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Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Draft Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13564
Folder ID Number:
13564-007
Folder Title:
Math Summit 4/24/91 [OA 6032]
Stack:
Row:
Section:
Shelf:
Position:
G
26
16
7
7
NAME OF SPEECH & DATE OF SPEECH Mathematics assessment
4/24/91
NAME OF WRITER :
NAME OF RESEARCHER: Simon Lange
SPEECH SYNOPSIS:
POTUS outlines his plan
to make american Students
fust in the world in maths Science
by the year 2000. POIUS states
that this goal will only
be realized when we all
work together. In his plan
POTUS wants to improve haining
for pu-college Maths Science Yeachers
to Dee students progre D. potus
as well as testing methods
asko her weyone's help in
"runbenting" school. the american
MATHEMATICS ASSESSMENT SUMMIT \ NAT'L ACAD. OF SCIENCES
WEDNESDAY, APRIL 24, 1991 \ 1:45 P.M.
[[ SECRETARY ALEXANDER, DR. ALLAN BROMLEY, DR. FRANK
PRESS..
You KNOW, WHEN I FIRST HEARD I WAS INVITED
TO A MATH SUMMIT, I HAD IMAGES OF GORBACHEV AND ME,
GOING HEAD-TO-HEAD IN LONG DIVISION. III AT LEAST
BOTH OF US MANAGED TO AVOID THE POP QUIZ YOU ALL HAD TO
TAKE. ]]
BUT YOUR PURPOSE HERE TRANSCENDS PUBLIC FIGURES.
IT CONCERNS OUR NATION'S FUTURE.
- 2 -
OF THE SIX NATIONAL EDUCATION GOALS WE ESTABLISHED
WITH THE NATION'S GOVERNORS LAST YEAR, YOU'RE HELPING
TO REALIZE ONE OF THE MOST AMBITIOUS: THAT AMERICAN
STUDENTS BE FIRST IN THE WORLD IN MATH AND SCIENCE
ACHIEVEMENT BY THE YEAR 2000.
THIS CHALLENGING GOAL -- WORTHY OF A GREAT NATION
AND ITS FUTURE AMBITIONS -- PLAYS AN IMPORTANT ROLE IN
OUR AMERICA 2000 STRATEGY TO RE-INVENT THE AMERICAN
SCHOOL.
- 3 -
WE CAN'T EXPECT KIDS TO MEET THE TEST OF WORLDWIDE
COMPETITION -- UNLESS WE FIRST ESTABLISH WORLD-CLASS
STANDARDS -- STANDARDS THAT DEFINE THE KNOWLEDGE AND
SKILLS WE EXPECT STUDENTS TO LEARN AND MASTER. ONCE WE
HAVE SET STANDARDS, WE MUST ASSESS OUR PROGRESS IN
MEETING THEM.
I SALUTE THE MATHEMATICAL SCIENCES EDUCATION BOARD
FOR HOSTING THIS CONFERENCE, THE NATIONAL EDUCATION
GOALS PANEL, FOR THIS AFTERNOON'S FORUM -- AND ABOVE
ALL, I THANK THE EDUCATORS AND POLICY-MAKERS HERE.
- 4 -
You HAVE LABORED FOR YEARS TO REACH CONSENSUS ON
STANDARDS FOR MATHEMATICAL SKILLS AND PERFORMANCE. I
COMMEND YOU FOR YOUR COMMITMENT -- AND YOUR
ACHIEVEMENT.
WE CANNOT BLAZE A TRAIL TO THE FUTURE UNTIL WE KNOW
WHERE WE STAND. THE VOLUNTARY AMERICAN ACHIEVEMENT
TESTS, A CORNERSTONE OF OUR AMERICA 2000 STRATEGY, WILL
MEASURE ACHIEVEMENT IN FIVE CORE SUBJECTS, INCLUDING
MATHEMATICS.
- 5 -
I HAVE CHALLENGED THE NATION TO HAVE A TEST READY FOR
THE 4TH GRADERS OF 1993, AND TO PRODUCE TESTS FOR 8TH
AND 12TH GRADERS SOON AFTER.
I ASK EACH OF YOU TO HELP THE PUBLIC UNDERSTAND THE
PURPOSE OF STANDARDS AND ASSESSMENTS -- AND TO MAKE
SURE OUR ACHIEVEMENT TESTS MOTIVATE AND INSPIRE OUR
STUDENTS.
LET'S ALSO SEE THAT THESE TESTS MOTIVATE AND
INSPIRE OUR SCHOOLS.
