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Record Group/Collection:
George H.W. Bush Presidential Records
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Speechwriting, White House Office of
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Education Reform, 4/13/89 [2]
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25
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2
FINAL
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.
- 2 -
You KNOW, 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 AN EDUCATION IN
AMERICA CAN BE THE BEST EDUCATION IN THE WORLD.
- 3 -
[[ Now, A FEW SKEPTICS HAVE DOUBTED THAT. FOR
INSTANCE, SOMEBODY ONCE ASKED MAHATMA GANDHI WHAT HE
THOUGHT, IN GENERAL, ABOUT WESTERN CIVILIZATION. HE
SAID, "I THINK IT WOULD BE A GOOD IDEA."
WELL, ONE SURE SIGN OF CIVILIZATION IS SPEECH-
MAKING. AND LAST FALL, YOU MAY REMEMBER, I TALKED
ABOUT "A KITCHEN IN EVERY POT." MAYBE I SHOULD
ENCOURAGE REPORTERS TO MISQUOTE ME. SOMETIMES THEY
MAKE ME SOUND BETTER. ]]
- 4 -
You KNOW, THIS NATION WAS FOUNDED BY PEOPLE WHO
SOUGHT OUT UNEXPLORED FRONTIERS. AT FIRST, THAT 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.
- 5 -
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 HORIZON: 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.
- 6 -
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. Too MANY DON'T GET THE SKILLS
THEY'LL NEED TO FILL THE JOBS OF THE FUTURE.
THERE'S A LOT THAT'S RIGHT ABOUT AMERICAN
EDUCATION.
- 7 -
So HOW DO WE BUILD ON THE GOOD, AND ELIMINATE THE BAD?
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.
- 8 -
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. SHE ALLEGEDLY SAID,
"EVERYTHING." MY GOAL IS A LITTLE MORE MODEST. BUT I
DO WANT TO BE REMEMBERED AS THE EDUCATION PRESIDENT --
SOMEONE WHO USED THE BULLY PULPIT OF THE PRESIDENCY TO
IMPROVE AMERICAN SCHOOLS.
- 9 -
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 RECOGNIZED ATHLETIC
EXCELLENCE -- AND THAT'S GREAT.
- 10 -
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.
- 11 -
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.
[[ THIS GOVERNMENT WON'T DICTATE CURRICULUM. BUT
LET'S NOT GET TOO EXPERIMENTAL. I'M WORRIED SOMEBODY'S
GOING TO PRODUCE A "NEW AGE" VERSION OF HAMLET, AND THE
FAMOUS ORATION WILL BEGIN, "To BE OR WHAT?" ]]
- 12 -
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.
- 13 -
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 PUFF
OF SMOKE HERE, A BOLT OF LIGHTNING THERE. ONLY A
UNITED EFFORT CAN LEAD TO THE KIND OF EDUCATION REFORM
THAT LASTS.
- 14 -
THIS MEANS THAT ALL OF US ARE ACCOUNTABLE FOR THE
QUALITY OF AMERICAN SCHOOLS. THAT MEANS 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 WILL LEARN ABOUT SCIENCE AND ENGINEERING,
HANDS-ON.
- 15 -
[[ OF COURSE, SOME OF US HAVE LEARNED A LOT ABOUT
SCIENCE FROM THAT CARTOONIST, GARY LARSON. HE HAS
RECORDED MANY OF THE GREATEST MOMENTS OF SCIENTIFIC
ACHIEVEMENT -- LIKE, WHEN EINSTEIN DISCOVERS THAT TIME
IS ACTUALLY MONEY. ]]
ACCOUNTABILITY ALSO EXTENDS TO SUPERINTENDENTS,
WHO CAN CREATE A CLEAR MANDATE FOR IMPROVEMENT, AND
GAIN SUPPORT FOR THEIR PRIORITIES.
- 16 -
AND PARENTS, WHO GET INVOLVED THROUGH PROGRAMS LIKE
"Books AND BEYOND" IN PARAMUS, [PUH-RAM-US], WHERE
READING AT HOME TO THE KIDS HAS CUT TIME IN FRONT OF
THE TV BY OVER 70 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.
- 17 -
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 BARBARA
HOW DESPERATELY LONELY SHE HAD BEEN UNTIL SHE
volunteered. HER EYES FILLED WITH TEARS AT THE MEMORY.
