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Document No. 025244
WHITE HOUSE STAFFING MEMORANDUM
04/11/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
SUBJECT: PRESIDENTIAL REMARKS: EDUCATION REFORM
(04/11 6:40 p.m. draft)
ACTION FYI
ACTION FYI
VICE PRESIDENT
19
>
MCCLURE
1
SUNUNU
NEWMAN
9
SCOWCROFT
PORTER
DARMAN
)
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
&
PINKERTON
CICCONI
WINSTON
Д
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
1989 APR Fil 8:00
APRIL 11, 1989
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON
Es
FROM:
MARK LANGE uf
SUBJECT:
REMARKS FOR EDUCATION REFORM
I. SUMMARY
Attached are draft remarks for your speech on education reform,
in Union, New Jersey, on Thursday, April 13, at 12:30 p.m.
II. DISCUSSION
Governor Kean, Secretary Cavazos, and Congressman Rinaldo will be
present.
Your audience, in a high school gymnasium, will number between
800 and 1200 -- primarily school superintendents, teachers, and
students. Some of these students won President's Academic
Fitness Awards, as cited.
Your speech is based on the four principles of your education
program. You cite the benefits, of local initiatives, business
involvement, and volunteerism -- and suggest that meaningful
reform demands more than money.
If there is "news" in this speech, it is probably the idea of
partial deregulation of education: offering waivers to poorer
communities, offering them more flexibility in exchange for
greater accountability.
(Lange/Blessey)
April 11, 1989
6:40 p.m.
[REFORM.DOC]
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
12:30 P.M.
Thank you Governor Kean, Secretary Cavazos, Congressman
Rinaldo - -- and all of you who work to make American schools the
best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressures, that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's become too much for one person. Well,
compared to modern adolescence, the Presidency is easy. At least
I've got people to brief me every morning -- and make sure I get
home from parties safely
But when I look across this room today, I don't worry about
the future of our youth. I see staunch advocates -- and
dedicated professionals -- and determined students -- who know
that education in America can be the best in the world.
2
You know, this nation was founded by people who sought out
unexplored frontiers. At first, those frontiers meant perilous
ocean crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
larger, almost limitless frontier: the frontier of the mind.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for any other American
frontier.
We have a new manifest destiny: to develop America's young
minds to their fullest. Because if we lose the mind and spirit
of even one young person, we will have lost something precious,
forever.
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
3
heard enough about how bad an American education is supposed to
be. Enough. We need to hear more about how to make it better.
And the way to do that is with people like you, through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
frontier of the mind to every kid who enters a classroom.
You know, somebody once asked Mae West what she wanted to be
remembered for. Her answer? "Everything." My goal is a little
more modest. But I do want to be remembered as the Education
President -- and to use the bully pulpit of the presidency to
improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this.
First, this administration will reward excellence, through
awards to schools that demonstrate significant improvement,
rewards for good teachers, and a new scholarship program for
outstanding math and science students. Our schools have always
4
recognized athletic excellence -- and that's great. But it's
also good to hear about groups like the Montrose Academic Booster
Club. And the Presidential Academic Fitness Awards, which reward
excellence in scholarship -- I think some of those winners are
with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification for good people who
want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
Third, we want to help those most in need, targeting federal
resources where they can do the most good. We want to waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
of education. We'll give you the flexibility -- you show us the
results. I predict they'll be outstanding.
And fourth, we need to promote accountability in education,
for everyone. That means teachers, yes -- and we want to work
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
schools face won't be solved by assigning blame, or applying a
5
puff of smoke here, a bolt of lightning there. Only a united
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders who understand that their
ability to compete depends on the quality of the new talent they
develop -- and who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents who can create a clear mandate for
improvement, and gain support for their priorities. And parents
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
their kids' local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
thousands of volunteers are helping in hundreds of schools -- my
wife Barbara met with a group helping Cambodian children learn
English.
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled with
6
tears at the memory. And then her face lit up, as she told
Barbara, "I have never been lonely a day since."
One need matches another -- and a wonderful thing happens.
You come up with an answer that money just can't buy. That's one
reason we need to rely less on the collective wallet, and more on
our collective will.
A society that worships money -- or sees money as a cure for
all that ails it -- is a society in peril. But we are not that
kind of people. And we must do more than wish we had more to
spend. Because the challenge of education reform suggests
something much more fundamental than money.