- 6 -
THAT THEY MAKE SCHOOLS MORE ACCOUNTABLE TO THE PEOPLE
THEY SERVE. THAT THEY RESTORE THE KIND OF COMPETITION
AND PRIDE ESSENTIAL FOR EDUCATIONAL EXCELLENCE. THAT
THEY TELL US WHERE WE STAND -- so WE MAY START THE
JOURNEY To WHERE WE WANT To GO .
WE IN THE FEDERAL GOVERNMENT ARE PARTNERS WITH YOU
IN ADVANCING THE CAUSE OF EDUCATIONAL EXCELLENCE.
- 7 -
SECRETARY OF ENERGY JAMES WATKINS HAS CHAIRED A
COMMITTEE THAT HAS PRODUCED THE FIRST INVENTORY OF
FEDERAL ACTIVITIES THAT DIRECTLY INFLUENCE SCIENCE,
MATH, ENGINEERING AND TECHNICAL EDUCATION.
As YOU KNOW, WE MUST IMPROVE TRAINING FOR PRE-
COLLEGE MATH AND SCIENCE TEACHERS. WE NEED TO ATTRACT
MORE WOMEN AND MINORITIES INTO SCIENCE AND TECHNOLOGY.
- 8 -
THE BUDGET WE SENT TO CONGRESS THIS YEAR CALLS FOR
A 13 PERCENT INCREASE FOR MATH AND SCIENCE EDUCATION;
FOR A TOTAL OF NEARLY $2 BILLION.
BUT YOU UNDERSTAND THAT THE FEDERAL GOVERNMENT CAN
PLAY ONLY A LIMITED ROLE IN MAKING AMERICA'S STUDENTS
FIRST IN MATH AND SCIENCE. DOLLARS ALONE WON'T DO THE
JOB. REAL EXCELLENCE DEMANDS A COMMITMENT FROM US ALL.
- 9 -
EVERYONE MUST DECLARE: WE WILL RE-INVENT THE AMERICAN
SCHOOL. WE WILL ACHIEVE OUR AMBITIOUS NATIONAL
EDUCATION GOALS.
So, AS YOU CONSIDER YOUR "PRINCIPLES, GOALS, AND
ACTIONS" FOR MATH ASSESSMENT, I'D ASK YOU TO KEEP A FEW
QUESTIONS IN MIND:
- 10 -
* CONSIDER WHAT IT MEANS TO BE "BEST IN THE WORLD"
-- AND THE KIND OF BALANCE OUR STUDENTS WILL NEED,
BETWEEN THEORETICAL MATH, AND PRACTICAL, APPLIED SKILLS
FOR LIFE.
* How CAN WE CREATE TESTS TO ENSURE NOT JUST THAT
OUR BEST STUDENTS ARE AS GOOD AS ANY IN THE WORLD, BUT
THAT OUR AVERAGE STUDENTS ACHIEVE WORLD-CLASS STATUS?
- 11 -
* How CAN WE EMPHASIZE TESTING THAT ENCOURAGES
BETTER TEACHING -- THAT DOESN'T WEED KIDS OUT, BUT
DEVELOPS BETTER MATH SKILLS FOR ALL?
EVERY STUDENT NEEDS GOALS AND CHALLENGES. EVERY
SCHOOL NEEDS GOALS AND CHALLENGES. I HOPE YOUR WORK
WILL HELP EVERY AMERICAN STUDENT, AND EVERY AMERICAN
TEACHER, REACH OUR NATIONAL EDUCATION GOALS.
MANY OF YOU ALREADY HAVE SHOWN THE WAY. CONSIDER
ONE MEMBER OF TODAY'S AUDIENCE.
- 12 -
LARRY WILLIAMS, A MATH TEACHER AT EUTAW HIGH SCHOOL IN
RURAL ALABAMA AND A MEMBER OF THE MATHEMATICAL SCIENCES
EDUCATION BOARD -- HAS LIT A FIRE UNDER HIS STUDENTS,
MANY OF WHOME COME FROM POOR OR DISADVANTAGED HOMES.
HIS MATH TEAMS CAN COMPETE WITH ANY OTHER TEAMS IN
ALABAMA AND THROUGHOUT THE SOUTHEAST.
WHEN PEOPLE ASK HOW AMERICA CAN BECOME FIRST IN THE
WORLD IN MATH AND SCIENCE BY THE YEAR 2000, I POINT TO
TEACHERS LIKE LARRY WILLIAMS -- DEDICATED PROFESSIONALS
WHO HELP ALL OUR CHILDREN REACH THEIR POTENTIAL.
- 13 -
ALL OF YOU HAVE HELPED SET OFF AN AMERICAN EDUCATIONAL
RENAISSANCE. I THANK YOU FOR WHAT YOU'VE DONE -- AND
FOR WHAT YOU WILL ACHIEVE. MAY GOD BLESS YOU AND THE
UNITED STATES OF AMERICA.
