit school
proposal will provide cash awards to schools with a proven
formula for success -- and serve as a powerful incentive to
encourage other schools to follow their lead.
Second, merit awards for our top teachers. I'm asking
Congress to fund a President's Award for Excellence in Education,
to recognize first-rate teachers in every state, and reward them
for a job well done.
Third, science scholarships for our best high school
seniors. These awards will go to 570 of the best young
scientific minds -- at least one from every Congressional
district across the country. National Science Scholars will
receive up to $10,000 dollars a year for four years, to be used
at the school of their choice.
Encouraging excellence means more than rewarding successful
schools, teachers and students. It means introducing into our
educational system elements of flexibility, choice and
competition that will help promote quality education.
That's the idea behind the next two initiatives in my seven-
point program, Magnet Schools and Alternative Certification for
Teachers.
5
Magnet Schools are an important instrument of choice -- a
means of promoting healthy competition to attract students and
create an incentive for educational innovation. My initiative
calls for $100 million dollars a year for each of the next four
years to help with magnet school start-up or expansion costs.
Alternative Certification is a way to expand the pool of
talented teachers and administrators. Not all people who can
teach are teachers-by-training. Whether you're an acclaimed
author like Alex Haley or John Updike -- who aren't certified to
teach the literature course in which their books are read -- or a
businessman from Odessa, Texas anxious to go into the classroom
to share what you know, our schools ought to offer that
opportunity. That's why my education package includes $25
million to fund state efforts to encourage more flexible
certification systems for teachers and principals.
Above all, our children deserve a chance to learn --
especially the least advantaged among us.
The final two initiatives in my program are aimed at
securing that chance, for children in schools plagued by the drug
problem, and for college-age minority youth.
Drug-free schools. This initiative involves funding Urban
Emergency Grants, to help our hardest-hit school districts rid
themselves of drugs.
The plain fact is: Kids can't succeed in the classroom when
there's drug dealing in the corridors.
6
Our aim must be to get the drugs out, get back to basics,
and let students and teachers get down to business in an
environment where learning can take place.
The last of my seven initiatives is expanded federal help to
our nation's Historically Black Colleges and Universities, in the
form of matching grants to build the endowments at these vital
institutions. Historically Black schools have served as an
avenue to opportunity for millions of young men and women, and
they deserve our support.
Each of these seven initiatives will make a difference. I
want to briefly mention two more efforts -- on either end of a
child's education experience: the Head Start program for
disadvantaged pre-school children, and the tax-free College
Savings Bond program to help our low- and middle-income families
cope with the costs of sending a child to college.
The budget I introduced two months ago calls for a $250
million dollar increase to expand Head Start, so that more.
children from disadvantaged backgrounds enter school ready to
learn. I'm pleased to say that the House has moved swiftly to
approve the increase. The College Savings Bond plan I called for
over a year and a half ago is already on the books, and that's a
tribute to the foresight of many of the Members of Congress here
today. Good work was done in the 100th Congress. The 101st can
build on that work, and advance education reform another step.
These education initiatives don't constitute a cure-all, a
quick fix for whatever ails our education system. Real reform,
7
lasting improvement, occurs one step at a time one student at
a time. It's important that we measure our success not simply by
the resources that we put into the effort, but by the kind of
student our schools turn out. That's the crucial test.
I've said before that education is long-term planning at its
best. We'll see the payoff from the work we do in schools today
years from now. But there are few tasks that demand more urgent
attention than the education of our children.
Let me share a story with you -- a story about two ways to
look at the future, told by the French. The master of a house
was planning his garden, and told his gardener to plant a certain
kind of tree. The gardener objected. He explained that the tree
was slow-growing, and would take a hundred years to reach its
full growth.
It's the master's response that I find interesting. "In
that case," he said, "There's no time to lose. Plant it this
afternoon."
That's the way we ought to look at education. As the
teachers here today know, the work you do -- the seeds you plant
-- bear fruit across a lifetime. There's no time to lose in
shaping the next generation -- and no better time to begin than
today.