Already, this nation spends more on education than on
defense. We spend more money per student than many other
advanced nations in the world -- including Japan.
One lesson I learned in school is sometimes there's more
than one right answer. More spending isn't the only right
answer, or even the best answer. What we need is better value
for what we spend. What we need -- what this conference is all
about -- is a shared determination on the part of every American
to get involved with our schools. We must re-establish the value
of teaching and learning in this country.
7
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She made B's on the two exams. She had a boy.
She'll graduate in May. And she's landed a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
courage against the odds, we can make sure that every young
American gets a solid education.
Good schools in America are a social responsibility, yes,
and an economic necessity. We share the conviction that there is
no such thing as an expendable student. We will never accept the
notion that vast numbers of illiterate and undereducated
8
Americans can be offset by a well-educated elite. That is not
the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation -- develop and triumph in the frontier of
the mind.
Thank you. God bless you all. And God bless America.
Document No.
025244
RESTAFFING
WHITE HOUSE STAFFING MEMORANDUM
4/11/89
4/11/89 4:00 PM
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: PROJECT EDUCATION REFORM
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:
Please forward your comments directly to Chriss Winston,
Rm. 122, x2930, no later than 4:00 PM, TODAY, April 11,
1989, with an info copy to my office. Sorry for the short
turnaround. Thank you.
RESTAFFING -- PLEASE DISREGARD EARLIER DRAFT
RESPONSE:
OK
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Blessey)
April 11, 1989
9:00 a.m.
[REFORM.DOC]
1989 APR 11 NDE
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
[TIME]
Thank you. Governor Kean, Secretary Cavazos, Congressman
Rinaldo -- and all of you, who are working to make American
schools the best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressures, that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's becoming too much for one person.
Well, compared to modern adolescence, the Presidency is easy. At
least I've got people to brief me every morning -- and make sure
I get home from parties safely.
But when I look across a group like this one, I don't worry
about the future of youth quite as much. I see staunch advocates
-- and dedicated professionals -- and determined students -- who
know that education in America can be the best in the world.
2
You know, we've always been a nation that seeks out
unexplored frontiers. Once, those frontiers meant perilous ocean
crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
larger, almost limitless frontier: their own minds. In an age
of information and ideas, the greatest undiscovered frontier is
right under your hat.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for every other American
frontier.
Develop the American mind to its fullest, and this nation's
horizons will be limitless. But if we lose the mind and spirit
of even one young person, we start to put a precious natural
resource at risk.
3
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
heard enough about how bad education is supposed to be. Enough.
We need to hear more about how to make it better.
And the place to do that, is with people like you. Through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
frontier of the mind to every kid that enters a classroom.
You. know, somebody once asked a great actress, Mae West,
what she wanted to be remembered for. Her answer? She said,
"Everything." My goal is a little more modest. But I do want to
be remembered as the Education President -- and to use the bully
pulpit of the presidency to improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this one.
First, this administration will reward excellence, through
awards to schools that improve -- and rewards for good teachers.
4
A new scholarship program for outstanding math and science
students. Our schools have always recognized athletic excellence
-- and that's great. But it's also good to hear about groups
like the Montrose Academic Booster Club. And the Presidential
Academic Fitness Awards, rewarding excellence -- I think some of
those winners are with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification for good people
that want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
Third, we want to help those most in need, devoting
resources where they can do the most good. We want to waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
of education. We'll give you the flexibility -- you show us the
results. I predict they'll be outstanding.
And fourth, we need to promote accountability in education,
for everyone. That means teachers, yes -- and we want to work
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
5
schools face won't be solved by assigning blame, or applying a
puff of smoke here, a bolt of lightning there. Only a united
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders: who understand that their
ability to compete depends on the quality of the new talent they
develop. And who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents: who can create a clear mandate for
improvement, and gain support for their priorities. And parents:
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
their kids in local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
15,000 volunteers are helping in over 500 schools -- my wife
Barbara met with a group helping Cambodian children learn
English.
6
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled with
tears in the remembering. And then her face lit up, as she told
Barbara, "I have never been lonely a day since."
One need matches another need -- and a wonderful thing
happens. You come up with an answer that money just can't buy.
That's one reason we need to rely less on the collective wallet,
and more on collective will.
The society that worships money -- or sees money as a cure
for all that ails it -- is a society in peril. But we are not
that kind of people. And we must do more than wish we had more
to spend. Because the challenge of education reform suggests
something much more fundamental than money.