#
#
#
(Lange/Simon)
April 24, 1991
10 A.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[
Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press..
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. 111 At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize one of
the most ambitious: that American students be first in the world
in math and science achievement by the year 2000.
This challenging goal -- worthy of a great nation and its
future ambitions -- plays an important role in our America 2000
program to re-invent the American school.
We can't expect kids to meet the test of worldwide
competition -- unless we first establish world-class standards
-- standards that define the knowledge and skills we expect
students to learn and master. Once we have set standards, we
must assess our progress in meeting them. After all, we can't
make progress until we know how to measure progress.
2
I salute the Mathematical Sciences Education Board for
holding this conference, the National Education Goals Panel for
holding today's forum -- and the educators and policymakers who
are here. You have labored for years to create standards for
mathematical skills and performance. You are among the many
contributors to our American 2000 plan -- vital contributors. //
We cannot blaze a trail to the future until we know where we
stand. The voluntary American Achievement Tests, a cornerstone
of our America 2000 program, help us get our bearings. These
tests would measure achievement in five core subjects, including
mathematics. I have challenged the nation to give the test for
4th graders in September 1993, and produce tests for 8th and 12th
graders soon after.
I ask each of you to help the public understand the purpose
of standards and assessments -- and to make sure our achievement
tests motivate and inspire our students.
Let's also see that these tests motivate and inspire our
schools. That they make schools more accountable to the people
they serve. That they restore the kind of competition and pride
essential for educational excellence. That they tell us where we
stand -- so we may start the journey to where we want to go.
Over the past year, Secretary of Energy James Watkins has
chaired a committee charged with drafting that an integrated
program designed to advance science and math education.
That committee has reiterated our desire to improve training
for pre-college math and science teachers -- and to attract more
3
women and minorities into science and technology. It also has
produced the very first inventory of federal activities that
directly influence science, math, engineering, and technical
education.
The budget we sent to Congress this year calls for a 13
percent increase for this purpose, for a total of nearly $2
billion. But dollars alone won't do the job. While we've
increased spending on education by 33 percent since 1981, I don't
imagine anyone would claim education is 33 percent better. [[ In
my mind, the numbers just don't add up. But I'm still puzzling
over that Gary Larson cartoon -- where, after doing elaborate,
complex calculations, Einstein discovers that Time is actually
Money. of course, we can't afford to waste a second. ]]
You understand that the federal government can play only a
small role in making America's students first in math and
science. Real excellence demands a commitment from us all.
Everyone must declare: we will re-invent the American school.
We will achieve our ambitious National Education Goals.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
*
Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
How can we create tests to ensure not just that our best
students are as good as any in the world, but that our average
students achieve world-class status?
4
*
How can we emphasize testing that encourages better
teaching -- that doesn't weed kids out, but develops better math
skills for all?
Every student needs goals and challenges. Every school
needs goals and challenges. I hope your work will help every
American student, and every American teacher, reach our America
2000 goals.
Many of you already have shown the way. Consider one member
of today's audience. Larry Williams, a math teacher at Eutaw
High School in rural Alabama and a member of the Mathematical
Sciences Education Board --- has lit a fire under his students,
many of whome come from poor or disadvantaged homes. His math
teams can compete with any other teams in Alabama and throughout.
the Southeast.
When people ask how America can become first in the world in
math and science by the year 2000, I point to teachers like Larry
Williams --- dedicated professionals who help all our children
reach their potential. All of you have helped set off an
American educational renaissance. I thank you for what you've
done -- and for what you will achieve. May God bless you and the
United States of America.
# # #
(Lange/Simon)
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press..
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
*
Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
(Lange/Simon)
April 24, 1991
11:30 A.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize one of
the most ambitious: that American students be first in the world
in math and science achievement by the year 2000.
This challenging goal -- worthy of a great nation and its
future ambitions -- plays an important role in our America 2000
strategy to re-invent the American school.
We can't expect kids to meet the test of worldwide
competition -- unless we first establish world-class standards
-- standards that define the knowledge and skills we expect
students to learn and master. Once we have set standards, we
must assess our progress in meeting them.
I salute the Mathematical Sciences Education Board for
hosting this conference, the National Education Goals Panel, for
2
this afternoon's forum -- and above all, I thank the educators
and policy-makers here. You have labored for years to reach
consensus on standards for mathematical skills and performance.
I commend you for your commitment -- and your achievement.
We cannot blaze a trail to the future until we know where we
stand. The voluntary American Achievement Tests, a cornerstone
of our America 2000 strategy, will measure achievement in five
core subjects, including mathematics. I have challenged the
nation to have a test ready for the 4th graders of 1993, and to
produce tests for 8th and 12th graders soon after.