AND THEN HER FACE LIT UP, AS SHE TOLD BARBARA, "I HAVE
NEVER BEEN LONELY A DAY SINCE."
- 18 -
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.
- 19 -
BECAUSE THE CHALLENGE OF EDUCATION REFORM SUGGESTS
SOMETHING MUCH MORE FUNDAMENTAL THAN MONEY.
As A NATION, WE ALREADY SPEND $330 BILLION A YEAR
ON EDUCATION. THAT'S MORE THAN WE SPEND ON DEFENSE.
WE DEVOTE MORE MONEY TO EDUCATION THAN ANY OF OUR MOST
ADVANCED COMPETITORS -- THAT INCLUDES FRANCE, GERMANY,
GREAT BRITAIN, THE U.S.S.R., AND JAPAN.
- 20 -
[[ A BILLION HERE, A BILLION THERE -- AS EVERETT
DIRKSEN ONE SAID, "PRETTY SOON IT ADDS UP TO REAL
MONEY." ]]
ONE LESSON I LEARNED IN SCHOOL IS THAT 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.
- 21 -
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.
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.
- 22 -
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 PROGRAM FOR PREGNANT HIGH SCHOOL 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.
- 23 -
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.
- 24 -
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.
- 25 -
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 -- DEVELOP
AND TRIUMPH IN THE FRONTIER OF THE MIND.
THANK YOU. GOD BLESS YOU ALL. AND GOD BLESS
AMERICA.
###
April 11, 1989
MEMORANDUM FOR JIM CICCONI
FROM;
DENISE SCHWARZ
OFFICE OF CABINET AFFAIRS
SUBJECT;
PRESIDENTIAL REMARKS; PROJECT EDUCATION REFORM
LOG #025244
We have reviewed the remarks and have no comments.
Attachment
CC: Chriss Winston
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
ROGERS
BREEDEN
WINSTON
CARD
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:
92
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]
MD
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 ith
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,
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
April 7, 1989
MEMORANDUM FOR BILL PHILLIPS
FROM:
DENISE SCHWARZ
CABINET AFFAIRS
THE WHITE HOUSE
SUBJECT:
PROPOSED PRESIDENTIAL REMARKS; PROJECT EDUCATION
REFORM
Please review the attached report and give me a call with
your comments by 3:30 p.m., TODAY, Tuesday, April 11, 1989, on
456-2174.
Thank you for your prompt response.
Attachment
(Lange/Blessey)
April 12, 1989
9:40 a.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. You know, when I look across this
room today, I don't worry about the future of youth. I see
staunch advocates -- and dedicated professionals -- and
determined students -- who know that an education in America can
be the best education in the world.
[[ Now, a few skeptics have doubted that. For instance,
somebody once asked Mahatma Gandhi what he thought, in general,
about Western civilization. He said, "I think it would be a good
idea."
Well, one sure sign of civilization is speechmaking. And
last fall, you may remember, I talked about "a kitchen in every
pot." Maybe I should encourage reporters to misquote me.
Sometimes they make me sound better. ]]
You know, this nation was founded by people who sought out
unexplored frontiers. At first, that meant perilous ocean
crossings. Then the West offered the challenge of vast new
2
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 horizon: 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. Too
many don't get the skills they'll need to fill the jobs of the
future.
There's a lot that's right about American education. So how
do we build on the good, and eliminate the bad? The way to do
3
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. She said, "Everything." My goal is a little
more modest. But I do want to be remembered as the Education
President -- someone who used 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
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
4
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.
[[
This government won't dictate curriculum. But let's not get
too experimental. I'm worried somebody's going to produce a "New
Age" version of Hamlet, and the famous oration will begin, "To
be
Or what?" ]]
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
5
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
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. That means 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.
[[
Of course, all of us have learned a lot about science from
that cartoonist, Gary Larson. He has recorded some of the
greatest moments of scientific achievement -- like, when Einstein
discovers that time is actually money. ]]
Accountability also extends to 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 over 70 percent. Or the
"Very Important Parent" awards to Jersey City parents, who get
involved with their kids' local schools.
6
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 Barbara how
desperately lonely she had been until she volunteered. Her eyes
filled with 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.
As a nation, we already spend $330 billion a year on
eduation. C That's more than we spend on defense. We devote more
money to education than/our most advanced competitors -- that
this
do
7
includes France, Germany, Great Britain, the U.S.S.R., and Japan.