Already, we spend more on education than on defense. We
spend more money per student per year than any other country in
the world -- including Japan. Federal spending for education --
which is only a fraction of the total -- has increased 00 percent
over the last decade.
One thing I learned in school is sometimes there's more than
one right answer. More spending -- that isn't the only right
answer, or even the best answer. What is needed -- what this
conference is all about -- is a shared determination on the part
7
of every American, to get involved with our schools. We must re-
establish the value of teaching, and learning in this country.
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She had a son. She made B's on the two exams.
She'll graduate in May. And she's gotten a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
courage against the odds, we make sure that every young American
gets a good education.
8
Good schools in America are a social responsibility, yes,
and an economic necessity. But more than that, they're a moral
imperative -- because knowledge is power. We share the
conviction that there is no such thing as an expendable student.
We will never accept the notion that vast numbers of illiterate
and undereducated Americans can be offset by a well-educated
elite. That is not the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation -- triumph in the frontier of the mind.
Thank you. God bless you all. And God bless America.
THE WHITE HOUSE
WASHINGTON
President's
APRIL 11, 1989
copy
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON Es
FROM:
MARK LANGE uf
SUBJECT:
REMARKS FOR EDUCATION REFORM
I. SUMMARY
Attached are draft remarks for your speech on education reform,
in Union, New Jersey, on Thursday, April 13, at 12:30 p.m.
II. DISCUSSION
Governor Kean, Secretary Cavazos, and Congressman Rinaldo will be
present.
Your audience, in a high school gymnasium, will number between
800 and 1200 -- primarily school superintendents, teachers, and
students. Some of these students won President's Academic
Fitness Awards, as cited.
Your speech is based on the four principles of your education
program. You cite the benefits of local initiatives, business
involvement, and volunteerism -- and suggest that meaningful
reform demands more than money.
If there is "news" in this speech, it is probably the idea of
partial deregulation of education: offering waivers to poorer
communities, offering them more flexibility in exchange for
greater accountability.
(Lange/Blessey)
April 11, 1989
6:40 p.m.
[REFORM.DOC]
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
12:30 P.M.
Thank you Governor Kean, Secretary Cavazos, Congressman
Rinaldo -- and all of you who work to make American schools the
best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressures, that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's become too much for one person. Well,
compared to modern adolescence, the Presidency is easy. At least
I've got people to brief me every morning -- and make sure I get
home from parties safely
But when I look across this room today, I don't worry about
the future of our youth. I see staunch advocates -- and
dedicated professionals -- and determined students -- who know
that education in America can be the best in the world.
2
You know, this nation was founded by people who sought out
unexplored frontiers. At first, those frontiers meant perilous
ocean crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
larger, almost limitless frontier: the frontier of the mind.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for any other American
frontier.
We have a new manifest destiny: to develop America's young
minds to their fullest. Because if we lose the mind and spirit
of even one young person, we will have lost something precious,
forever.
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
3
heard enough about how bad an American education is supposed to
be. Enough. We need to hear more about how to make it better.
And the way to do that is with people like you, through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
frontier of the mind to every kid who enters a classroom.
You know, somebody once asked Mae West what she wanted to be
remembered for. Her answer? "Everything." My goal is a little
more modest. But I do want to be remembered as the Education
President -- and to use the bully pulpit of the presidency to
improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this.
First, this administration will reward excellence, through
awards to schools that demonstrate significant improvement,
rewards for good teachers, and a new scholarship program for
outstanding math and science students. Our schools have always
4
recognized athletic excellence -- and that's great. But it's
also good to hear about groups like the Montrose Academic Booster
Club. And the Presidential Academic Fitness Awards, which reward
excellence in scholarship -- I think some of those winners are
with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification for good people who
want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
Third, we want to help those most in need, targeting federal
resources where they can do the most good. We want to waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
of education. We'll give you the flexibility -- you show us the
results. I predict they'll be outstanding.
And fourth, we need to promote accountability in education,
for everyone. That means teachers, yes -- and we want to work
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
schools face won't be solved by assigning blame, or applying a
5
puff of smoke here, a bolt of lightning there. Only a united
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders who understand that their
ability to compete depends on the quality of the new talent they
develop -- and who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents who can create a clear mandate for
improvement, and gain support for their priorities. And parents
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
their kids' local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
thousands of volunteers are helping in hundreds of schools -- my
wife Barbara met with a group helping Cambodian children learn
English.