I ask each of you to help the public understand the purpose
of standards and assessments -- and to make sure our achievement
tests motivate and inspire our students.
Let's also see that these tests motivate and inspire our
schools. That they make schools more accountable to the people
they serve. That they restore the kind of competition and pride
essential for educational excellence. That they tell us where we
stand -- so we may start the journey to where we want to go.
We in the federal government are partners with you in
advancing the cause of educational excellence. Secretary of
Energy James Watkins has chaired a committee that has produced
the first inventory of federal activities that directly influence
science, math, engineering and technical education.
As you know, we must improve training for pre-college math
and science teachers. We need to attract more women and
minorities into science and technology.
3
The budget we sent to Congress this year calls for a 13
percent increase for math and science education; for a total of
nearly $2 billion.
But you understand that the federal government can play only
a limited role in making America's students first in math and
science. Dollars alone won't do the job. Real excellence
demands a commitment from us all. Everyone must declare: we
will re-invent the American school. We will achieve our
ambitious National Education Goals.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
*
Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
How can we create tests to ensure not just that our best
students are as good as any in the world, but that our average
students achieve world-class status?
*
How can we emphasize testing that encourages better
teaching -- that doesn't weed kids out, but develops better math
skills for all?
Every student needs goals and challenges. Every school
needs goals and challenges. I hope your work will help every
American student, and every American teacher, reach our National
Education goals.
Many of you already have shown the way. Consider one member
of today's audience. Larry Williams, a math teacher at Eutaw
4
High School in rural Alabama and a member of the Mathematical
Sciences Education Board -- has lit a fire under his students,
many of whome come from poor or disadvantaged homes. His math
teams can compete with any other teams in Alabama and throughout
the Southeast.
When people ask how America can become first in the world in
math and science by the year 2000, I point to teachers like Larry
Williams -- dedicated professionals who help all our children
reach their potential. All of you have helped set off an
American educational renaissance. I thank you for what you've
done -- and for what you will achieve. May God bless you and the
United States of America.
#:- # #
Document No. 232230SS
WHITE HOUSE STAFFING MEMORANDUM
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE NIC
SUNUNU
PETERSMEYER
SCOWCROFT N/V
PORTER
DARMAN
ROGICH N/C
BRADY
SMITH
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
RESPONSE:
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
(Lange/Simon)
91 APR 23 PM 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3.
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
Document No. 232230SS
WHITE HOUSE STAFFING MEMORANDUM
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
BRADY
SMITH
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
RESPONSE:
no COMMENT
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
(Lange/Simon)
91 APR 23 PM 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. 111 At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
APR-19-1991 17:55 FROM OFFICE OF THE SECRETARY
TO
94566218 P.01
4-19-91
TO: Tony Snow
FROM: Kirk Winters
91 APR 19 P6:
As I said on the phone, these are rough ideas--I didn't have time
to read the stuff for the conference, so this is off the top.
But I'm pretty familiar with education assessment trends and how
they relate to AMERICA 2000. Perhaps the main point to make to
this group is that it can contribute mightily to AMERICA 2000 by
setting the pace for the other (4) core disciplines. The other
disciplines should follow this groups lead and set standards and
develop tests (as MSEB is doing).
If I can answer any questions or be of further assistance, don't
hesitate to call.
401-3080
544-5035 (h)
1. The national education goals were established in an effort to
launch a renaissance in American education.
2. But there will be no renaissance without revolution. That is
the aim of AMERICA 2000-to incite the revolt, to shatter
assumptions that stand in the road to reaching our goals, to
bring an end to the belief that America's education shortcomings
are "someone else's problem." (The goals point to the path we
know we must go; the strategy is designed to put us on that
path.)
3. It is a national strategy, not a federal program. It is a
bold, comprehensive, and long-term plan, consisting of four
parts: (state the four parts)
4. Vital to all the parts is the establishing of what we call New
World Standards. Standards for academic performance as high as
standards anywhere in the world, in five core subjects. These
New World Standards will identify what all American children must
know and be able to do to live and work in the world. These new
standards will be set in cooperation with the National Education
Goals Panel and with the help of groups such as the Mathematics
Sciences Education Board.
5. Setting rigorous--and clear--standards is only the first step.
Coming up with ways to measure our progess toward those standards
is the second, and equally essential, step.
6. I'm determined to have the first of these tests for 4th
graders in place by the time school starts in September of 1993.