[[
A billion here, a billion there -- as Everett Dirksen one
said, "pretty soon it adds up to real money.
]]
One lesson I learned in school is that 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.
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 program for
pregnant high school 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.
8
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
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.
THE WHITE HOUSE
WASHINGTON
April 11, 1989
MEMORANDUM FOR CHRISS WINSTON
DEPUTY ASSISTANT TO THE PRESIDENT
FOR COMMUNICATIONS
FROM:
MICHAEL J. ASTRUE
MH
ASSOCIATE COUNSEL TO THE PRESIDENT
SUBJECT:
Proposed Presidential Remarks: Project Education
Reform
Counsel's Office has reviewed the above-referenced proposed
Presidential remarks, and we have no legal or other objection to
either of the attached versions of the proposed remarks.
Attachments
CC: James W. Cicconi
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:
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]
NEW
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 ith
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,
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.
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.
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]
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.
the mon and of women
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.
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:
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]
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
clay
schools the best in the world.
3080
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
e
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
day 30801
larger, almost limitless frontier: their own minds In an our age
the human mind
of information and ideas, the greatest undiscovered frontier is
right under your hat. the unlimited frontier of. our
7
childrens intellectual and creative capacity is
our greatest untapped resource.
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.
Clay 3086
America has a new /manifest 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.
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.
way
with
And the place to do that is with people like you Through
partnerships at the state level. With the National Governor )
clay
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. who We can open up the
frontier of the mind to every kid that enters a classroom.
clay
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
clay
First, this administration will reward excellence, through
demonstrate significant
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
or
day
those winners are with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing correcting some of the over-regulation of
clay
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.
N
by targeting Federal
clay
Third, we want to help those most in need, devoting
Aolen 5178
resources where they can do the most good. We want to waive some
Restrictions
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' 11 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
education
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
day 3086
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.
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
April 11, 1989
Memorandum to Chriss Winston
From:
Roger B. Porter
RBP
Bill Roper
Jim Pinkerton
3
Re:
Project Education Reform draft
This speech is an honest recitation of the four guiding
priniciples of the President's education proposal.
Unfortunately, it is not newsworthy.
To be sure, it is a challenge to "make news" when you're
arguing once again for something you've already proposed.
However, we think that the "new frontier in education" theme is a
cliche.
One suggestion we have to "up" the news value of this speech
is emphasis on the word "reform." We are also concerned that a
speech to "Project Education Reform" only uses the word "reform"
only once in the text. In the end, the President's place in
history as the Education President will depend on his ability to
improve on what we already have, to make the system work better.
In a word, he will have to reform American education.
The word reform has a powerful heritage and an evocative
resonance. In this centrist country few people think that our
institutions should be uprooted or drastically changed, but most
people think they can always be made better; that they can stand
some improvement. One great reformer that the President is
already identified with is Teddy Roosevelt. We offer him as an
excellent example of a president who inherited a revered
predecessor's agenda and put his own unique stamp on it.
We also note that the phrase "Building a Better America" is
nowhere to be found in this text.
Some specifics:
Pg. 1, graf 3, line 5 The overall theme of this graf is
fine, but the last line is totally inappropriate.
2,5,1 Rewrite to be less confusing and less exclusive, as
follows: "Develop America's young minds to their fullest,
2-2-2
4,1,5 What are the "Academic Fitness Awards"?
4,3 This is a strong graf.
6,5,2 We're not sure we agree with the relativist
proposition that there is more than one right answer. There are
"difficult choices" perhaps, maybe even "hard decisions." In any
case, at the time George Bush was growing up, education was
strict and based on eternal verities. Why ask the President to
wade into this moral swamp? After "answer" on line 3, we should
add a sentence like "What we need is better value for what we
spend."
8,1,2-3 The "moral imperative -- because knowledge is
power" line doesn't work. Leave Francis Bacon out of this. Say
that one of the moral imperatives is the strengthening of our
democratic values, to wit: "because education is essential for
democracy. Education is the best insurance that our revered
democratic institutions will continue to flourish."
#
(Lange/Blessey)
April 11, 1989
9:00 a.m.
[REFORM.DOC]
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
[TIME] 12:30p.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, 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.
Document No.
025244
MASTERI
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.
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]
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.