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled with
6
tears at the memory. And then her face lit up, as she told
Barbara, "I have never been lonely a day since."
One need matches another -- and a wonderful thing happens.
You come up with an answer that money just can't buy. That's one
reason we need to rely less on the collective wallet, and more on
our collective will.
A society that worships money -- or sees money as a cure for
all that ails it -- is a society in peril. But we are not that
kind of people. And we must do more than wish we had more to
spend. Because the challenge of education reform suggests
something much more fundamental than money.
Already, this nation spends more on education than on
defense. We spend more money per student than many other
advanced nations in the world -- including Japan.
One lesson I learned in school is sometimes there's more
than one right answer. More spending isn't the only right
answer, or even the best answer. What we need is better value
for what we spend. What we need -- what this conference is all
about -- is a shared determination on the part of every American
to get involved with our schools. We must re-establish the value
of teaching and learning in this country.
0
7
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She made B's on the two exams. She had a boy.
She'll graduate in May. And she's landed a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
courage against the odds, we can make sure that every young
American gets a solid education.
Good schools in America are a social responsibility, yes,
and an economic necessity. We share the conviction that there is
no such thing as an expendable student. We will never accept the
notion that vast numbers of illiterate and undereducated
8
Americans can be offset by a well-educated elite. That is not
the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation -- develop and triumph in the frontier of
the mind.
Thank you. God bless you all. And God bless America.
MASTER II!
Document No.
025244
RESTAFFING
WHITE HOUSE STAFFING MEMORANDUM
4/11/89
4/11/89 4:00 PM
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PRESIDENTIAL REMARKS: PROJECT EDUCATION REFORM
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN N/C
SCOWCROFT
PORTER
DARMAN
STUDDERT N/C
BATES N/C
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
PINKERTON
CICCONI
DEMAREST
FITZWATER
GRAY N/C
HAGIN
REMARKS:
Please forward your comments directly to Chriss Winston,
Rm. 122, x2930, no later than 4:00 PM, TODAY, April 11,
1989, with an info copy to my office. Sorry for the short
turnaround. Thank you.
RESTAFFING -- PLEASE DISREGARD EARLIER DRAFT
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
(Lange/Blessey)
April 11, 1989
9:00 a.m.
[REFORM.DOC]
1989 APR 11 NOV
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
[TIME]
Thank you Governor Kean, Secretary Cavazos, Congressman
Rinaldo -- and all of you, who are working to make American
schools the best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressuresx that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's becoming too much for one person.
Well, compared to modern adolescence, the Presidency is easy. At
least I've got people to brief me every morning -- and make sure
I get home from parties safely.
But when I look across a group like this one, I don't worry
about the future of youth quite as much. I see staunch advocates
-- and dedicated professionals -- and determined students -- who
know that education in America can be the best in the world.
2
You know, we've always been a nation that seeks out
unexplored frontiers. Once, those frontiers meant perilous ocean
crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
larger, almost limitless frontier: their human own minds. In an age
of information and ideas, the greatest undiscovered frontier is
right under your hat.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for every other American
frontier.
WN
America has a new manufest destiny:
Develop the American mind to its fullest, and this nation's
horizons will be limitless. But if we lose the mind and spirit
of even one young person, we start to put a precious natural
resource at risk.
to develop america's young minds to their
fullest.
to develop the mtellectual and creative capacity
of our children If we tap this our greatest
3
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
heard enough about how bad education is supposed to be. Enough.
We need to hear more about how to make it better.
And the place way to do that is with people like you Through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
who
frontier of the mind to every kid that enters a classroom.
You know, somebody once asked a great actress Mae West
what she wanted to be remembered for. Her answer? She said,
"Everything." My goal is a little more modest. But I do want to
be remembered as the Education President -- and to use the bully
pulpit of the presidency to improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this, one.
First, this administration will reward excellence, through
demonstrate significent
awards to schools that improve ment -- and rewards for good teachers.
4
A new scholarship program for outstanding math and science
students. Our schools have always recognized athletic excellence
-- and that's great. But it's also good to hear about groups
like the Montrose Academic Booster Club. And the Presidential
?
Academic Fitness Awards, rewarding excellence -- I think some of
those winners are with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification for good people
who
that want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
targeting Sederal
Third, we want to help those most in need, devoting
resources where they can do the most good. We want to waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
of education. We'll give you the flexibility -- you show us the
results. I predict they'll be outstanding.