Today, we are taking a step forward, and I ask all of you
work with me to advance excellence in education in every way
possible.
# # #
McGroarty/Simon
March 31, 1989
2:00 pm
draft 3
PRESIDENTIAL REMARKS: NATIONAL TEACHER OF THE YEAR AWARD
THE WHITE HOUSE
APRIL 5, 1989
meet all of you,
It's my pleasure to join today in recognizing a group of ten
teachers epitomize excellence in education. Each of you has
of make who this a very special award to
been an unforgettable influence in the lives of young men and
women too numerous to count. I'm sure the difference you make
redo
for the children you teach is a tremendous reward in itself.
I've asked you here to the Rose Garden so that I could thank you
myself for all you've done -- and to give you some small share of
the public recognition you deserve.
What goes on in the schools is important to me, and I like
to get out of the office and talk with our school kids whenever I
can. Last week, I went out to James Madison High in Vienna,
Virginia, and had lunch in the cafeteria there. I found the
students interested and well-informed; I found the teachers
engaged and energetic. And the pizza wasn't bad either
(In case any Congressmen here are interested, I think they
serve it every Tuesday )
Now, to the business at hand. The 1989 National Teacher of
the Year has made the journey to Washington from Bethel High
School in Hampton, Virginia, many times before, to give her
social studies students a first-hand look at how government
really works. But in a more important respect the journey for
2
this year's winner, Mary Bicouvaris, began almost thirty years
ago and six thousand miles away. Mary -- or Mrs. Bic, as her
students call her, and I will, too -- was born in Greece, came to
the United States as a college student, and chose to stay.
Mrs. Bic was inspiring good citizenship in her students
before she herself was an American citizen. Her secret is using
the real world as her classroom - getting her students involved
in programs like the Model UN and in political campaigns, and
bringing people involved in politics in to speak to her students.
Mary, you've made this nation proud that you chose us.
Congratulations, and please accept this very special apple for a
very special teacher. {Award is presented.}
I want to take this opportunity, with so many distinguished
educators, Governors, and Members of Congress present, to lay out
my plan for what we, on the federal level, can do to improve our
and build a better america -) insert A
nation's schools. We're at a point today where there is an
emerging consensus on education reform -- and an energy of
purpose to take up the challenge.
The stakes could hardly be higher.
Today's first graders will be high school graduates in the
year 2000 -- a generation on the threshold of a new century.
We need to ask ourselves:
What can we do today to build accountability into our
education system -- to make sure we don't pass the problem kids
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who need extra help up through the system, out of the schools and
into society without the skills they need?
What can we do to make sure our children stay in school,
graduate and get that diploma -- instead of dropping out, and
falling into a cycle of chronic joblessness?
What can we do to make sure America has the additional
400,000 scientists the National Science Foundation says we'll
need by the year 2000?
What can we do that graduates in the year 2000 have the
skills and knowledge to make this nation competitive in the
global marketplace?
All of these are good questions
And then there's the
one I often hear when education is the issue: Mr. President,
what are you going to do about it?
That's a fair question
Here's my answer: we're going
to take action -- action to make excellence in education not just
a rallying cry, but a classroom reality.
We can start by rewarding what works. We can help those
most in need of help. We can promote choice and flexibility for
parents and school administrators. And we can raise expectations
and hold ourselves accountable for the results.
These four simple ideas -- rewarding excellence, helping
those in need, choice and flexibility, and accountability --
are at the heart of the legislation I am sending to Congress
today: the Educational Excellence Act of 1989.
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I want to take a moment to detail this seven-point plan to
and reform
improve our schools.
First, merit schools. If our aim is excellence in
education, we've got to single out excellence, and reward it --
whether that means raising test scores, lowering the drop-out
rate, or making progress of another kind. My merit school
proposal will provide cash awards to schools with a proven
formula for success -- and serve as a powerful incentive to
encourage other schools to follow their lead.