I don't need to point out for this audience that that's just over
two years away. I believe that it can be done. I think we have
got to do it. And I am depending on you to figure out what has
to be done to make it right, to make the tests good tests. Tests
that measure authentic forms of student learning. Student
APR-19-1991 17:56 FROM OFFICE OF THE SECRETARY
TO
94566218 P.02
TO:
Tony Snow
FROM: Kirk Winters
Às I said on the phone, these are rough ideas--I didn't have time
to read the stuff for the conference, so this is off the top.
But I'm pretty familiar with education assessment trends and how
they relate to AMERICA 2000. Perhaps the main point to make to
this group is that it can contribute mightily to AMERICA 2000 by
setting the pace for the other (4) core disciplines. The other
disciplines should follow this groups lead and set standards and
develop tests (as MSEB is doing).
If I can answer any questions or be of further assistance, don't
hesitate to call.
401-3080
544-5035 (h)
1. The national education goals were established in an effort to
launch a renaissance in American education.
2. But there will be no renaissance without revolution. That is
the aim of AMERICA 2000--to incite the revolt, to shatter
assumptions that stand in the road to reaching our goals, to
bring an end to the belief that America's education shortcomings
are "someone else's problem." (The goals point to the path we
know we must go; the strategy is designed to put us on that
path.)
3. It is a national strategy, not a federal program. It is a
bold, comprehensive, and long-term plan, consisting of four
parts: (state the four parts)
4. Vital to all the parts is the establishing of what we call New
World Standards. Standards for academic performance as high as
standards anywhere in the world, in five core subjects. These
New World Standards will identify what all American children must
know and be able to do to live and work in the world. These new
standards will be set in cooperation with the National Education
Goals Panel and with the help of groups such as the Mathematics
Sciences Education Board.
5. Setting rigorous--and clear--standards is only the first step.
Coming up with ways to measure our progess toward those standards
is the second, and equally essential, step.
6. I'm determined to have the first of these tests for 4th
graders in place by the time school starts in September of 1993.
I don't need to point out for this audience that that's just over
two years away. I believe that it can be done. I think we have
got to do it. And I am depending on you to figure out what has
1
Document No. 232230SS
WHITE HOUSE STAFFING MEMORANDUM
APR 24 A8: 54
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
\
BRADY
SMITH
>
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
RESPONSE:
Aee comments. Thanks.
Hous williamson
PHILLIP D. BRADY
4-24-91
Assistant to the President
and Staff Secretary
Ext. 2702
This is a really good speech!
(Lange/Simon)
91 APR 23 PM 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[
Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
Yes-B
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
(Education) There on some whois who this is
I commend the National mathematical Education Sciences Coals Edecation Panel for Board convening for hosting
and the National Education boals Panel for holding its forum
conference, A- the Mathematical Sciences Education Board, for today,
artualizent. Confusion this sainath shosting.,Edine it science Brand. Ed.
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
$ yes comments Rs
porter's
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
(Education)
percent increase for this/program, purpose for a total of nearly $2
reason: billion
billion. But while we've increased spending on education by 33
the
percent since 1981, I don't imagine anyone in this room would
LEd.
total [[
claim education is 33 percent better. Dollars alone wor'tdothe job.
In my mind, the numbers just don't add up. But I'm still
the says people
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
mas using which us
is actually Money. ]]
You understand that the federal government alone cannot make
program. around "purpox"s that,
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
VIOCA?)
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
Insert
on these tests will help every American student, and every
a paragraph
I on
American teacher, reach their fullest potential.
how tests
Your efforts today put you on the leading^ edge wave of an
(OCA)
make better,
education renaissance. They assure that we will not simply
more
accountable
reform our schools. We will reinvent the American school.
is an important
schools. glus
theme inthe
Education Insert - see next page (abont larry Williams).
Pres' initiative.
Education Insert:
Larry Williams, a math teacher at Eutaw High School in
rural Alabama and member of the Mathematical Sciences
Education Board, is doing just that. He is having great
success at helping the kids in his high school become excited
about learning and excelling in mathematics. And even though
his students there come overwhelmingly from poor and
disadvantaged backgrounds, Eutaw High's math teams are
competing with some of the best math schools in Alabama and
the Southeast doing well in these competitions and often
winning. So, when people question how America can become
first in the world in math and science by the year 2000, I
point them to teachers like Larry Williams
teachers
who
are helping ALL of our children reach their full potential.
Backsound Laws williams is scheduled to be in the
audience today. He is the black math teacher
from rural alabama who has done such wonders
with the disadvantaged students in his school,
leading his school's math teams 40 compete
in Cand frequently win) math competitions and
tournaments. He comes highly recommended
from may Harly Kniter of the Board V was Science the 1989
winner of the Pres. Award for Exceleence in
& math Training in alabama.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
Will fix - B
20mg 1 please also note that there is
no mention of "america 2000. "
we really need to get the name
of the program out So that it
becomes a very common part
of evens american's vocabulary.