And fourth, we need to promote accountability in education,
for everyone. That means teachers, yes -- and we want to work
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
5
schools face won't be solved by assigning blame, or applying a
puff of smoke here, a bolt of lightning there. Only a united
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders who understand that their
ability to compete depends on the quality of the new talent they
develop. And who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents who can create a clear mandate for
improvement, and gain support for their priorities. And parents
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
1
their kids in local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
Housands of
hundreds
15 000 volunteers are helping in over 500 schools -- my wife
Barbara met with a group helping Cambodian children learn
English.
6
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled ith
at the memory.
tears in the remembering. And then her face lit up, as she to d
Barbara, "I have never been lonely a day since."
One need matches another need -- and a wonderful thing
happens. You come up with an answer that money just can't buy.
That's one reason we need to rely less on the collective wallet,
the
and more on collective will.
A
The society that worships money -- or sees money as a cure
for all that ails it -- is a society in peril. But we are not
that kind of people. And we must do more than wish we had more
to spend. Because the challenge of education reform suggests
something much more fundamental than money.
the nation
Already, we spend more on education than on defense. We
spend more money per student per year than any other country in
the world -- including Japan. Federal spending for education --
which is only a fraction of the total -- has increased 66 percent
over the last decade.
BarryWhite Barry White
Hatorical Holds
OMB
PP65-66
One thing I learned in school is sometimes there's more than
one right answer. More spending n that isn't the only right
we
answer, or even the best answer. What is needed -- what this
conference is all about is a shared determination on the part
what we meed is better value for what we spend.
7
of every American to get involved with our schools. We must re-
establish the value of teaching and learning in this country.
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She had a son. She made B's on the two exams.
She'll graduate in May. And she's gotten a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
courage against the odds, we make sure that every young American
gets a good education.
8
Good schools in America are a social responsibility, yes
and an economic necessity. But more than that, they're a moral
imperative -- because knowledge is power. We share the
conviction that there is no such thing as an expendable student.
We will never accept the notion that vast numbers of illiterate
and undereducated Americans can be offset by a well-educated
elite. That is not the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation -- triumph in the frontier of the mind.
Thank you. God bless you all. And God bless America.
(Lange/Blessey)
April 11, 1989
9:00 a.m.
[REFORM.DOC]
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
[TIME] 12:30 P.M.
Thank you. Governor Kean, Secretary Cavazos, Congressman
Rinaldo - -- and all of you who are working to make American
schools the best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressures, E that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's becoming too much for one person.
perhaps
Well, compared to modern adolescence, the Presidency is easy. At
least I've got people to brief me every morning -- and make sure
I get home from parties safely
(this Room today)
But when I look across a group like this one, I don't worry
about the future of (am) youth quite as much. I see staunch advocates
-- and dedicated professionals -- and determined students -- who
know that education in America can be the best in the world.
2
You know, we've always been a nation that seeks out
unexplored frontiers. Once, those frontiers meant perilous ocean
crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
the frontier of the
larger, almost limitless frontier: their own minds. In an age
of information and ideas, the greatest undiscovered frontier is
within?
right under your hat.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for every any & other American
frontier.
Develop the American mind to its fullest, and this nation's
horizons will be limitless. But if we lose the mind and spirit
weake lost something
Forever
of even one young person, we start to put a precious, natural
resource at risk.
will have
3
Some
RANK
+ unstitest
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
An American
heard enough about how bad education is supposed to be. Enough.
We need to hear more about how to make it better.
And the place to do that, is with people like you. Through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
Time for Asults - youre does /Heme
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
who
frontier of the mind to every kid that enters a classroom.
R.M: quastions
You know, somebody once asked a great actress, Mae West,
what she wanted to be remembered for. Her answer? She said,
"Everything." My goal is a little more modest. But I do want to
be remembered as the Education President -- and to use the bully
pulpit of the presidency to improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this one.
4
even G.B. needs
First, this administration will reward excellence, through
A verb here
and awards to schools that improve / and SMALL rewards for good teachers.
A new scholarship program for outstanding math and science
students. Our schools have always recognized athletic excellence
-- and that's great. But it's also good to hear about groups
like the Montrose Academic Booster Club. And the Presidential
which
Academic Fitness Awards, rewarding 5 excellence -- I think some of
those winners are with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification r for good people it work
going weie seen how
who
that want to teach, but are now kept out of the classroom.
in
seasoned
fringing
We're considering more school-based management, to give more
profession
local control.