Second, merit awards for our top teachers. I'm asking
Congress to fund a President's Award for Excellence in Education,
to recognize first-rate teachers in every state, and reward them
for a job well done.
Third, science scholarships for our best high school
seniors. These awards will go to 570 of the best young
scientific minds -- at least one from every Congressional
district across the country. National Science Scholars will
receive up to $10,000 dollars a year for a full four years, to be
used at the school of their choice.
Encouraging excellence means more than rewarding successful
schools, teachers and students. It means introducing into our
educational system elements of flexibility, choice and
competition that will help promote quality education.
That's the idea behind the next two initiatives in my seven-
point program, Magnet Schools and Alternative Certification for
Teachers.
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Magnet Schools are an important instrument of choice -- a
means of promoting healthy competition to attract students and
create an incentive for educational innovation. My initiative
calls for $100 million dollars a year for each of the next four
years to help with magnet school start-up or expansion costs.
Alternative Certification is a way to expand the pool of
talented teachers and administrators. Not all people who can
teach are teachers-by-training. Whether you're an acclaimed
author like Alex Haley or John Updike -- who aren't certified to
teach the literature course in which their books are read -- or a
businessman from Odessa, Texas anxious to go into the classroom
to share what you know, our schools ought to offer that
opportunity. That's why my education package includes $25
million to fund state efforts to encourage more flexible
certification systems for teachers and principals.
Above all, our children deserve a chance to learn --
especially the least advantaged among us.
The final two initiatives in my program are aimed at
securing that chance, for children in schools plagued by the drug
problem, and for college-age minority youth.
Drug-free schools. This initiative involves funding Urban
Emergency Grants, to help our hardest-hit school districts rid
themselves of drugs.
The plain fact is: Kids can't succeed in the classroom when
there's drug dealing in the corridors.
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Our aim must be to get the drugs out, get back to basics,
and let students and teachers get down to business in an
environment where learning can take place.
The last of my seven initiatives is expanded federal help to
our nation's Historically Black Colleges and Universities, in the
form of matching grants to build the endowments at these vital
institutions. Historically Black schools have served as an
avenue to opportunity for millions of young men and women, and
they deserve our support.
Each of these seven initiatives will make a difference. I
want to briefly mention two more efforts -- on either end of a
child's education experience: the Head Start program for
disadvantaged pre-school children, and the tax-free College
Savings Bond program to help our low- and middle-income families
cope with the costs of sending a child to college.
The budget I introduced two months ago calls for a $250
million dollar increase to expand Head Start, so that more
children from disadvantaged backgrounds enter school ready to
learn. I'm pleased to say that the House has moved swiftly to
approve the increase. The College Savings Bond plan I called for
over a year and a half ago is already on the books, and that's a
tribute to the foresight of many of the Members of Congress here
today. Good work was done in the 100th Congress. The 101st can
build on that work, and advance education reform another step.
These education initiatives don't constitute a cure-all, a
quick fix for whatever ails our education system. Real reform,
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lasting improvement, occurs one step at a time -- one student at
a time. It's important that we measure our success not simply by
the resources that we put into the effort, but by the kind of
student our schools turn out. That's the crucial test.
I've said before that education is long-term planning at its
best. We'll see the payoff from the work we do in schools today
that
years from now. But there are few tasks demanding more urgent
attention than the education of our children.
Let me share a story with you -- a story about two ways to
look at the future, told by the French. The master of a house
was planning his garden, and told his gardener to plant a certain
kind of tree. The gardener objected. He explained that the tree
was slow-growing, and would take a hundred years to reach its
full growth.
It's the master's response that I find interesting. "In
that case," he said, "there's no time to lose. Plant it this
afternoon."
That's the way we ought to look at education. As the
teachers here today know, the work you do -- the seeds you plant
-- bear fruit across a lifetime. There's no time to lose in
shaping the next generation -- and no better time to begin than
today.
Today, we are taking a step forward, and I ask all of you
work with me to advance excellence in education in every way
possible.
THE WHITE HOUSE
WASHINGTON
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