THE WHITE HOUSE
WASHINGTON
April 24, 1991
MEMORANDUM FOR THE PRESIDENT
THROUGH:
TONY SNOW TS
FROM:
MARK LANGE Mf
SUBJECT:
BRIEF REMARKS FOR THE MATH SUMMIT
I. SUMMARY
Today, at 1:45 p.m., you will give brief remarks at the
National Summit on Mathematics Assessment. You will speak
in the National Academy of Sciences auditorium. The
audience will be about 450 education policy-makers and test
designers who are meeting to find new ways to test math
knowledge in furtherance of the National Education Goals.
II. DISCUSSION
The remarks (7 minutes, on cards) discuss the need for
new ways of measuring student performance to improve
schools.
PLEASE NOTE: The joke at the beginning of the remarks
refers to a pop math quiz that all summit participants took
last night.
(Lange/Simon)
April 24, 1991
10 A.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
nation's governors last year, you're helping to realize one of
the most ambitious: that American students be first in the world
in math and science achievement by the year 2000.
This challenging goal -- worthy of a great nation and its
future ambitions -- plays an important role in our America 2000
program to re-invent the American school.
We can't expect kids to meet the test of worldwide
competition -- unless we first establish world-class standards
-- standards that define the knowledge and skills we expect
students to learn and master. Once we have set standards, we
must assess our progress in meeting them. After all, we can't
make progress until we know how to measure progress.
2
I commend the Mathematical Sciences Education Board for
hosting this conference, and the National Education Goals Panel,
for holding its forum today -- and above all, I thank the
educators and policy-makers here. You have labored for years to
create standards for mathematical skills and performance. You
are among the many contributors to our American 2000 plan --
vital contributors. //
We cannot blaze a trail to the future until we know where we
stand. The voluntary American Achievement Tests, a cornerstone
of our America 2000 program, help us get our bearings. These
tests would measure achievement in five core subjects, including
mathematics. I have challenged the nation to give the test for
4th graders in September 1993, and produce tests for 8th and 12th
graders soon after.
I ask each of you to help the public understand the purpose
of standards and assessments -- and to make sure our achievement
tests motivate and inspire our students.
Let's also see that these tests motivate and inspire our
schools. That they make schools more accountable to the people
they serve. That they restore the kind of competition and pride
essential for educational excellence. That they tell us where we
stand -- so we may start the journey to where we want to go.
Over the past year, Secretary of Energy James Watkins has
chaired a committee charged with drafting that an integrated
program designed to advance science and math education.
3
That committee has reiterated our desire to improve training
for pre-college math and science teachers -- and to attract more
women and minorities into science and technology. It also has
produced the very first inventory of federal activities that
directly influence science, math, engineering, and technical
education.
The budget we sent to Congress this year calls for a 13
percent increase for this purpose, for a total of nearly $2
billion. But dollars alone won't do the job. While we've
increased spending on education by 33 percent since 1981, I don't
imagine anyone would claim education is 33 percent better. [[ In
my mind, the numbers just don't add up. But I'm still puzzling
over that Gary Larson cartoon -- where, after doing elaborate,
complex calculations, Einstein discovers that Time is actually
Money. III Of course, we can't afford to waste a second. ]]
You understand that the federal government can play only a
limited role in making America's students first in math and
science. Real excellence demands a commitment from us all.
Everyone must declare: we will re-invent the American school.
We will achieve our ambitious National Education Goals.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
4
*
How can we create tests to ensure not just that our best
students are as good as any in the world, but that our average
students achieve world-class status?
* How can we emphasize testing that encourages better
teaching -- that doesn't weed kids out, but develops better math
skills for all?
Every student needs goals and challenges. Every school
needs goals and challenges. I hope your work will help every
American student, and every American teacher, reach our America
2000 goals.
Many of you already have shown the way. Consider one member
of today's audience. Larry Williams, a math teacher at Eutaw
High School in rural Alabama and a member of the Mathematical
Sciences Education Board -- has lit a fire under his students,
many of whome come from poor or disadvantaged homes. His math
teams can compete with any other teams in Alabama and throughout
the Southeast.
When people ask how America can become first in the world in
math and science by the year 2000, I point to teachers like Larry
Williams -- dedicated professionals who help all our children
reach their potential. All of you have helped set off an
American educational renaissance. I thank you for what you've
done -- and for what you will achieve. May God bless you and the
United States of America.