Marla
uchelli
inkeans
Third, we want to help those most in need, devoting
609 292 -6000
resources where they can do the most good. We want to lochserismsbyat waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
another sentence. vivid. play it out.
of education. A We'll give you the flexibility -- you show us the
results. I predict they 11 be outstanding.
meritschools ane targetted to lowering dispontrate; magnet s school goto most
And fourth, we need to promote accountability in education,
in need
for everyone. That means teachers, yes -- and we want to work
5
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
schools face won't be solved by assigning blame, or applying a
puff of smoke here, a bolt of lightning there. Only a united
Great
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders: who understand that their
ability to compete depends on the quality of the new talent they
develop. And who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents: who can create a clear mandate for
improvement, and gain support for their priorities. And parents:
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
?
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
their kids in local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
15,000 volunteers are helping in over 500 schools -- my wife
Barbara met with a group helping Cambodian children learn
English.
6
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled with
tears in the remembering. And then her face lit up, as she told
Barbara, "I have never been lonely a day since."
One need matches another need -- and a wonderful thing
happens. You come up with an answer that money just can't buy.
That's one reason we need to rely less on the collective wallet,
our
and more on collective will.
A
The society that worships money -- or sees money as a cure
for all that ails it -- is a society in peril. But we are not
that kind of people. And we must do more than wish we had more
to spend. Because the challenge of education reform suggests
something much more fundamental than money.
Already, we spend more on education than on defense. We
spend more money per student per year than any other country in
the world -- including Japan. Federal spending for education
(IAssume
you'r
which is only a fraction of the total -- has increased 00 percent ADAITM
over the last decade.
One thing I learned in school is sometimes there's more than
one right answer. More spending -- that isn't the only right
answer, or even the best answer. What is needed -- what this
7
conference is all about -- is a shared determination on the part
of every American, to get involved with our schools. We must re-
establish the value of teaching, and learning in this country.
In
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She had a son. She made B's on the two exams.
And she had $ a way
Anded
She'll graduate in May. And she gotten a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
can
gets a (Solid good education.
courage against the odds, we 1 make sure that every young American
8
we 3 believe Xa goll. of all.
Quality
Good schools in America are a social responsibility, yes,
and an economic necessity. But more than that, they're a moral
imperative -- because knowledge is power. We share the
conviction that there is no such thing as an expendable student.
We will never accept the notion that vast numbers of illiterate
and undereducated Americans can be offset by a well-educated
elite. That is not the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation triumph in the frontier of the mind.
find winning
1 explore to the Fullest the
Thank you. God bless you all. And God bless America.
THE NEW YORK TIMES, TUESDAY, OCTOBER 15, 1985
Paack polling B7
1g of Reagan by Blacks Has Risen Significantly, Polls Show
ng support for Mr. Reagan's
The percentage of blacks who identi-
wrong direction, but as for Mr. Rea-
particularly in the area of
The New Bork Times CBS NEWS POLL
fied themselves as Republicans or said
gan's job performance, he said, "He's
ats.
they leaned toward the Republican
doing all right." He added that Mr.
Iministration has come under
Party was 15 percent in 1981, according
Reagan was "no better or worse than
tack in recent months from
to the Times/CBS News Polls. That
anyone else who is out for his people, in
its advocates for its efforts to
The President's Approval Rating
figure held at about 10 percent for the
his case, the Republicans, and for his
3 quotas and other preferences
Cumulative totals for all blacks and whites interviewed in New York
next three years, and it stands at 13
cause.
oyment and education for
Times/CBS News Polls and New York Times Polls for each year.
percent in 1985. When leaners are
"I respect him, yes, sure, why not?
he Hispanic and women.
counted, 80 percent of blacks identify
He's a good man."
S are concerned about affirm-
with the Democratic Party, about the
Tina Garner, 34, a single parent in
ion and voting rights, but like
BLACK
18%.
same percentage as in 1981.
Salisbury, N.C., also expressed con-
ericans they tend to look at
'81
WHITE
66%
Polls and How People Vote
cern' about the direction the country
omic situation," said Linda
had taken and said Mr. Reagan was
senior research associate at
"Approval ratings are not a very
trying to remove people from welfare
Center for Political Studies in
good indicator of how people vote,"
BLACK
10%
rolls without creating jobs for them.
on.
'82
said William Hamilton, a Washington
Even so, she said of Mr. Reagan: "I
conomic news probably has
WHITE
49%
poll taker who is a Democratic strate-
think the way he handles it is real good.
do with his approval rating
gist. "What I think has happened is
I respect him, definitely, because it
that social programs are not on the
hing else."
BLACK
takes a lot of confidence and courage to
13%
agenda right now. The cuts were made
'83
be President, and he sure has that."
ages Since First Year
WHITE
53%
in his first term. I think blacks are say-
ing he's doing, all right, the economy
28% 'Is Not Terrific'
istics come from opinion sur-
the New York Times/CBS
seems to be doing all right and there's
One Republican poll taker, Linda Di-
[ and separate polls by The
BLACK 17%
no crisis in the country. I think they're
Vall of Alexandria, Va., said such com-
the first year of his Presiden-
'84
just giving him the benefit of the
ments suggested a "grudging respect
WHITE
62%
ling to the polls, Mr. Rea-
doubt."
for Mr. Reagan and the Presidency"
roval rating among blacks
Richard Wirthlin, Mr. Reagan's poll
among blacks who disagreed with
cent. It dropped to 10 percent
BLACK
28%
taker, said, "The early Reagan agenda
many of his policies. But she said his
en the economy slipped into
'85
did create unusual fear and concern in
approval rating in this group was noth-
WHITE
66%
ession, and rose slightly to 13
the black community." But he added
ing for Republicans to celebrate. "A 28
1983. In 1984, when the Rea-
that some of their concern appeared to
percent approval rating is not terrif-
S were assailed by Walter F.
have subsided as blacks have begun to
ic," she said.
he Democratic candidate for
benefit from an upturn in the economy.
Nannette Woods, a restaurant cook
Mr. Reagan's rating was 17
Mr. Wirthlin said his own polling had
in Pendleton, S.C., who said her income
poll provides and thus reduces the mar-
found that "blacks and Hispanics give
was less than $12,500 a year, re-
ndings are based on the
Older blacks are the most disapprov-
gin of sampling error, which was plus
Reagan high marks for getting things
marked: "Good things have come to
blacks in all Times and
ing age group this year, but they were
or minus three percentage points for
done," and that "a majority of blacks
me since he's been in that office. My
S News Polls in a given year
the least disapproving in 1981. Sixty-
1981, 1982 and 1985, and plus or minus
like him personally, though not to the
job is getting better. I'm also getting
all respondents, regardless
five percent of those 45 to 64 years old
two percentage points for 1983 and 1984.
extent you find in other groups."
better pay. I live in a low-rent apart-
they were registered to
disapproved of Mr. Reagan in 1985
In any single Times/CBS News Poll
In follow-up interviews with blacks
ment and it's getting better. The
approved of how Mr. Rea-
polls; four years ago that figure was 53
this year, the margin of sampling error
sampled in a poll taken in September,
schools have got better. Things have
andling his job.
percent.
for blacks' approval of Mr. Reagan was
the respondents cited a wide range of
really improved in the schools since
498 blacks were inter-
The President won only 10 percent of
about plus or minus eight percentage
reasons for their approval of Mr. Rea-
Mr. Reagan has been in."
telephone; 523 were inter-
the black vote in 1984, and analysts say
points.
gan's performance. Some mentioned
Miss Woods, a 49-year-old Democrat
ohone in 1982, 1,008 in 1983,
the increase in his approval rating is
In 1981, the 18- to 29-year-old blacks
the economy; others offered comments
who has an 8-year-old son, said she
t and 662 SO far in 1985. All
not likely to translate into political
polled were the group that disapproved
suggesting that they admired strong
thought Mr. Reagan deserved the
is year were taken before
gains for the Republican Party. The
of him most. Sixty-seven percent of
Presidential leadership even when they
credit. "I think he is responsible for
polls show that from 1981 to 1985, when
hijacking of the Achille
those interviewed four years ago disap-
differed with its goals.
these things," she said. "I do, really,
the Republicans scored major gains
the American interception
proved of him. This year 57 percent of
because he is providing more for the
among whites, there was no significant
Ronald Casey, a 36-year-old con-
kers' airplane.
that age group disapproved of him, the
people and making it more possible for
change in the party allegiances of
struction worker in Chicago, said he
g the results from separate
lowest percentage for any age group.
people to have things better than they
blacks.
thought the country was moving in the
have had."
ar produces a much larger
ondents than any individual