# # #
(Lange/Simon)
91 APR 23 PM 3:45 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[
Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
ONE of
nation's governors last year, you're helping to realize L the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
A GREAT NATION AND
It's a challenging goal -- worthy of / the future we want for
our children. And it begins with the kind of work you've
undertaken here.
OUR STUDENTS TO MEET
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
WITHOUT OUR HAVING - ESTABLISHED WORLD-WASS STANDARDS
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
SAWTE
Reconciling w/
I commend the National Education Goals Panel for convening
OCA comments,
this conference -- the Mathematical Sciences Education Board for
-TS
STANDARDS THAT DEFINE THE KNOWLEDGE AND SKIUS WE EXPECT OUR
STUDENTS TO LEARN AND TO MASTER. THEN WE MUST ACCURATELY ASSESS
OUR PROGRESS IN ACHIEVING THOSE STANDARDS.
2
Recording w/
YES F No: Yes &No:
holding its regional hearings FORUMS -- and above all, I thank the
educators and policy-makers here today.
OCA hins
WE IN THE FEDERAL GOVERNMENT ARE PARTNERS WITH you IN ADVANCING
Over the past year, an inter agency Committee on Education
THE CAUSE of EDUCATIONAL ELCELLENCE.
and Human Resources, headed by Secretary of Energy James Watkins,
HAS CHAIRED A COMMITTEE THAT
has put together an integrated program designed to advance
science and math education.
WE MUST
That committee wants to improve training for pre-college
AND WE MUST
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
IN MATH AND SCIENCE EDUCATION
This is collout. lang
percent increase for this program, for a total of nearly $2
from No: the ed.
billion. But while we 've increased spending on education by 33
Ed. Dept. likes
percent since 1981, I don't imagine anyone in this room would
it
is
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
coors DEVETED BE
puzzling over that legendary Gary Larson cartoon -- where, after
Yes! Hence,
doing elaborate, complex calculations, Einstein discovers that
brackets
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
WE MUST ALL WORK TOGETHER TO MEET THE WORLD CLASS STANDARDS
century. Everyone must declare: we will reinvent the American
WE ARE SETTING FOR OUSELVES.
school. It will take all of us, working together, to achieve our
ambitious National Education Goals
I AM AWARE of THE YEARS OF WORK you HAVE INVESTED IN
PRODUCING CONSENSUS ON STANDARDS FOR WHAT our STUDENTS SHOULD
know AND BE ABLE TO DO IN MATHEMATICS. I COMMEND you FOR
YOUR COMMITMENT AND FOR WHAT you HAVE PRODUCED.
3
Efforts like yours help show the way to that future, and
suggested by
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
Ex. dapf.
I've called for voluntary American Achievement Tests, beginning
who's
right.
?
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
DELETE
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
* It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
LAST WEEK I CALLED FOR VOWNTARY NATIONAL
better math skills for all?
ASSESSMENTS IN 4th 8TH AND 12th GRADES IN FIVE
CORE SUBJECTS INCLUDING MATVEMATICS.
Finally, I ask each of you to help the public understand the
STANDARDS
Yes
OUR ACHIEVEMENT
purposes of tests and assessments -- and to make sure those tests
TO MOTIVATE AND INSPIRE OUR SNDENTS.
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
You ARE HELPING TO PRODUCE
Your efforts today put you on the leading wave of an
IN OUR LAND.
education renaissance, They assure that we will not simply
reform our schools. We will reinvent the American school
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
Document No. 232230SS
WHITE HOUSE STAFFING MEMORANDUM
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
BRADY
SMITH
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
are
RESPONSE:
also they yood working line M change easy AN 2000
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
Document No. 232230SS
It
WHITE HOUSE STAFFING MEMORANDUM
24
A9:13
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
\
BRADY
SMITH
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
RESPONSE:
See Comments
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
(Lange/Simon)
91 APR 23 PM 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press...
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. 111 At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]] THAT'S WHY WE CAN'T WASTE A SECOND.
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
7
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
* It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
Question
IF WE HAVE DECIDED TO USE " AMERICA 2000"
15
Yas As OUR SHOrtHAND FOR OUR EDUCATION PROGRAM
SHORON'T WE CONTINUE TO HAMMER THIS
PHRASE INTO Speciales LIKE THIS.
DS
OF EDLC ATION ION
OFFICE at OF THE DEPUTY UNDER SECRETARY FOR PLANNING. BUDGET AND EVALUATION
APR.24 AIO:
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES or AMERICA
FAX COVER SHEET
TO
:
Mark Lange
White House (Speechwriting)
FROM: Randolph Beales
U.S. Department of Education
Name and telephone number of sender Randolph Beaks
telephone number 401-0085 or 401-0094
No. of pages 3 including cover sheet.
Our fax number is (202) 401-2837
Your fax number is 456-6218
91 APR 24 A|O : 19
April 23, 1991
MEMO FOR: WADE T. DYKE
FROM : RANDOLPH A. BEALES RAB
SUBJECT : PRESIDENTIAL SPEECH AT THE MATH SUMMIT
The speech is a good one. Someone has done a good deal of
work. I just have the following comments.
The National Education Goals Panel is not convening this
conference. The Mathematical Sciences Education Board is hosting
it. The National Education Goals Panel is holding a forum in
conjunction with the Math Summit. Therefore, I would change the
last paragraph on the first page to read:
I commend the Mathematical Sciences Education Board for
hosting this conference and the National Education Goals Panel
for holding its forum today -- and above all, I thank the
educators and policy-makers here.
On page 2, I suggest changing the first sentence in the third
paragraph to read, "The budget we sent to Congress this year calls
for a 13 percent increase for this purpose, for a total of nearly
$2 billion." According to our budget staff, the $1.9 billion in
question is a total amount for a number of programs across the
federal government. Consequently, if we use the term, "program,"
people may wonder, "Which program?" Using "purpose" gets us around
that. At the end of that paragraph, we could also add the sentence
as transition (and to drive home the point), "Dollars alone just
won't do the job."
You may want to consider deleting the next paragraph with the
Gary Larson cartoon example. I am not sure that this makes your
point as well as you want it to do so.
On page 3, before the beginning of the last paragraph, after
you have talked about helping every American student reach their
fullest potential, you may wish to cite Larry Williams, the black
math teacher from rural Alabama who has done such wonders with the
disadvantaged students in his school, leading his school's math
teams to compete in (and frequently win) mathematics competitions
and tournaments. He comes highly recommended from Mary Harly
Kruter of the Mathematical Sciences Education Board and was the
1989 winner of the Presidential Award for Excellence in Science and
Mathematics Teaching for mathematics teachers in the State of
04/24/91
08:14
Alabama. He will be present for the speech tomorrow. If you do
want to include something on him, following is a suggested insert:
will help every American student, and every American
teacher, reach their fullest potential.
Larry Williams, a math teacher at Eutaw High School in
rural Alabama and member of the Mathematical Sciences
Education Board, is doing just that. He is having great
success at helping the kids in his high school become excited
about learning and excelling in mathematics, And even though
his students there come overwhelmingly from poor and
disadvantaged backgrounds, Eutaw High's math teams are
competing with some of the best math schools in Alabama and
the Southeast doing well in competitions and often
winning. So, when people question how America can become
first in the world in math and science by the year 2000, I
point them to teachers like Larry Williams
teachers who
are helping ALL of our children reach their full potential.
Your efforts today put you on the leading wave
It is a well-written speech. However, the speech might also
wish to emphasize the importance of setting high standards in
testing and assessments since setting high standards is an
important theme in the President's Education Reform Plan. The
speech might also mention the words, "America 2000."
3032
Document No. 232230SS
WHITE HOUSE STAFFING
MEMORANDUM 24 A9:51
DATE: 4/23/91
ACTION/CONCURRENCE/COMMENT DUE BY: 4/24/91 9:00 AM
SUBJECT: PRESIDENTIAL REMARKS: MATHEMATICS ASSESSMENT SUMMIT
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
PETERSMEYER
SCOWCROFT
PORTER
DARMAN
ROGICH
BRADY
SMITH
\
BROMLEY
UNTERMEYER
CARD
ROGERS
DEMAREST
SNOW
FITZWATER
GRAY
HOLIDAY
REMARKS:
Please forward your comments directly to Tony Snow, Rm. 122, x2930,
no later than 9:00 AM, WEDNESDAY, APRIL 24, with a copy to this
office. Thank you.
RESPONSE:
April 24, 1991
TO:
TONY SNOW
The NSC concurs with the attached statement.
PHILLIP D. BRADY
Brent 19th Scowcroft
Assistant to the President
and Staff Secretary
Ext. 2702
CC: Phillip Brady
RECEIVED
91 APR 23 P4: 43
thust 08:21
(Lange/Simon)
91 APR 23 PM 3: 45
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
* It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
* How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
stated
(Lange/Simon)
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press..
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
Of the six National Education Goals we established with the
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
and Human Resources, headed by Secretary of Energy James Watkins,
has put together an integrated program designed to advance
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
The budget we sent to Congress this year calls for a 13
percent increase for this program, for a total of nearly $2
billion. But while we've increased spending on education by 33
percent since 1981, I don't imagine anyone in this room would
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
doing elaborate, complex calculations, Einstein discovers that
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
I've called for voluntary American Achievement Tests, beginning
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
* Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
* It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #