Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
323152412
label
Education Reform 4/13/89 [OA 6263] [1]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
323152412
contentType
document
title
Education Reform 4/13/89 [OA 6263] [1]
citationUrl
identifierLocal
13663-010
collections
Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Speech Backup Chronological Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
323152412
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
b21ed2f089646c8d
ocrText
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 Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13663
Folder ID Number:
13663-010
Folder Title:
Education Reform 4/13/89 [OA 6363] [1]
Stack:
Row:
Section:
Shelf:
Position:
G
26
18
7
4
3
I AM A CHEERLEADER FOR TEACHERS. THEY ARE UNDERPAID,
UNDERPRAISED, AND OVERW RKED. WE EXPECT THEM TO TAKE THE PLACE
OF FAMILY AND CHURCH AND INCIDENTLY TO EDUCATE OUR CHILDREN
WITH VERY LITTLE HELP.
I DO NOT THINK FOR ONE MOMENT THAT VOLUNTEERS CAN
OR SHOULD TAKE THE ROLE THAT GOVERNMENT HAS IN EDUCATION, BUT
I CERTAINLY THINK THEY HAVE A ROLE AND THEY SHOULD TAKE IT!
I HAVE BEEN TRAVELING AROUND THE COUNTRY CHEERLEADING,
VISITING SCHOOLS, LIBRARIES, CHURCHES, SERVICE GROUPS, CLINICS,
COLLEGES AND COMMUNITY CENTERS ENCOURAGING READING, ENCOURAGING
THE TEACHING OF READING, ENCOURAGING THE NECESSITY OF READING
AND THE JOYS OF READING. I AM ENCOURAGING BOTH THE GIVING OF
TIME AND MONEY FROM INDIVIDUALS AND CORPORATIONS.
I'M CHEERING FOR PROVEN PROGRAMS THAT HAVE PROVEN THEY
WORK. PROGRAMS LIKE READING IS FUNDAMENTAL. THIS GROUP HAS
110,000 VOLUNTEERS IN 11,000 SITES AND THIS YEAR ALONE THEY
DISTRIBUTED 3 MILLION BOOKS, MANY TO CHILDREN WHO NEVER OWNED
A BOOK BEFORE.
I'M ENCOURAGING THE NATIONAL SCHOOL VOLUNTEER PROGRAM
- 6 MILLION VOLUNTEERS SERVING IN OVER ONE-FOURTH OF OUR
COUNTRY'S PUBLIC SCHOOLS. IN BOSTON I SAW A BLIND MAN TEACHING
arecdote
TWO LITTLE BOYS TO READ. HE'D SAY "HOW DO I KNOW I CAN'T SEE.
WHAT'S IT LOOK LIKE? SOUND IT OUT." THEN YOU'D HEAR "THAT'S
IT - YOU GOT IT.
I SAW A VERY STYLISH BEACON HILL LADY VOLUNTEER
TEACHING FRENCH BY PULLING THE MOST MARVELOUS THINGS OUT OF
A LARGE BAG AND TEACHING THE CHILDREN THE NAMES OF ALL THOSE
WONDERFUL OBJECTS.
AT THE SAME SCHOOL A WONDERFUL BLACK LADY WHO WAS
WORKING FOR THE TELEPHONE COMPANY - HER COMPANY GAVE HER SEVERAL
HOURS OFF A WEEK TO BE A TEACHER'S AIDE - TOLD ME THAT AS AN
ADDED DIVIDEND SHE NOW COULD HELP HER OWN CHILDREN WITH THEIR
HOMEWORK AND THAT THEY WERE CLOSER SINCE SHE STARTED HELPING
IN THE SCHOOLS.
I WAS HONORARY CHAIRMAN OF THE MARCH OF DIMES READING
OLYMPICS. YOU KNOW HOW THAT WORKS - YOU GET YOUR MOTHER, UNCLE,
NEIGHBOR, ETC. TO PAY YOU SO MUCH FOR EACH BOOK YOU READ. THE
MONEY GOES TO THE MARCH OF DIMES TO PREVENT BIRTH DEFECTS. I
WISH I COULD HAVE SEEN THE FACES OF THOSE WHO PLEDGED A DOLLAR
A BOOK - SOME OF THE WINNERS READ 150 BOOKS!
4
I VISITED LITERACY VOLUNTEERS OF AMERICA PROGRAMS
IN LIBRARIES AND ENCOURAGED VOLUNTEERS AND MONEY. MY BIGGEST
NIGHT WAS A DINNER IN N.Y.C. AT THE PUBLIC LIBRARY. A GREAT
DEAL OF MONEY WAS RAISED FOR THAT LIBRARY WHERE LAST YEAR 977
VOLUNTEERS TAUGHT 1050 PEOPLE TO READ!
I CHEER FOR LAUBACH INTERNATIONAL - A GROUP OF 23,000
VOLUNTEERS WHO ARE TEACHING 34,000 ADULTS TO READ THIS YEAR.
"EACH ONE TEACH ONE." I VISITED WITH THE READING EXPERT AT
THE CALIFORNIA YOUTH AUTHORITY WHERE OVER HALF THE INMATES,
HARDENED YOUTH CRIMINALS, ARE FUNCTIONAL ILLITERATES. THEY
USE THE LAUBACH METHOD TO TEACH THE INMATES. HE SENT ME TAPES
MADE BY THESE YOUNG MEN ON WHY THEY WANTED TO READ - NOT
ALL THE RIGHT REASONS FOR SURE - "I GOT CAUGHT BECAUSE I TRIED
TO RUN OUT THE ENTRANCE AND NOT THE EXIT BECAUSE I COULDN'T
READ. NOW I KNOW ENTRANCE FROM EXIT."
I SAW ANNE DERRICOTTE, THE MOST FABULOUS PRE-
KINDERGARTEN TEACHER RIGHT HERE IN D.C. SHE NOT ONLY HAD
THOSE CHILDREN READING, BUT ENJOYING AND SHARING. WHAT A
WOMAN!!
I VISITED THE STEVEN'S SCHOOL IN D.C. FOR A READING
IS FUNDAMENTAL BOOK DISTRIBUTION AND SAW A GREAT LIBRARIAN,
SANDRA SPEIER, MOTIVATING HER CHILDREN TO READ.
I VISITED BUNKER HILL SCHOOL HERE,, A SCHOOL THAT IS
SO FILLED WITH GOOD FEELINGS AND RISING TEST SCORES, A SCHOOL
WITH GREAT PARENT PARTICIPATION.
I VISITED A SCHOOL IN HOUSTON, TEXAS WHERE VOLUNTEERS
IN PUBLIC SCHOOLS VIPs - HAD HELPED RAISE THE TEST SCORES
ALMOST 15 POINTS. A FULL SCALE VOLUNTEER PROGRAM.
MARTY VAN ARSDALE FROM WYOMING COUNTY IN UPPER NEW
YORK CAME TO VISIT ME TO TELL ME ABOUT "PROJECT READ." ONE
WOMAN BLANKETED THE WHOLE COUNTY WITH POSTERS, BUMPER STICKERS -
ALL SAYING, "HAVE YOU READ TO YOUR CHILD 15 MINUTES TODAY?"
SHE WENT TO CHURCHES, SCHOOLS, MEN AND WOMEN'S SERVICE CLUBS,
WENT ON RADIO PROGRAMS, AND TOTALLY COVERED THE COUNTY. ALL
SORTS OF NICE THINGS HAPPENED - THE SCHOOLS AND LIBRARIES
REPORTED MORE CHILDREN READING AND PARENTS REPORTED LOVING
SITTING BY THEIR CHILDREN QUIETLY READING.
I VISITED LITERACY ACTION IN ATLANTA, GEORGIA WHERE
THEY HAD USED THE ONE-ON-ONE METHOD FOR YEARS UNTIL THEY WERE
OVERWHELMED WITH THE NUMBERS - 250,000 ADULT ILLITERATES AND
NOW THEY HAVE WORKED OUT AN ADULT GROUP TEACHING SYSTEM THAT
WORKS - 1 VOLUNTEER TEACHER TO 8-12 STUDENTS 10 TIMES BETTER.
THEY HAVE 200 STUDENTS ON THEIR WAITING LIST.
5
JUST A WEEK AGO AT THE SIMON ELEMENTARY SCHOOL IN
ANACOSTIA I SAW THE BEGINNING OF A GROUP OF SCHOOLS COMING
ALIVE - A MARRIAGE OF SCHOOL STAFF, PARENTS, STUDENTS, AND
CORPORATIONS. THIS - I KNOW - WILL GROW!!
I'VE PARTICIPATED IN SCHOOL AUCTIONS WHERE SOME
BRIGHT TEACHERS HAVE HAD THEIR STUDENTS WRITE CELEBRITIES,
ATHLETES, POLITICIANS, ACTORS, ETC. AND ASK FOR AN ITEM TO
AUCTION. FOR EVERY BOOK THE STUDENTS READ DURING THE YEAR
THEY GET MONEY - FAKE, OF COURSE. AT THE END OF THE YEAR
THE AUCTION IS HELD AND THE STUDENTS CAN BID FOR THE ITEMS
THEY COLLECTED WITH THIS MONEY. A WONDERFUL PROJECT. THE
STUDENTS WROTE LETTERS AND READ BOOKS!! ALL FOR THE PRICE
OF A POSTAGE STAMP AND WRITING PAPER!!
I'M WORKING ON A PROJECT FOR "PROJECT RESCUE" -
WASHINGTON'S GREAT VOLUNTEER PROGRAM. THANKS TO VERY DEDICATED
WASHINGTONIANS THIS PROGRAM IS READY TO REALLY TAKE OFF!!
I GUESS THE MOST EXCITING THING I'VE DONE THIS PAST
YEAR IS TO VISIT THE ATLANTA, GEORGIA PUBLIC SCHOOL SYSTEM WITH
IT'S DYNAMIC SCHOOL SUPERINTENDENT - ALONZO CRIM.
HE HAS TAKEN THIS SCHOOL SYSTEM AND PULLED IT UP BY
IT'S BOOT STRAPS. HIS GOAL IS TO REACH THE NATIONAL NORM BY
1985, AND I BET HE'LL DO IT.
HIS PROGRAM IS TOO COMPLICATED TO REALLY GO INTO, BUT
HERE'S A PEEK - THERE ARE 70,000 STUDENTS IN ATLANTA IN 127
SCHOOLS, GRADE K-12. THERE ARE 1000 CHURCHES IN ATLANTA, SPLIT
PRETTY EVENLY 500 WHITE - 500 BLACK. HE IS TRYING TO GET 4
CHURCHES - 2 BLACK and 2 WHITE - TO GO TOGETHER AND ADOPT A
SCHOOL. HE WILL GET HIS VOLUNTEERS FOR TEACHERS AIDES FROM
THEM!
THERE ARE 4000 HIGH SCHOOL GRADUATES EACH YEAR IN
ATLANTA. 2000 OF THESE GO ON TO HIGHER EDUCATION, 1000 GET
JOBS, 1000 DON'T. ALONZO CRIM IS ADKING BUSINESS IN ATLANTA
TO ADOPT, SPONSOR, ONE OF THESE 1000 UNEMPLOYED - TRAIN THEM -
EITHER GIVE THEM A JOB OR HELP THEM GET A JOB AND KEEP THEIR
EYE ON THEM FOR A YEAR SO THEY WON'T JOIN THE 250,000 UNEMPLOYED
ALREADY IN ATLANTA. PLEASE NOTICE - EARLIER I MENTIONED 250,000
ILLITERATES IN ATLANTA! THERE IS A DIRECT CORRELATION.
I LOVE THE WHOLE CONCEPT - THE BONDING OF SCHOOLS,
PARENTS, CHURCHES, BLACKS AND WHITES, AND BUSINESSES, AND I
MIGHT ADD REPUBLICANS AND DEMOCRATS! "A COMMUNITY IN UNITY"
TO USE ANOTHER ALONZO CRIMISM.
THE HEARTBREAKING TRAGEDY THAT HIT ATLANTA IN THE
SINFUL KILLINGS OF THOSE YOUNG MEN DID HAVE ONE GOOD SIDE EFFECT
- IT BROUGHT ONE AND ALL TOGETHER IN UNITY.
6
THE OTHER GREAT URBAN CITIES SHOULD TAKE A LESSON
FROM ATLANTA AND UNITE BEFORE A TRAGEDY - IT'S OUR SURVIVAL.
AS LONG AS ONE CHILD, OR SHOULD I SAY, ONE MEMBER OF OUR
SOCIETY IS IN NEED, YOU AND I SUFFER.
WHERE DO WE COME IN? SURELY WE CAN SEE A ROLE FOR
OURSELVES IN THIS BUSINESS OF EDUCATING OUR CHILDREN. WE CAN
READ TO OUR CHILDREN OR GRANDCHILDREN 15 MINUTES A DAY. WE
CAN VOLUNTEER IN OUR SCHOOLS AS TEACHERS' AIDES OR IN AN
ADULT LITERACY PROGRAM.
WE CAN GET OUR CHURCHES TO ADOPT A SCHOOL. WE CAN
HELP IN SPECIAL PROJECTS LIKE SCHOOL AUCTIONS, SPECIAL READING
OLYMPICS, OR READING IS FUNDAMENTAL BOOK DISTRIBUTIONS
WE CAN HELP GET BUSINESSES TO ADOPT A HIGH SCHOOL
GRADUATE WHO HAS NOT FOUND A JOB.
PLEASE JOIN ME AS A CHEERLEADER AND IN THE WORDS OF
EDWARD EVERETT HALE -
LOOK UP AND NOT DOWN
LOOK OUT AND NOT IN
LOOK FORWARD AND NOT BACK
AND LEND A HAND
OF SECURITY
UNITED STATES DEPARTMENT OF EDUCATION
joe It
THE SECRETARY
UNITED STATES OF AMERICA
FEB
6
1989
MEMORANDUM
rutting the Thanks To writz sys for w
TO
: David Q. Bates
Cabinet Secretary
FROM
:
Bill R. Phillips
P
Chief of Staff/Counselor to the Secretary
SUBJECT: "Project Education Reform: Time for Results"
BACKGROUND
The schools need Ae- tooling
In August 1986, the National Governors' Association (NGA) released
a report, Time for Results, which suggested major education reforms
needed to produce better schools.
In November 1986, ED joined with the eight governors who initiated
that report, in a major initiative to help local school districts
implement specific recommendations from Time for Results and to
issue a final report of their successes in 1991. Each Governor
chose two school districts from his state, and asked each district
to implement at least three recommendations from the report. The
states participating in this project are New Jersey, New Hampshire,
Missouri, Utah, Colorado, South Carolina, Arkansas, and Tennessee.
Since 1986, the participants in this project have met on several
occasions to collaborate on their various reform projects. Most
notably, in March 1987, ED organized a national conference in
Columbia, Missouri, one of the 16 districts, to discuss progress at
the school sites. The conference was attended by former President
Reagan, five governors, and 1,500 Missouri educators.
As Governor of New Hampshire, John Sununu attended the above
mentioned meeting, as well as two other technical meetings.
In addition, during President Bush's Inauguration, the Department
hosted a forum, "Education: The Future Begins Today" as part of
the "Teachers Inaugural Experience." The President addressed that
forum which included 3 session on the "Time for Results Project"
hosted by White House theet if Staff John Sununu.
DISCUSSION
At the last technical meeting in Washington, in November, the
Superintendents expressed lestre that their next meeting be SIMI-
lar to the session we and in Columbia, Missouri.
400 MARYLANDAV WASHINGTON
Page 2--Mr. David Bates
This would be a high visibility media event for the project and for
education in general. Superintendent James Caulfield of Union
School District in New Jersey and Governor Kean have agreed to host
the event. The conference location is Union High School, Union,
ACTION
We are extending an invitation to President Bush to address this
conference. The target date is April 13, 1989. This date is based
on discussions with the Union School District, Governor Kean, and
the schedules of the other official participants. However, as with
any official request of the President's schedule, we can be flexi-
ble.
Ideally, the following events are listed for the President's time
in New Jersey:
*
Upon arrival, a visit to an elementary school.
*
Lunch with the Governors and Superintendents.
Short remarks to the students at Union High School.
Attend the conference for 1,200 superintendents and school board
members.
Listen to a short presentation by each Governor attending.
Deliver remarks to the expected 1,200 attendees.
Although this is an extensive schedule, it would send another clear
message of the President's commitment to education.
Attached is a copy of the program for the 1987 meeting in Missouri
and a copy of the interim report on this project.
Attachments
DAVID naturally media This would attention,
8
CHILDREN KNOW YOU CARE. BUT YOU REPRESENT BETWEEN 13 AND 15% OF
THE PARENTS. YOU AND I KNOW THE ARGUMENTS -- BOTH PARENTS ARE
WORKING, TOO TIRED TO ATTEND MEETINGS, MANY SINGLE-PARENT HOUSEHOLDS,
TOO BUSY TO ATTEND PTA MEETINGS. MANY PARENTS ARE ILLITERATE AND
MANY PARENTS DON'T SPEAK ENGLISH -- TOO HUMILIATING TO ATTEND PTA
MEETINGS.
OUR JOB IS TO FIND A WAY TO ENCOURAGE THE OTHER 85%. WE
MUST. MAKE PTA MEETINGS INTERESTING. WE MUST PERSUADE THE OTHER
85% THAT YOU CAN'T BE TOO EMBARRASSED, TOO BUSY, OR TOO TIRED TO
TAKE AN INTEREST IN OUR CHILDREN'S EDUCATION.
I'D LIKE TO END ON A PERSONAL NOTE AND TELL YOU ABOUT MY
FRIEND ELIZABETH BURKHART -- ELIZABETH FLORES BURKHART. I READ
RECENTLY AN ARTICLE IN THE HOUSTON CHRONICLE ABOUT OUR FRIEND
ELIZABETH FLORES BURKHART, THE FIRST WOMAN TO BE APPOINTED TO
SERVE ON THE NATIONAL CREDIT UNION ADMINISTRATION BOARD. I WILL
CONFESS I KNEW VERY LITTLE ABOUT ELIZABETH'S BACKGROUND. I THINK
OF ELIZABETH AS A BRIGHT FRIEND WHO WORKED FOR THE TEXAS COMMERCE
BANK IN HOUSTON AND WHO TOOK A LEAVE OF ABSENCE AND WAS THE
COMPTROLLER OF MY HUSBAND'S PRESIDENTIAL CAMPAIGN. I THINK OF
HER AS A WIFE, A BRIGHT, BRIGHT LADY AND A FRIEND. IMAGINE MY
SURPRISE TO FIND THAT ELIZABETH WAS BORN INTO A FAMILY OF MIGRANT
TEXAS FARM LABORERS. HER FATHER GOT THROUGH THE 3RD GRADE AND
HER MOTHER THE 5TH GRADE. THE ELDEST DAUGHTER OF 13 CHILDREN,
ELIZABETH SAYS SHE MAY WELL HAVE BEEN IN RAGS AT ONE POINT OR
ANOTHER IN HER CHILDHOOD BUT SHE NEVER FELT LIKE IT AND SHE
CREDITS THAT LARGELY TO HER PARENTS' INFLUENCE ...
"I JUST NEVER
GREW UP FEELING POOR OR DEPRIVED BECAUSE I'VE ALWAYS BEEN
9
ENCOURAGED TO DEVELOP MYSELF." LATE IN THE ARTICLE SHE SAID, "MY
PARENTS TAUGHT ME EARLY IN LIFE THAT EVERYTHING HAS VALUE IN AND
OF ITSELF."
ALTHOUGH THEY MOVED WHENEVER THERE WERE CROPS TO
PICK, BURKHART SAYS HER FAMILY WAS NEVER SATISFIED STAYING ON THE
RANCH WHERE THEY WERE WORKING. "DAD WOULD ALWAYS TAKE US TO
WHATEVER POINTS OF INTEREST WERE AROUND. FOR INSTANCE, IF WE
WERE IN PASADENA PICKING STRAWBERRIES, HE WOULD TAKE US TO THE
SAN JACINTO MONUMENT
AND HE ALSO STRESSED EDUCATION AS THE
WAY OUT OF POVERTY
"
THESE WERE PARENTS WHO MUST HAVE BEEN VERY BUSY - VERY
TIRED AND WHO MUST HAVE FELT EMBARRASSED ABOUT THEIR LACK OF
EDUCATION. BUT THEY WERE THERE. AND ELIZABETH IS THE FIRST
WOMAN APPOINTED TO SERVE ON THE NATIONAL CREDIT UNION ADMINISTRATION
BOARD.
SO I'M CHEERING YOU -- TEACHERS AND PARENTS - THE PTA --
AND I'M SAYING TO PROVEN PROGRAMS, PLEASE USE ME. I WANT TO
HELP.
THANK YOU.
(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
Sbrio
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
She
know that education in America can be the best in the world.
PANT Roellis
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,
Martha
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.
so
My ideas about education are based on four principles
tapping the kind of creativity that's already at work in local
Bennits
communities like this one.
Charlie
Kolb
Roality
Po-1 Memofrom Rallis
First, this administration will reward excellence, through
Charlie
awards to schools that improve -- and rewards for good teachers.
4
new scholarship program for outstanding math and science
Myms Kolb A
BABK
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
Edd
those winners are with us today.
SpraDes Memo
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
MEMO Charlie Kab
that want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
$
some
NOP
Bargy
Raflic
puthority
Third, we want to help those most in need, devoting
resources where they can do the most good. We want to waive some
Sistation
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.
Pand Rollis
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
criticismof Bill Bennett PAUl Rollig
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.
saway 00
4/4/89
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
Galinski
Paramus, where reading at home to the kids has cut time in front
over
70%
(201)261 7800
the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
b/c
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
the spads of
hundredsof
15 000 volunteers are helping in over 500 schools -- my wife
MraBush
Barbara met with a group helping Cambodian children learn
Speech
English.
to whestin
De devole mare the mary Appared
Dry of Our most
compulitors
732 by Allen Gisbe sbe
CEIS-CET est
- that includes Er Gon
b.B, V.SSR 4 Jap
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.
SED
3080 P.185
Labb
pendion
usry Berry White
Charlis
Already, we spends more on education than on defense.
We
spend more money per student per year than any other country in
Bill 73
OmB
the world -- including Japan. Federal spending for education
which is only a fraction of the total has increased 00 percent
6690
over the last decade.
Tot.
wespend
Allen Ginsbers
19406/65
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
parenting 733-3468
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 11 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.
MRS. BUSH'S SPEECH AT MEMORIAL SLOAN-KETTERING CANCER CENTER
LUNCHEON, 12:00 NOON, TUESDAY, DECEMBER 2, 1986, NEW YORK, NEW YORK
THANK YOU VERY MUCH, BENNO SCHMIDT [CHAIRMAN OF SLAON
KETTERING]. AND THANK YOU ALL FOR THE WARM WELCOME. THE APPLAUSE
SHOULD REALLY BE GOING IN THE OTHER DIRECTION, BECAUSE TODAY I AM
HERE TO SALUTE YOU AND YOUR FELLOW VOLUNTEERS -- THE BEST KIND OF
PEOPLE I KNOW. I AM GENUINELY DELIGHTED TO BE IN SUCH EXCELLENT
COMPANY, AND VERY GRATEFUL TO THE ASSOCIATES [COMMITTEE] FOR MAKING
IT POSSIBLE.
I HAVE JUST BEEN ON THE LATEST OF MANY TOURS OF THIS TRULY
REMARKABLE HOSPITAL. EVEN AFTER MORE THAN THREE DECADES OF
FAMILIARITY, IT'S AN EXPERIENCE THAT NEVER FAILS TO MOVE ME DEEPLY,
AND I WAS REMINDED ONCE AGAIN OF THE GREAT PERSONAL DEBT OF
-2-
GRATITUDE THAT GEORGE AND I OWE MEMORIAL SLOAN KETTERING. AND WHAT
VOLUNTEERING IS REALLY ALL ABOUT, AS FAR AS I'M CONCERNED, IS
GIVING BACK A LITTLE OF WHAT ONE HAS BEEN GIVEN IN LIFE.
THERE'S AN OLD STORY ABOUT YOUNG RALPH WALDO EMERSON THAT'S
ONE OF MY FAVORITES. WHILE WATCHING A MAN CHOP WOOD ONE DAY, HE
ASKED EAGERLY IF HE COULD HELP. BUT THE JOB WAS TOO BIG FOR HIM,
AND THE MAN GENTLY TURNED HIS REPEATED OFFERS DOWN. FINALLY, IN
DESPERATION, LITTLE RALPH PLEADED, "WELL, YOU COULD AT LEAST LET ME
DO THE MOANING AND GROANING." "
AND THAT'S HOW IT IS FOR ME WITH SO MANY OF THE CAUSES I
CARE ABOUT. OTHER PEOPLE DO THE WORK, AND I GET TO MAKE SUPPORTING
NOISES. THE FACT IS, I AM NOT AN EXPERT IN POLITICS, NOR AM I AN
EXPERT WHEN IT COMES TO MY CHOSEN PROJECT, ADULT LITERACY -- JUST
A VERY ENTHUSIASTIC CHEERLEADER IN BOTH CASES. BUT VOLUNTEERING
-3-
IS A TOPIC I DO KNOW QUITE A BIT ABOUT -- ENOUGH TO KNOW WHEN I'M
IN THE PRESENCE OF THE REAL EXPERTS, AS I AM RIGHT NOW.
ADDRESSING A GROUP LIKE THIS ABOUT VOLUNTEERISM IS A LITTLE
LIKE TELLING NOAH ABOUT THE FLOOD. AND YOU ARE DEFINITELY A BUNCH
OF NOAHS -- I UNDERSTAND THAT THIS ROOM INCLUDES NOT JUST SOCIETY
MEMBERS BUT VOLUNTEERS FROM OTHER ORGANIZATIONS AND INSTITUTIONS
THAT MAKE NEW YORK CITY UNIQUE IN ALL THE WORLD -- THE METROPOLITAN
MUSEUM, FOR EXAMPLE. WELL, I DON'T WANT TO BORE YOU TO DEATH BY
GIVING A LOT OF FACTS AND FIGURES ABOUT THE LONG, PROUD HISTORY OF
AMERICAN VOLUNTEERS, SO I'LL TOUCH ON THEM ONLY LIGHTLY. THE FACTS
ARE IMPORTANT, AND THEY BEAR REPEATING. BUT I HAVE AWFULLY STRONG
PERSONAL FEELINGS ABOUT VOLUNTEERS IN GENERAL -- AND THE VOLUNTEERS
IN THIS WONDERFUL HOSPITAL -- AND SO I THINK I'D LIKE TO
CONCENTRATE ON MY OWN EXPERIENCE AND WHAT'S HAPPENING HERE.
-4-
VOLUNTEERISM IS A UNIQUELY AMERICAN TRADITION. NO OTHER
COUNTRY IN THE WORLD CAN CLAIM so LONGSTANDING OR WIDESPREAD A
COMMITMENT TO PUBLIC SERVICE BY PRIVATE CITIZENS. WE'VE BEEN "A
NATION OF JOINERS" FROM OUR VERY BEGINNINGS, AND FOREIGH VISITORS
FROM ALEXIS DE TOQUEVILLE ON HAVE MARVELED AT THE PECULIAR HABIT
THAT WE HAVE OF HELPING ONE ANOTHER OUT. AMERICA OWES SO MUCH OF
WHAT IT IS -- IN THE ARTS AND SCIENCES, IN POLITICS AND SOCIAL
ACTION, IN EDUCATION -- TO ITS VOLUNTEER WORKERS.
VOLUNTEERISM IS AS VIBRANT TODAY AS IT HAS EVER BEEN, WITH
ALMOST HALF OF ALL AMERICANS -- ABOUT 89 MILLION PEOPLE --INVOLVING
THEMSELVES IN WORTHY CAUSES AND CONTRIBUTING ALMOST $80 BILLION
LAST YEAR. AND THE IMAGE OF VOLUNTEERS HAS CERTAINLY CHANGED SINCE
I WAS AN ACTIVE MEMBER OF THE MIDLAND, TEXAS SERVICE LEAGUE, NOW A
MEMBER GROUP OF THE JUNIOR LEAGUE. THEN THE VOLUNTEER WAS A
-5-
NON-WORKING, PROBABLY CHRISTIAN, WHITE WOMAN UNDER 40 YEARS OF AGE.
TODAY, THANK HEAVENS, HE AND SHE ARE ALL RACES, RELIGIONS, INCOME
LEVELS AND AGES -- AS HETEROGENEOUS AS OUR POPULATION AS A WHOLE.
AND ABOUT HALF ARE EMPLOYED. MORE AND MORE PEOPLE WITH A RICH
DIVERSITY OF SKILLS ARE SEEKING TO SHARE THEIR GIFTS, AS MUCH FOR
THEIR OWN SAKES AS FOR THE SAKE OF OTHERS. ONE LONGTIME VOLUNTEER
ONCE TOLD ME, "WHEN I BEGAN VOLUNTEERING, IT WASN'T WITH THE IDEA
OF 'DOING GOOD" -- IT WAS THE NEED TO DO SOMETHING MEANINGFUL".
AND I HAVE HAD PERSONAL EXPERIENCE OF HUNDREDS OF PEOPLE
DOING MANY MEANINGFUL THINGS FOR EVERY IMPORTANT CAUSE CONCEIVABLE
-- THE JUNIOR LEAGUE, KIWANIS, AMERICAN LEGION, FEDERATION OF
WOMEN'S CLUBS -- THE LIST GOES ON AND ON. THE FEDERAL
GOVERNMENT'S OWN VOLUNTEER AGENCY, ACTION, NOW HAS ALMOST 400,000
VOLUNTEERS WORKING IN A FINE ARRAY OF PROGRAMS -INCLUDING VISTA,
-6-
THE RETIRED SENIOR VOLUNTEER PROGRAM, AND OUR WONDERFUL FIRST LADY'S
FAVORITE, THE FOSTER GRANDPARENT PROGRAM. VOLUNTEERS ARE HELPING
OUR SCHOOLS, THROUGH PROGRAMS LIKE THE NATIONAL SCHOOL VOLUNTEER
PROGRAM AND READING IS FUNDAMENTAL. AND, IF IT WEREN'T FOR
VOLUNTEERS, THE LITERACY MOVEMENT NOW SWEEPING AMERICA MIGHT NEVER
HAVE BEGUN. AS WITH SO MANY OTHER PRESSING SOCIAL ISSUES,
VOLUNTEERS WERE THE FIRST TO SEE AND MEET THE GREAT NEED OF
ILLITERATE ADULTS.
NOW I'M GOING TO GET PERSONAL: GEORGE AND I HAVE BOTH
BEEN HEAVILY INVOLVED IN VOLUNTEERISM FOR MOST OF OUR LIVES. WE'VE
WORKED FOR OUR CHURCH, OUR POLITICAL PARTY, AND FOR THE COMMUNITIES
IN WHICH WE'VE LIVED -- SERVING ON BOARDS AND RAISING FUNDS -- FOR
THE YMCA, LITTLE THEATRE, UNITED FUND, COLLEGES AND SCHOOLS, AND --
ALWAYS -- HOSPITALS. THIS CAME VERY NATURALLY TO US BOTH, AS WE
-7-
HAD GROWN UP IN FAMILIES WHERE THIS WAS THE NORMAL THING TO DO.
GEORGE'S WONDERFUL DAD WORKED ACTIVELY FOR THE BOYS CLUB, WAS THE
TOWN MODERATOR IN GREENWICH FOR 17 YEARS, AND WAS THE FIRST HEAD OF
THE U.S.O. -- ALL AS A VOLUNTEER. AND GEORGE'S MOTHER -- THE
SECOND MOST INSPIRATIONAL PERSON IN MY LIFE -- WAS ALSO VERY
ACTIVELY INVOLVED IN THE COMMUNITY. so WE WERE BORN TO VOLUNTEER
WORK; OUR FAMILIES WERE DEDICATED TO PUBLIC SERVICE. OUR FIVE
CHILDREN AND THEIR WONDERFUL SPOUSES, WHO LIVE IN 5 DIFFERENT
STATES, ARE ALL VERY ACTIVELY INVOLVED IN THEIR COMMUNITIES.
BUT I REALLY LEARNED WHAT VOLUNTEERING CAN DO FOR ONE'S
SPIRIT AFTER GEORGE AND I HAD OUR MOST INTENSE EXPERIENCE WITH
SLOAN-KETTERING -- ON THE CHILDREN'S WARD THIRTY-THREE YEARS AGO. I
LEARNED JUST HOW IMPORTANT IT IS AT A TIME OF REAL CRISIS TO HAVE
STRONG FATIH, THE BEST OF MEDICAL CARE, AND A GREAT, GREAT DEAL OF
-8-
HUMAN SUPPORT -- THE KIND OF SUPPORT THAT VOLUNTEERS ARE so GOOD AT
GIVING.
EIGHTEEN YEARS LATER , WHILE GEORGE WAS SERVING AT THE
UNITED NATIONS, I VOLUNTEERED TWO MORNINGS A WEEK IN THE ADULT
SECTION OF THIS HOSPITAL, AND IT WAS A TIME OF ENORMOUS GROWTH FOR
ME: I LEARNED A LOT ABOUT COURAGE AND THE WILL TO LIVE AS WELL AS
POSSIBLE UNDER THE MOST TRYING OF CIRCUMSTANCES, AND I LEARNED FROM
THE VERY BEST.
THESE DAYS, I CONTINUE TO SERVE ON MANY BOARDS AND COUNCILS
-- LIKE MEMORIAL'S -- AND TO WORK FOR AS MANY WORTHYY CAUSES AS I
CAN, ESPECIALLY LITERACY. BUT MY HOURS OF "HANDS ON" VOLUNTEERINNG
ARE LIMITED. SO I GET MY GREATEST VICARIOUS PLEASURE FROM WATCHING
VOLUNTEERS WHO ARE STILL ACTIVELY AT WORK. AS ANDREW CARNEGIE ONCE
SAID, "AS I GROW OLDER, I DON'T LISTEN AS MUCH TO WHAT PEOPLE SAY.
-9-
I JUST WATCH WHAT THEY DO."
AND THERE'S so MUCH TO WATCH AT MEMORIAL SLOAN-KETTERING
THAT I HARDLY KNOW WHERE TO BEGIN MY PRAISE. I THINK THE SOCIETY'S
ENTHUSIASTIC EXECUTIGE DIRECTOR, CLYDE TRUOG [TROAG] WOULD AGREE
THATIT'S DIFFICULT TO COMPARE THE WORK OF THE SOCIETY WITH OTHER
GROUPS, BECAUSE, LIKE THE CENTER, IT REALLY SEEMS TO BE IN A CLASS
BY ITSELF.
IN 1985-86, YOU RAISED A WHOPPING $6 MILLION THROUGH
SOME OF THE MOST FANTASTIC EVENTS IMAGINABLE -- I WISH SO MUCH I
COULD HAVE ATTENDED THE FRANK SINATRA BENEFIT. I HEAR THAT YOUR
THRIFT SHOP, WHICH EVEN AS I SPEAK -- IS MOVING TO ITS BRAND NEW
LOCATION -- IS BRINGIN IN ABOUT HALF A MILLION DOLLARS ANNUALLY,
AND THIS YEAR'S DINNER DANCE RAISED CLOSE TO $100,000. YOUR RAFFLE
THIS YEAR SOUNDS WONDERFUL -- THE DONATED PRIZES ARE OUT OF THIS
-10-
WORLD [TRIPS TO HAWAII, FURS, JEWELS, CRUISE, CAR], AND I DON'T
THINK YOU'LL HAVE ANY PROBLEM IN RAISING THE HOPED-FOR QUARTER OF A
MILLION -I'LL CERTAINLY BUY A TICKET. BUT I'M MOST IMPRESSED WITH
THE STRONGLY PERSONAL MANNER IN WHICH YOU CONDUCT YOUR ANNUAL
APPEAL, WITH MEMBERS TAKING THE TIME AND THOUGHT TO HANDWRITE
LETTERS TO FRIENDS. NO WONDER YOU GET CLOSE TO $2 MILLION!
BUT I'D REALLY LIKE TO HIGHLIGHT THE FINE WORK OF YOUR
NEWEST COMMITTEE -- THE ASSOCIATES -- A GROUP OF WOMEN AFTER MY OWN
HEART. THEY ARE RESPONSIBLE FOR THIS SPLENDID EVENT, AS WELL FOR AN
EVENT THAT I VERY MUCH REGRET HAVING MISSED -- THE NOVEMBER FUN
NIGHT AT FAO SCHWARZ, WHICH BENEFITED A CAUSE THAT HAS SPECIAL
MEANING FOR ME -- PEDIATRIC CANCER RESEARCH. IN JUST TWO YEARS,
THE ASSOCIATES HAVE RAISED ALMOST $200,000 FOR THIS RESEARCH, WHICH
HAS ALREADY DONE SO MUCH TO HELP OUR CHILDREN LIVE. AND NOW THE
-11-
ASSOCIATES ARE RENOVATING THE TEEN LOUNGE AND MAKING SURE THAT IT
WILL BE FULLY EQUIPPED WITH ALL THE HAPPY NOISE OF NORMAL
ADOLESCENT LIFE -- VCR'S, TV'S, RECORDS AND TAPES, EVEN WALKMEN.
MARY MCMILLEN AND SANDRA O'DONNELL CAN BE DULY PROUD OF THEIR
HARD-WORKING CREW, JUST AS EVERY OTHER MEMBER OF EVERY OTHER
COMMITTEE OF THE SOCIETY. IT'S EXTRAORDINARY WHAT 1,000 PEOPLE CAN
DO WHEN THEY REALLY CARE.
I KNOW THAT THE SOCIETY WORKS HAND-IN-HAND WITH
SLOAN-KETTERING IN-SERVICE VOLUNTEERS, AND WHAT I HEAR ABOUT THEM
IS JUST ASTONISHING. THIS HOSPITAL WAS PROBABLY THE FIRST IN THE
NATION TO HAVE A STAFFED OFFICE OF VOLUNTEER RESOURCES -- SINCE
1940 -- AND I FIND IT HARD TO IMAGINE THAT THERE COULD BE A BETTER
ONE ANYWHERE. LET ME QUOTE JUST A FEW STATISTICS, SOME OF WHICH
MAY IMPRESS EVEN THOSE OF YOU WHO ARE PART OF THEM.
-12-
THERE ARE CURRENTLY OVER 500 ACTIVE IN-SERVICE VOLUNTEERS,
PERHAPS 10% OF WHOM HAVE BEEN HERE FOR MORE THAN 20 YEARS, AND 35%
FOR MORE THAN FIVE YEARS. THIS KIND OF CONTINUITY IS SUCH AN
IMPORTANT BOON TO ANY VOLUNTEER PROGRAM, ESPECIALLY IN SO FINE A
HOSPITAL -- THE VOLUNTEERS CAN DEVELOP A LEVEL OF SKILLS AND
PROFESSIONALISM THAT BENEFIT BOTH THEMSELVES AND THE INSTITUTION.
PERHAPS 10-12% ARE RECOVERED SLOAN-KETTERING PATIENTS. BY THE WAY,
MUCH TO MY DELIGHT, ALMOST A THIRD OF THE VOLUNTEERS ARE MEN. 70%
OF YOU DO NOT LIVE IN THE MEMORIAL NEIGHBORHOOD, LIKE THE WOMAN
FROM STATEN ISLAND WHO HAS SPENT TWO MORNING A WEEK FOR THE LAST
SEVEN YEARS HELPING OUT IN THE RADIATION DEPARTMENT; AND 10% DON'T
LIVE IN NEW YORK CITY! ONE MORE STATISTIC -- HALF OF
SLOAN-KETTERING'S VOLUNTEERS ARE EMPLOYED, WHICH MEANS THEY ARE
GIVING VERY PRECIOUS FREE TIME.
-13-
BUT THE NUMBERS DON'T BEGIN TO TELL THE REAL STORY OF THESE
VOLUNTEERS. ACCORDING TO JARENE LEE, THE WONDERULLY ELOQUENT
DIRECTOR OF VOLUNTEER RESOURCES, THEY DO WHATEVER THE STAFF ASKS,
AND THEY ARE ASKED TO DO AN INFINITE VARIETY OF THINGS. ABOUT 35
OF THE RECOVERED PATIENT VOLUNTEERS SPEND THEIR TIME WITH PATIENTS
CURRENTLY UNDERGOING TREATMENT -- TO SHARE EXPERIENCES, OFFER
ENCOURAGEMENT, AND -- PERHAPS MOST IMPORTANTLY -- TO ACT AS LIVING
SYMBOLS OF HOPE.
OTHER VOLUNTEERS WORK WITH PATIENTS IN ALL SORTS OF WAYS --
HELPING WITH ACTIVITES IN THE ADULT RECREATION PROGRAM, STAFFING
THE LIBRARY AND HELPING PATIENTS SELECT BOOKS, AND HAVING FUN WITH
THE CHILDREN IN THE HOSPITAL'S FANTASTIC PLAYROOM. THEY HELP THE
CHILDREN BAKE PIZZA AND COOKIES, AND PLAY BINGO. AND WHEN CHILDREN
CAN'T GET TO THE PLAYROOM ON BINGO NIGHT, VOLUNTEERS WILL STAND IN
-14-
TO WIN PRIZES ON THEIR BEHALF. AND VOLUNTEERS SOMETIMES ACT AS
SURROGATE PARENTS: RECENTLY, WHEN A 12-YEAR OLD PATIENT WAS TOO
SICK TO LEAVE HER ROOM, AND NEITHER OF HER PARENTS COULD BE WITH
HER, A PLAYROOM VOLUNTEER FILLED IN.
VOLUNTEERS HELP OUT IN CLINICAL DEPARTMENTS, TOO -- IN
RADIATION/ONCOLOGY, WHICH SEES WELL OVER 100 PEOPLE A DAY. THESE
ARE OUTPATIENTS, WHO HAVE TO COPE NOT JUST WITH VERY DIFFICULT
TREATMENT BUT WITH NEW YORK CITY TRAFFIC AS WELL, AND THE
VOLUNTEERS HELP SO MUCH TO CALM AND REASSURE THEM. AND IN THE
GASTROENTEROLOGY CLINIC, WHERE THE REALLY TOP NOTCH MEDICAL STAFF
REALIZE THAT THEY'RE so FOCUSED ON TREATMENT THAT SOMEONE NEEDS TO
FOCUS ON THE PATIENT. IN THIS DEPARTMENT THE NAMES OF VOLUNTEERS
ARE LISTED ALONG WITH THOSE OF THE STAFF: NO ONE NEEDS TO TELL
THESE PROFESSIONALS ABOUT THE IMPORTANCE OF VOLUNTEERS.
-15-
AND THERE ARE EVEN VOLUNTEERS WHO HELP THE CHAPLAINS. I
ESPECIALLY LIKED THIS STORY: A FEW YEARS AGO, DURING ONE OF NEW
YORK CITY'S MOMUMENTAL BLIZZARDS, A GROUP OF VOLUNTEERS WHO
CONDUCTED SATURDAY SERVICES FOR JEWISH PATIENTS SHOWED UP DESPITE
THE SEVERE INCLEMENCY. UNDERSTAND, THESE WERE ORTHODOX JEWS, WHICH
MEANT THAT THEY WALKED HERE.
I UNDERSTAND THAT WHEN JUDITH GARDEN RETIRED FROM THE
FLORIST BUSINESS SOME 11 YEARS AGO, LAURANCE ROCKEFELLER SUGGESTED
THAT SHE COME AND START SOME SORT OF LITTLE FLOWER ACTIVITY AT
MEMORIAL. SOME LITTLE ACTIVITY! THIS WOMAN STARTED AN ENDOWMENT
CALLED "THE FRESH FLOWER FUND;" AND EVER SINCE, SHE AND ABOUT 25
OTHER VOLUNTEERS HAVE WORKED DAILY ON MAGNIFICENT FLOWER
ARRANGEMENTS WHICH THEY THEN PLACE IN 95 DIFFERENT PUBLIC LOCATIONS
IN THE HOSPITAL. AND A FLOWER WELCOMES EACH INCOMING PATIENT TO HIS
-16-
OR HER ROOM. BELIEVE ME, THIS IS NO FRIVOLOUS UNDERTAKING -- THE
ARRANGEMENTS ARE CHANGED TWO OR THREE TIMES A WEEK, AND I HEAR
THEY'RE REMOVED DAYS BEFORE THEY EVEN THINK OF WILTING. AND THE
ARRANGEMENTS ARE TRULY MAGNIFICENT -- I'VE SEEN THEM FOR MYSELF.
WHAT BETTER WAY TO WARM AND SOFTEN A HOSPITAL ENVIRONMENT? AND
WHAT MORE FITTING NAME FOR THIS LADY OF THE FLOWERS THAN JUDITH
GARDEN! [SHE'LL BE IN AUDIENCE.]
MY APPRECIATION OF THIS WONDERFUL SERVICE DEEPENED WHEN I
DISCOVERED THAT MY PERSONAL ASSISTANT, ELIZABETH WISE, STOOD IN FOR
JUDITH ONE SUMMER. ELIZABETH, WHOSE FAMILY HAS BEEN INVOLVED WITH
SLOAN-KETTERING FOR GENERATIONS, TOLD ME THAT THE FLOWERS WERE A
WONDERFUL MEDICINE; IT TOOK HOURS TO DELIVER THEM BEAUSE PATIENTS
WOULD STOP THE CARTS TO TALK TO THE VOLUNTEERS ABOUT THE WONDER OF
GROWING THINGS.
-17-
BUT HERE IS MY VERY FAVORITE STORY OF ALL, BECAUSE IT SHOWS
HOW INFECTIOUS VOLUNTEERING IS. A FEW YEARS AGO, ONE OF THE
VOLUNTEERS WHO WORKS ON RECRUITING BLOOD DONORS FROM WITHIN THE
HOSPITAL WAS GIVING HER SPIEL TO A GROUP OF PEOPLE VISITING AN
ADULT PATIENT. WELL, UNBEKNOWNST TO THAT VOLUNTEER, THE PATIENT
WAS A POLICE OFFICER FROM LONG ISLAND, AND SO WERE HIS VISITORS.
THOSE POLICEMEN APPARENTLY WENT HOME AND SPREAD THE WORD, BECAUSE
FOR THE NEXT THREE CONSECUTIVE SATURDAYS, BUSLOADS OF POLICEMEN
CAME HERE TO DONATE BLOOD. SO WHEN I SAY THAT EVERYONE HAS
SOMETHING TO GIVE, I MEAN IT.
NONE OF THIS COULD BE TAKING PLACE WERE IT NOT FOR A
MEDICAL STAFF THAT VALUES AND INVITES THE SERVICES OF VOLUNTEERS.
THE EXTRAORDINARY SUCCESS OF SLOAN-KETTERING'S VOLUNTEER
-18-
PROGRAM JUST POINTS UP ONE OF MY STRONGEST CONVICTIONS: VOLUNTEERS
CAN NEVER TAKE THE PLACE OF PROFESSIONALS, BUT GOOD VOLUNTEERS
ENHANCE THE WORK OF GOOD STAFF IN EVERY WAY.
SLOAN-KETTERING IS THE PREMIER HOSPITAL OF ITS KIND IN THE
WORLD. IT HAS THE BEST THAT MODERN MEDICINE AND TECHNOLOGY CAN
OFFER CANCER PATIENTS. BUT WHAT THE WONDERFUL STAFF HERE KNOW IS
THAT SAVING AND EXTENDING LIFE DON'T MEAN VERY MUCH IF THE QUALITY
OF THAT LIFE IS NOT NURTURED BY OTHER HUMAN BEINGS. THAT IS THE
TRUE MIRACLE OF VOLUNTEERS -- PEOPLE WHO ENRICH THE QUALITY OF LIFE
FOR OTHERS AND FOR THEMSELVES.
AND THE STAFF OF MEMORIAL SLOAN KETTERING RECOGNIZE THIS:
THEY SEE HOW VOLUNTEERS BRING THE WARMTH AND VITALITY AND JUST
PLAIN NORMALCY OF THE OUTSIDE WORLD INTO A SETTING THAT CAN BE ALL
TOO COLD AND CLINICAL, AND OFTEN FRIGHTENING.
-19-
NO WONDER JARENE LEE CALLS HERSELF AN OPTIMIST AND IDEALIST
-20-
-- SHE HAS THE GREAT BLESSING OF SEEING THE BEST OF PEOPLE'S
HUMANITY IN ACTION EVERY SINGLE DAY.
ONE VERY FINE VOLUNTEER I KNOW WHO WORKS WITH THE WOMEN'S
AUXILIARY OF THE LUTHERAN HOME FOR THE AGED TOLD ME SHE WOULD NEVER
WANT A LOVED ONE IN A CARE FACILITY THAT DIDN'T HAVE AN ACTIVE
VOLUNTEER GROUP. FROM THE EXPERIENCE OF MY LIFE, THE EXAMPLE OF
SLOAN-KETTERING, AND THE BOTTOM OF MY HEART, I SAY, "AMEN" TO
THAT!
THERE'S ANOTHER OLD STORY, ABOUT THE MINISTER WHO WAS GIVEN
A JAR OF PEACHES SOAKED IN BRANDY BY ONE OF HIS MOST ADMIRING
PARISHIONERS. THE MINISTER OPENED THE JAR, TOOK A WHIFF, AND SAID,
"OH DEAR LADY, YOU DON'T KNOW HOW GRATEFUL I AM FOR THIS."
"REALLY," SAID THE LADY, "IT'S SUCH A SMALL PRESENT."
"BUT YOU DON'T UNDERSTAND," SAID THE MINISTER, " IT'S
-21-
NOT THE GIFT THAT COUNTS. IT'S THE SPIRIT IN WHICH IT'S GIVEN!"
-22-
WELL, IT'S REALLY SPIRIT THAT WE'RE CELEBRATING HERE TODAY
-- THE COLLECTIVE HUMAN SPIRIT OF THE VOLUNTEERS WHO MAKE ALL THE
DIFFERENCE IN THE WORLD -- TO THIS HOSPITAL, THIS CITY, AND THIS
BEST OF ALL POSSIBLE COUNTRIES. THE BRITISH PHILSOPHER, ALFRED
NORTH WHITEHEAD, ONCE SAID OF AND TO AMERICANS, "WITH ALL ITS
LIMITATIONS, LIFE IN AMERICA IS BETTER AND KINDER THAN ANYWHERE ON
EARTH THAT I HAVE EVER HEARD OF." AND IT'S PEOPLE LIKE YOU AND
YOUR COLLEAGUES IN SERVICE WHO HAVE MADE IT SO.
THANK YOU VERY MUCH.
BY:NEROX
TELECOFIEP
7711
APR 12 '89 10:05 OIG
PAGE.01
OF
UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON, D.C. 20202
INTED STATES UNITED STATES OR AMERICA
March 3, 1989
Photocopy-Preservation
NOTE TO CHARLES KOLB
As requested, we have looked at the issue of how much the U.S.
spends per pupil versus other countries. Attached is a
comparison of educational expenditures among several countries
which we did some time ago. This table shows that in the early
1980's, the U.S., with the exception of Canada, spent more money
on education per student than any other major developed nation.
Since 1983, U.S. spending on education has risen considerably, it
is possible that we now compare favorably with Canada. We
updated the comparison between Canada and the U.S. using 1985
data and found the following:
Total
Public
Total
Expenditures
Public
Per Pupil
(millions)*
Enrollment
Expenditures
Canada
$23,757
5,800,022
$4,096
U.S.
$218,669
48,988,000
$4,464
Using this later data, the U.S. even outspends Canada.
*
Includes both current and capital expenditures at the
elementary-secondary and postsecondary levels. Expenditures are
expressed in U.S. dollars using exchange rates for 1985.
SOURCE: UNESCO 1987 Statistical Yearbook; NCES 1988 Digest of
Education Statistics
Alan Ginsburg
APR 12 '89 10:05 016
PAGE. 02
Photocopy-Preservation
U.S. and Other Nations: Spending on Education
Compared to other advanced nations, the U.S. is about in the
middle in its expenditures on education as a proportion of
G.N.P.
Total Educational
Expenditures as a
Performance on
Percent of G.N.P.
International Math Tests
United States (1983) 5.5%
Canada (1984)
7.4
Beat U.S. (British
Columbia and Ontario)
Great Britain (1983) 5.3
Beat U.S.
(England and
Wales)
France (1982)
5.8
Beat U.S.
Germany (1983)
4.5
No test
Sweden (1984)
8.0
Lower than U.S.
Soviet Union (1983)
6.6
No test
Japan (1982)
5.7
Beat U.S.
(Source: UNESCO 1986 Statistical Yearbook)
Total educational expenditures cover public expenditures at the
elementary, secondary, and higher education levels. They include
administrative costs, teacher salaries, capital costs, and
subsidies to private education, if any.
0 The U.S. spends more per student on education than most other
advanced nations: (includes higher education)
Per Student
(In U.S. dollars)
Spending
United States
$3,645
Canada
$4,355
France
$3,553
Germany
$3,011
Great Britain
$2,401
U.S.S.R.
$992
Japan
$2,495
(Source: UNESCO 1985 Statistical Yearbook)
RCV BY:XEROX TELECOFIER 7011 ; 4-12-89 10:37AM ;
732 1462
J.
4566218/# 1
APR 12 '89 10:35
OIG
PAGE: 01
Photocopy-Preservation
EDUCATION SPENDING IN THE UNITED STATES
($ in thousands)
Current
Constant
Dollars
Dollars
1980
$165,627
$244,805
1981
182,849
245,675
1982
197,801
247,746
1983
212,081
254,851
1984
228,597
264,643
1985
247,659
277,727
1986
269,485
293,862
1987
289,500
310,524
1988
310,000
322,461
1989
331,500
331,500
Bill Dingledine
732-4200
732
X
Jorway
4
spend
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.
###
RCU BY:XEROX TELECOPIER 7011 ; 4-12-89 5:11PM ;
TE2 1462
J.
45662181# 1
APR 12 '89 17:09 OIG
PAGE. 01
Photocopy-Preservation
International Comparisons of Per Pupil Expenditures
Per Pupil Expendtures
Country (Year of Data)
(U. S. Dollars)
Sweden (1986)
6824.58
Norway (1986)
5837.6
France (1982)
2963.74
W. Germany (1984)
3020.56
United Kingdom (1984)
2152.05
U.S.S.R. (1985)
1055.77
Hungary (1985)
767.62
Yugoslavia (1985)
373.26
Japan (1985)
4554.03
Korea (1985)
372.8
Italy (1983)
1894.64
Netherlands (1984)
2910.29
Switzerland (1985)
5274.11
United States (1987)
4869.19
Canada (1986)
4553.31
Source: UNESCO, Statistical Yearbook, 1987 and 1988.
Date Prepared: April 12, 1989
Allen Ginsberg 732 - -3132
ICATION
UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
To for
joe It
AMERICA
TATES
OF
FEB
6
1989
MEMORANDUM
TO
: David Q. Bates
puttings the writz sys
Cabinet Secretary
FROM
: Bill R. Phillips
up
Chief of Staff/Counselor to the Secretary
SUBJECT: "Project Education Reform: Time for Results"
BACKGROUND
In August 1986, the National Governors' Association (NGA) released
a report, Time for Results, which suggested major education reforms
needed to produce better schools.
In November 1986, ED joined with the eight governors who initiated
that report, in a major initiative to help local school districts
implement specific recommendations from Time for Results and to
issue a final report of their successes in 1991. Each Governor
chose two school districts from his state, and asked each district
to implement at least three recommendations from the report. The
states participating in this project are New Jersey, New Hampshire,
Missouri, Utah, Colorado, South Carolina, Arkansas, and Tennessee.
Since 1986, the participants in this project have met on several
occasions to collaborate on their various reform projects. Most
notably, in March 1987, ED organized a national conference in
Columbia, Missouri, one of the 16 districts, to discuss progress at
the school sites. The conference was attended by former President
Reagan, five governors, and 1,500 Missouri educators.
As Governor of New Hampshire, John Sununu attended the above
mentioned meeting, as well as two other technical meetings.
In addition, during President Bush's Inauguration, the Department
hosted a forum, "Education: The Future Begins Today" as part of
the "Teachers Inaugural Experience." The President addressed that
forum which included a session on the "Time for Results Project"
hosted by White House Chief of Staff John Sununu.
DISCUSSION
At the last technical meeting in Washington, in November, the
Superintendents expressed a desire that their next meeting be simi-
lar to the session we had in Columbia, Missouri.
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202
ge 2--Mr. David Bates
This would be a high visibility media event for the project and for
education in general. Superintendent James Caulfield of Union
School District in New Jersey and Governor Kean have agreed to host
the event. The conference location is Union High School, Union,
New Jersey.
ACTION
We are extending an invitation to President Bush to address this
conference. The target date is April 13, 1989. This date is based
on discussions with the Union School District, Governor Kean, and
the schedules of the other official participants. However, as with
any official request of the President's schedule, we can be flexi-
ble.
Ideally, the following events are listed for the President's time
in New Jersey:
*
Upon arrival, a visit to an elementary school.
*
Lunch with the Governors and Superintendents.
*
Short remarks to the students at Union High School.
*
Attend the conference for 1,200 superintendents and school board
members.
*
Listen to a short presentation by each Governor attending.
*
Deliver remarks to the expected 1,200 attendees.
Although this is an extensive schedule, it would send another clear
message of the President's commitment to education.
Attached is a copy of the program for the 1987 meeting in Missouri
and a copy of the interim report on this project.
Attachments
DAVID
Naturally media to the would attention, farmer fast That the the his
is
April 10, 1989
MEMORANDUM
SUBJECT: Anecdotes from BARBARA BUSH'S speeches
Reading is Fundamental has 110,000 volunteers in 11, 000 sites and
this year alone they distributed 3 million books many to
children who never owned a book before.
"I have seen a school in Philadelphia, run by a tiny staff of 3
nuns and parents. Many of these parents are on welgare, but they
know the inportance of an education and rush twice a monith with
their $25 to pay the tuition. They know that an education is the
key that unlocks the door to the American Dream and that no
sacrifice is too big. "
Barbara Bush
"In Boston alone they have 3000 volunteers in 50 schools and
could use twice that many. It was there I saw a wonderful
stylish lady teaching French as a volunteer. She was pulling the
most amazing things out of her pocketbook, and the children and
she were saying the words in French and English. I was told she
has done this for years and is a very effective teacher."
Barbara Bush
"In New York City where 15,000 volunteers help in 544 schools I
met with a group helping Cambodian children learn English and
learn to read. One rather aged lady told me that she had been
desperately lonely until she volunteered and her eyes filled with
tears in the remembering. Then her face lit up as she told me
that 'she had never been lonely a day since.
Barbara Bush
Steven's School
determination
Here's an example of how the dropout program is really
working. A student from the School for Preganant Girls in
Memphis was so determined to finish her exams before her baby was
born that she insisted on taking her two final exams in the
nurses office before going to the hospital.
She made B's on the exams; will graduate in May, and will
work at a university where she will also take classes. Here is a
girl who has been on welfare all of her life, and she and her
baby will probably never be on welfare again. She will be a
working, college educated mother because the school system
supported her.
RCV BY:XEROX TELECOPIER 7011 ;
APR 89 13:39
PARAMUS Bd of Ed
Photocopy-Preservation
NEW
JERSEY
RECORD
THE RECORD *
THURSDAY, JULY 7, 1988
Schools win
INVOLVING: Parents
From INVOLVING Page B-1
needed in the suburbs.
"The Paramuses of the wor
honors for
homework," said school librarian
are still beset with two paren
Joan Joem. "The students could
working, with one-parent fan
read or be read to."
ilies," he said.
Parents say the project helped
The reading program worke
increase their children's attention
involving
he said, because "it gave busy pa
spans for reading,A "My second-
ents a rather focused way of ge
grader went from reading five or
ting involved with their kids."
10 minutes at a time to reading 45
The awards are part of a can
minutes to an hour," said Nancy
mom, dad
paign launched by Governor Kes
Frattolillo, a parent involved in
last year to persuade parents 1
the program.
take an active role in their child
Paramus has also been selected
education. Since last fall, Kea
as a model school district by the
has been appearing in televisio
By coan Verdon
National Governors Association.
commercials, urging parents to be
Record Staff Writer
Parent volvement is one of four
come "partners in learning."
areas the district has chosen to
Later this year, the state will se
A
Param
elements school that encourages
work on, said Superintendent
lect 30 other schools that need
families to read together and a Jersey City elemen-
Harry Galinsky.
help in building parental involve
tary school that gives out "Very Import it Parent"
While the state's campaign for
ment. Those schools will receiv
awards were honored Wednesday for getting parents
oarant involvement is focused
state aid for experimental project
involved in education.
mainly on urban districts, Ga-
designed to get parents involved is
Stony Lane public school in Paramus and School
linsky said such programs are also
education.
23 in Jersey City were among the 14 New Jersey
schools singled out by the to as having "model
parent involvement programe
"Thi influence of paren
ir children in
learning cannot be minimi E. tion Commis-
sioner Saul Cooperman said in nouncing the
vards at Wednesday's state Board of Education
meeting in Jamesburg.
Although the Jersey City School District is c
rently the target of a state takeover effort because
alleged mismanagement and poor test scores S
23 received high marks Wednesday qual
sky
incentive program. ter each of the four marking
VIPs-repermilare
periods ends, the school holds an assembly in which
it hands out achievement awards to students and
"Very Important Parents" awards to their mothers
and fathers
Studen ceive awards in 25 catego 88 ranging
from perfect attendance to high grades, said School
23 Principal Daniel Cupo. The award winners and
their parents have their pictures taken, and the pho-
tographs are displayed on hool bulletin boards.
Cupo said parents at the 1,100-student inner-city
school have responded enthusiastically to the
awards: "They even take a day off from work to come
to the assemblies, and in an urban area like Jersey
City, when you're dealing with blue-collar parents,
that's not easy to do."
Busy suburban parents also need to be encouraged
to become involved in their child's education, said
Paramus school officials, who were honored for a
program called "Books and Beyond"
Beginning this year, parents were asked to help
encourage their youngsters to turn off the television
and turn to & good book for entertainment. The
school rewarded the youngsters for every five hours
of reading they logged. The parents were asked to
monitor the child's reading time, and in some casse,
read aloud to children.
"The focus was on leisure reading, as opposed to
See INVOLVING Page B-4
BY:XEROX TELECOPIER 7011 ; 4-10-89 12:47PM
2012615861->
4566218; 6
APR
'89 13:41
PARAMUS Bd of Ed
133 P06
ECORD
SECTION Schools DEBUTS
WEDNESDAY, APRIL 5, 1989
DANIELLE P. RICHARDS/THE RECORD
nife: Stant and her mother, Camille, participating in the Family Science Program at the Memorial School In Paramus.
Class for kids & parents
earning science with mom and popcorn
said Valerie Drucker, one of the
two teachers who heads the class.
Allyson Lee Moore
dropped into his container. Once
At two previous sessions fam-
support system at home,' said
ilies were asked to build a free-
ord Staff Writer
the popping stopped, Leo looked
Robert DeBlasi, science supervi-
he teachers gave each of
into the half-filled box and asked
standing structure with 20 straws
sor for the Paramus school dis-
and masking tape in 20 minutes
Γ
the families in the class-
his son what he learned.
trict.
and to make carbon dioxide.
room a cup of popcorn
"Well," Gabriel said with a
Paramus is one of 12 districts
kernels and two sheets of
smile. "There's not enough pop-
selected to participate in the
Rachael Carletto, 8, who joined
en construction paper. The
corn."
state-sponsored pilot program.
the program because she likes ex-
they said, was to make a
The De La Vegas are one of 17
The students, in Grades K-4,
periments, said the carbon diox-
stainer that would hold exactly
families who perform science ex-
attend six 90-minute sessions
ide lesson was her favorite. "We
half cup of popped popcorn.
periments together in the Family
with their families. A different
dropped spaghetti into 7-Up and
Cabriel De La Vega, 9, and his
Science Program at the Memori-
area of science is explored at each
it went up and down and
her. Leo, thought about it and
al School in Paramus.
session.
danced," she said. "But when the
imated that one-half cup of
Begun by the Consortium for
Thursday's popcorn lesson was
carbon dioxide was out, it just
aucom would fit perfectly into
Educational Equity at Rutgers
intended to teach students about
stayed at the bottom."
½-by-by-by-9-inch cube.
University, the program gets par-
measurement and volume.
Neither Carletto nor her fa-
Holding the box under the pop-
ents involved in their children's
"If they had a lot of space left
ther, Edward, remembered why
machine, Gabriel watched
science education.
over in the box, they overestimat.
the spaghetti did that. But Car-
08 papped kernels
"We're trying to foster an in-
ed the size of the box or underes-
letto's mother, Denise, knew the
terest in science and develop n
the amount if honeorn."
See SCIENCE Page
Photocopy-Preservation
7
133 P07
2012615861->
Learning science with mom and popcorn
From Page 1
ing paper to raise a book at least
reason was that gas is lighter than
six inches off the table.
water.
Cheryl Graber, 9, and her moth-
Drucker said she ed Thus
er, Ann, tried folding the paper
day's experiment because it in-
into a tubal shape and putting the
volved an ordinary. everyday thing
book on top. "Whoa," said Cheryl,
such as pupcorn. "And," she said,
when the book fell off.
"the purpose of the program is L
"Joining the program was Cher-
demystify science."
yl's idea but I'm really into this,"
Mrs. Graber said as she also tried
Drucker's colleague. Gina Bois-
PARAMUS Bd of Ed
to balance the book on a folded
tis, agreed.
piece of paper. "This is balleng-
"You say 'science' to a child and
ing for the children
th:
they think white coats, labs, and
adults."
beakers but that's not the only sci-
The Grabers never figured out
ence," Boistis said. "Everything
how to balance the book but 9-
around us is science. If you build a
RCV BY:XEROX TELECOPIER 7011 : 4-10-89
year-old Marguerite Abrey did.
house, that's a structure and that's
"It's easy," she said.
science. So it's not just an experi-
Abrey opened the
flipped
ment in a lab - there's more to it
it over, and/stuck a più
folded
than that.'
paps in the middle. See," she
'89 13:43
The families usually begin each
said, pointing to the bo resting a
session
with
science prob-
few inches above the table on the
lems called
hers." One of
paper.
Thursday's
dealt with bal-
"It took the brains of two fam-
DANIELLE P. RICHARDS:THE RECORD
ance and
The families
ilies to do it," Marguerite's
Valerie Drucker, a science teacher at the Memorial School in Paramus, leading a class for students and their
asked to
et of typ-
Ken Abrey, confessed.
parents. The subject of the day was measurements, with popcorn used to demonstrate.
Dan- plscall-
start,
Droft
KLM 3/27/89
Kate
Outline for Education Address
in
x6250
I. Introduction
A. Subject today is what "we as a nation" need to do about
providing our young people with the best education in
the world.
B. "We as a nation:" this is a job for all Americans.
C. I am asking every American to join me in a "Second Wave
of Reform.
D. In order to recruit you into this crusade, I propose
to:
1. Explain why educational excellence is important;
2. Describe where we are today in education;
3. Describe my vision of reform.
II. Why is educational excellence important?
A. For the individual:
1.
Develops his or her individual potential, both in
and out of the workplace, enhancing the quality of
life.
2. Provides the knowledge and values embodied in our
heritage which are needed for good citizenship.
B. For the nation:
1. Essential ingredient for democracy;
2. Necessary to make the nation competitive in the
global marketplace.
III. Where is education today (i.e., the starting point for our
crusade?)
A. Fortunately, reform is already on the agenda; we need
to keep it there; this is my intent.
1. April, 1989 marks the 6th anniversary of A Nation
at Risk, which identified the "unthinking,
unilateral educational disarmament" of the nation.
PINKERTON -
targettedia ways togatinto
(carue in a few of the
gow/ 4 principles 7) the d local call district to
think about
reform- not here to reverse past;
improvement
defease
here to improve lit
a new dynamism, energy [new priorities]
-2-
2.
Reforms have been launched. (Cite examples, e.g.
NGA Time for Results, Carnegie teaching report,
participation of 40-plus states in state-
comparison student testing, etc.)
B.
Educational progress is being made, but we still have
problems:
1.
Basic skills are being learned in the early
grades, but the ability to apply these in a more
sophisticated way in later years is not strong
with students.
2. Recent report shows U.S. students behind other
nations in science.
3.
Math.
4.
Drug use declining, but still too high.
5.
Geography and global understanding too weak.
6.
Literacy: functional literacy rate too low.
?
7.
Cite other reports, statistics; include early
education.
8.
College: remediation.
9.
Workplace training required. (Cite skills we need
in future VS. capacities now.)
IV. What is educational excellence?
A.
It must be defined in terms of what our students know
and can do; it must be measured in outcomes, not by
the resources we pour into education (which, by the
way, place the U.S.
in the world in this
respect).
B.
Educators themselves have had a hard time finding
consensus on what should be the standards for student
performance (cite examples of professionals trying to
decide, of reformers asking for this kind of
definition, etc.) We need to bring clarity to the
K
expectations we have for our children's education.
C.
While I plan to work with educators and parents and
governors to clarify the goals for our children, I can
tell you now that I want the United States to rank
first in the world with respect to its functional
literacy rate, with respect to our students relative
-3-
1 the world.
command of the native tongue, of math and science.
And, I want us to have the best prepared workforce in
V.
What principles guide this second wave of reform. What is
the Federal role in this movement? What are others' roles?
A.
Principles
1.
Reward excellence and success. If we want
BBA
excellence, we have to provide incentives for
achieving it.
2.
Help those who need it most. Some have a longer
distance to travel on the path to achieving
excellence; we should give extra help to those
who need it most.
3.
Choice and flexibility. We need to give parents
and teachers and educational administrators the
choice and flexibility to provide students the
education they need. Educators deserve to have
the means to achieve excellence; parents deserve
to have the choice of the public school they
believe best fits their children's needs and meets
their standards.
4.
Accountability: performance must be measured by
the bottom line; what our students know and can
do after their schooling.
B.
Federal role
1.
Leadership and articulation-- not dollars (state
role; feds have only 7-8% of the education budget;
it's how we use our dollars that is so critical.)
2.
Application of principles:
a.
Initiatives personify the principles
(review here the initiatives)
b.
These initiatives build on the work of
Congress and in enhancing incentives for
success, directing Federal dollars to those
in need, providing flexibility and
strengthening accountability.
C.
Others' roles
1.
Students: Work hard; apply discipline; maintain
high expectations for yourself.
-4-
2.
Parents: Read to your children at an earl" age;
get to know the teacher; review the homework and
demand that time be spent on it; take your child
to the library or the museum; engage his mind.
Join the PTA. Attend the school board meetings.
Assess the expectations that are being placed on
your child. Are they high enough? Is your own
child meeting them?
3.
Teachers: Maintain high standards for you and
your students; demand more; assign homework. Work
hard.
4.
Principals: Give your teachers the support they
need to do their job. Encourage them to keep up
in their fields, and seek the resources to make
this happen. Maintain high standards for
yourself, your teachers, your students. Spend
time in the class oom. Be clear about your goals
in your curriculum. Assess performance.
5.
Superintendents, school board members, chief state
school officers: TBD.
6.
Business and community leaders: TBD.
7.
Governors, legislators, voters: TBD.
XI. Summary
Jarme Escelande
23) Wase nexo
For
$
at Coart 20%
D.a. outcomes.
Stand
&
deliver
THE WHITE HOUSE
WASHINGTON
APRIL 11, 1989
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON
I
FROM:
MARK LANGE uf
SUBJECT:
REMARKS FOR EDUCATION REFORM
I. SUMMARY
Attached are draft remarks for your speech on education reform,
in Union, New Jersey, on Thursday, April 13, at 12:30 p.m.
II. DISCUSSION
Governor Kean, Secretary Cavazos, and Congressman Rinaldo will be
present.
Your audience, in a high school gymnasium, will number between
800 and 1200 -- primarily school superintendents, teachers, and
students. Some of these students won President's Academic
Fitness Awards, as cited.
Your speech is based on the four principles of your education
program. You cite the benefits of local initiatives, business
involvement, and volunteerism -- and suggest that meaningful
reform demands more than money.
If there is "news" in this speech, it is probably the idea of
partial deregulation of education: offering waivers to poorer
communities, offering them more flexibility in exchange for
greater accountability.
(Lange/Blessey)
April 11, 1989
6:40 p.m.
[REFORM.DOC]
PRESIDENTIAL REMARKS:
EDUCATION REFORM
THURSDAY, APRIL 13, 1989
UNION, NEW JERSEY
12:30 P.M.
Thank you Governor Kean, Secretary Cavazos, Congressman
Rinaldo -- and all of you who work to make American schools the
best in the world.
This is not an easy time to be a student. So much is
demanded of kids now. So many new pressures, that previous
generations didn't have to deal with.
People sometimes talk about the complexity of the office I
hold. They wonder if it's become too much for one person. Well,
compared to modern adolescence, the Presidency is easy. At least
I've got people to brief me every morning -- and make sure I get
home from parties safely
But when I look across this room today, I don't worry about
the future of our youth. I see staunch advocates -- and
dedicated professionals -- and determined students -- who know
that education in America can be the best in the world.
2
You know, this nation was founded by people who sought out
unexplored frontiers. At first, those frontiers meant perilous
ocean crossings. Then the West offered the challenge of vast new
expanses. Recently, we've found new directions in space
exploration and astro-physics, taking us to the farthest reaches
of the universe.
We have always taught our children about these frontiers.
They're part of the American world view. Part of our idea of
human progress. Part of our picture of ourselves.
But we must now draw the attention of a new generation to a
larger, almost limitless frontier: the frontier of the mind.
Our goal for education must be as ambitious as it's been for
the West, or for space exploration, or for any other American
frontier.
We have a new manifest destiny: to develop America's young
minds to their fullest. Because if we lose the mind and spirit
of even one young person, we will have lost something precious,
forever.
Many of our students are among the best in the world. But
too many still graduate unable to read their own diplomas. We've
3
heard enough about how bad an American education is supposed to
be. Enough. We need to hear more about how to make it better.
And the way to do that is with people like you, through
partnerships at the state level. With the National Governor's
Association, with teachers, administrators, parents, Private
Industry Councils, local businesses, and the students themselves.
By thinking ahead -- by working creatively together -- we
can build a culture of high expectations. We can open up the
frontier of the mind to every kid who enters a classroom.
You know, somebody once asked Mae West what she wanted to be
remembered for. Her answer? "Everything." My goal is a little
more modest. But I do want to be remembered as the Education
President -- and to use the bully pulpit of the presidency to
improve American schools.
My ideas about education are based on four principles --
tapping the kind of creativity that's already at work in local
communities like this.
First, this administration will reward excellence, through
awards to schools that demonstrate significant improvement,
rewards for good teachers, and a new scholarship program for
outstanding math and science students. Our schools have always
4
recognized athletic excellence -- and that's great. But it's
also good to hear about groups like the Montrose Academic Booster
Club. And the Presidential Academic Fitness Awards, which reward
excellence in scholarship -- I think some of those winners are
with us today.
Second, we want to promote flexibility and choice, through
magnet schools, and by removing some of the over-regulation of
education. We seek alternative certification for good people who
want to teach, but are now kept out of the classroom.
We're considering more school-based management, to give more
local control.
Third, we want to help those most in need, targeting federal
resources where they can do the most good. We want to waive some
regulations for poorer communities, allowing them to pool state
and federal funds in exchange for higher accountability and
performance -- a kind of performance-driven, partial deregulation
of education. We'll give you the flexibility -- you show us the
results. I predict they'll be outstanding.
And fourth, we need to promote accountability in education,
for everyone. That means teachers, yes -- and we want to work
with educators, on how to objectively, and fairly, measure
results. But it's much broader than that. The problems our
schools face won't be solved by assigning blame, or applying a
5
puff of smoke here, a bolt of lightning there. Only a united
effort can lead to the kind of education reform that lasts.
This means that all of us are accountable for the quality of
American schools. Business leaders who understand that their
ability to compete depends on the quality of the new talent they
develop -- and who set up outstanding public-private ventures,
like the Sci-Tech center in Liberty State Park, where students
learn about science and engineering, hands-on.
Superintendents who can create a clear mandate for
improvement, and gain support for their priorities. And parents
who get involved through programs like "Books and Beyond" in
Paramus, where reading at home to the kids has cut time in front
of the TV by as much as 85 percent. Or the "Very Important
Parent" awards to Jersey City parents, who get involved with
their kids' local schools.
And there are other, unexpected sources of untapped talent
that can help improve our schools. In New York City -- where
thousands of volunteers are helping in hundreds of schools -- my
wife Barbara met with a group helping Cambodian children learn
English.
While she was there, one older lady told Bar how desperately
lonely she had been until she volunteered. Her eyes filled with
6
tears at the memory. And then her face lit up, as she told
Barbara, "I have never been lonely a day since."
One need matches another -- and a wonderful thing happens.
You come up with an answer that money just can't buy. That's one
reason we need to rely less on the collective wallet, and more on
our collective will.
A society that worships money -- or sees money as a cure for
all that ails it -- is a society in peril. But we are not that
kind of people. And we must do more than wish we had more to
spend. Because the challenge of education reform suggests
something much more fundamental than money.
Already, this nation spends more on education than on
defense. We spend more money per student than many other
advanced nations in the world -- including Japan.
One lesson I learned in school is sometimes there's more
than one right answer. More spending isn't the only right
answer, or even the best answer. What we need is better value
for what we spend. What we need -- what this conference is all
about -- is a shared determination on the part of every American
to get involved with our schools. We must re-establish the value
of teaching and learning in this country.
7
Like every new landscape we've explored in American history,
the frontier of the mind will be won by individuals of courage
and determination. And you know, frontier stories are full of
tales about brave individuals. So I wanted to share with you a
story I heard -- a study in determination.
This week I heard about a young woman, who had been poor and
on welfare all her life. Well, she enrolled in a School for
Pregnant Girls in Memphis. Things were going fine -- until the
last day of exams -- when she realized her baby had other plans
for her that day.
Well, she wouldn't leave. She took her last two final exams
in the nurse's office. Only then did she let them take her to
the hospital. She made B's on the two exams. She had a boy.
She' 11 graduate in May. And she's landed a job at a University
-- with child care -- where she's also going to take classes.
If the rest of us can summon even a fraction of that kind of
courage against the odds, we can make sure that every young
American gets a solid education.
Good schools in America are a social responsibility, yes,
and an economic necessity. We share the conviction that there is
no such thing as an expendable student. We will never accept the
notion that vast numbers of illiterate and undereducated
8
Americans can be offset: by a well-educated elite. That is not
the American way.
Every young American deserves the best chance. I'm asking
you to join me, in renewed determination, to help this generation
-- and every generation -- develop and triumph in the frontier of
the mind.
Thank you. God bless you all. And God bless America.
March 2, 198
DRB
THE WHITE HOUSE
WASHINGTON
MEMORANDUM
TO:
DAVID DEMAREST
FROM:
JOSEPH W. HAGIN
SUBJECT:
APPROVED PRESIDENTIAL ACTIVITY
EVENT:
Remarks to "Project Education Reform: Time
for Results"
DATE:
April 13, 1989
TIME:
10:00am - 2:00pm
DURATION:
4 Hours
LOCATION:
Union, New Jersey
ATTIRE:
Business Suit
REMARKS REQUIRED: Yes
MEDIA COVERAGE:
Open
FIRST LADY
TBD
PARTICIPATION:
ADDITIONAL
INFORMATION:
CONTACT:
TELEPHONE: OFFICE
HOME
NOTE: PROJECT OFFICER, SEE ATTACHED CHECKLIST
Ed Rogers
Marlin Fitzwater
David Bates
James Cicconi
David Demarest
David Valdez
Fred McClure
Jean Lamb
USSS PPD
2823
Susan Porter Rose
Steve Studdert
Operations . Executive Residence
Patty Presock
John Keller
WHCA Audio/Visual
Speechwriting Office
Tim McBride
WHCA Operations
Laurie Firestone
J. Bonnie Newman
Robert Guttman
Tony Lopez
Education Beform
3/22/89
To Secure Our Fature
"national determination" to make America
the best
President gools to "chollenge notion" to pchieve
"Fewer black men Grolled in 4 year
colleges * universities than there are
in our prisons." P. 12
courdinating Mores social service Red * education
so children are treated & feel
like individuals, not numbers pull
Job training or work experience
DBC's Imerican Agends
much mere authority to school stoff
Fedl. govt. should creat incentives for local
schools to strive for excellence on
their own. p.19
PAtty Haware
Past
THE
SEXC
March 2, 1989
DRB
THE WHITE HOUSE
washington
Clives
MEMORANDUM
TO:
DAVID DEMAREST
extra
FROM:
JOSEPH W. HAGIN
Langel Dlessey
SUBJECT:
APPROVED PRESIDENTIAL ACTIVITY
EVENT:
Remarks to "Project Education Reform: Time
for Results"
DATE:
April 13, 1989
TIME:
10:00am - 2:00pm
DURATION:
4 Hours
LOCATION:
Union, New Jersey
ATTIRE:
Business Suit
REMARKS REQUIRED: Yes
MEDIA COVERAGE: Open
FIRST lady
TBD
PARTICIPATION:
ADDITIONAL
INFORMATION:
CONTACT:
,
TELEPHONE: OFFICE
HOME
NOTE: PROJECT OFFICER, SEE ATTACHED CHECKLIST
Ed Rogers
Marlin Fitzwater
David Bates
James Cicconi
David Demarest
David Valdez
Fred McClure
Jean Lamb
USSS. PPD
Susan Porter Rose
Steve Studdert
Operations - Executive Residence
Patty Presock
John Keller
WHCA Audio/Visual
Speechwriting Office
Tim McBride
WHCA Operations
Laurie Firestone
J. Bonnie Newman
Robert Guttman
Tony Lopez
March 2, 1989
DRB
THE WHITE HOUSE
washington
Siv
MEMORANDUM
TO:
DAVID DEMAREST
Langel Blessey
FROM:
JOSEPH W. HAGIN
SUBJECT:
APPROVED PRESIDENTIAL ACTIVITY
extra
EVENT:
Remarks to "Project Education Reform: Time
for Results"
DATE:
April 13, 1989
TIME:
10:00am 2:00pm
DURATION:
4 Hours
LOCATION:
Union, New Jersey
ATTIRE:
Business Suit
REMARKS REQUIRED: Yes
MEDIA COVERAGE: Open
FIRST lady
TBD
PARTICIPATION:
ADDITIONAL
INFORMATION:
CONTACT:
,
TELEPHONE: OFFICE
HOME
NOTE: PROJECT OFFICER, SEE ATTACHED CHECKLIST
Ed Rogers
Marlin Fitzwater
David Bates
James Cieconi
David Demarest
David Valdez
Fred McClure
Jean Lamb
USSS. PPD
Susan Porter Rose
Steve Studdert
Operations- Executive Residence
Patty Presock
John Keller
WHCA Audio/Visual
Speechwriting Office
Tim McBride
WHCA Operations
Laurie Firestone
J. Bonnie Newman
Robert Guttman
Tony Lopez
March 6, 1989
Dear Mr. Phillips:
On behalf of the President, I wish to acknowledge and thank you for
your kind invitation to address the conference, "Project Education
Reform: Time for Results."
The President is pleased to accept. This has been entered on his
schedule for April 13th, and nearer the date Mr. John G. Keller, Jr.,
Deputy Assistant to the President and Director of Advance will contact
you about the President's acceptance of your invitation.
The President's acceptance of this invitation should not be announced to
anyone until official notification is given by the White House Press Office,
and any public announcement of this event must be coordinated with that
office.
You should be aware that certain physical facility requirements exist for
any Presidential appearance. The costs associated with these
requirements are generally the responsibility of the host and are
summarized on the attached list.
If you wish to alter the current plans for this event in any way, such as
changing any part of the format, the location, or the participants, please
direct your request for the proposed change to the Office of Presidential
Appointments and Scheduling.
With best wishes.
Sincerely,
Haji
JOSEPH W. HAGIN II
Deputy Assistant to the President
for Appointments and Scheduling
Mr. William R. Phillips
Chief of Staff/Counselor to the Secretary
United States Department of Education
400 Maryland Avenue, S.W.
Washington, D.C. 20202
CC and incoming to Helen Donaldson Room 182
No INCOMING ATTACHED
TO SECURE OUR FUTURE
THE FEDERAL ROLE IN EDUCATION
NATIONAL
CENTER
ON
EDUCATION
AND THE
ECONOMY
TO SECURE OUR FUTURE
THE FEDERAL ROLE IN EDUCATION
NATIONAL
CENTER
ON
EDUCATION
AND THE
ECONOMY
39 STATE STREET SUITE 500 ROCHESTER NEW YORK 14614 716/546-7620
THE NATIONAL CENTER ON EDUCATION AND THE ECONOMY
The National Center on Education and the Economy is a not-for-profit organization created to develop
proposals for building the world class education and training system the United States must have if it is to have a world
class economy. The Center engages in policy analysis and development and works collaboratively with others at local,
state and national levels to advance its proposals in the policy arena.
THIS REPORT
This report, prepared by the Trustees and staff of the National Center, is adapted from a letter sent to
President-Elect George Bush in early January, 1989. We publish it in this form to help stimulate a broad public
discussion of the role that the federal government might play in developing the nation's most vital asset-the skills of
its people.
ACKNOWLEDGEMENTS
We gratefully acknowledge the support of Carnegie Corporation of New York and the State of New York, which
made this work possible. Neither the foundation nor the state, however, has exercised any editorial control over this
report or bears any responsibility for the views expressed here.
In the course of preparing this report, the National Center commissioned several papers. The paper authors
are not, of course, responsible for the use we have made of their work, nor does the Center necessarily agree with the
positions they have taken on the issues.
An order form for the report and papers can be found at the end of the report.
Copyright © 1989 by the National Center on Education and the Economy
BOARD OF DIRECTORS
Guilbert C. Hentschke
Robert Schwartz
Mario M. Cuomo, Honorary Chairman
Dean
Special Assistant to the Governor
Governor
School of Education
for Educational Affairs
State of New York
University of Southern California
Commonwealth of Massachusetts
John Sculley, Chairman
Vera Katz
Adam Urbanski
Chairman, President & CEO
Speaker of the House
President
Apple Computer, Inc.
Oregon House of Representatives
Rochester Teachers Association
James B. Hunt, Jr., Vice Chairman
Arturo Madrid
Robert F. Wagner, Jr.
Partner
President
President
Poyner & Spruill
The Tomas Rivera Center
New York City Board of Education
David Rockefeller, Jr., Treasurer
Ira C. Magaziner
Kay R. Whitmore
Vice-Chairman
President
President and Executive Officer
Rockefeller Family & Associates, Inc.
Telesis, Inc.
Eastman Kodak Company
Marc S. Tucker, President
Shirley M. Malcom
National Center on Education
Program Head
STAFF
and the Economy
Office of Opportunities in Science
Marc S. Tucker
American Association for the
Anthony Carnevale
President
Advancement of Science
Vice President for Governmental Affairs
Catherine G. DeMarco
American Society for
Ray Marshall
Staff Assistant
Training & Development
Chair in Economics & Public Affairs
L.B.J. School of Public Affairs
Sonia C. Hernandez
Hillary Rodham Clinton
University of Texas at Austin
Senior Associate
Partner
Rose Law Firm
Peter McWalters
Holly M. Houston
Superintendent
Senior Associate
Thomas W. Cole, Jr.
President
Rochester City School District
Douglas D. Smith
Clark College
Richard P. Mills
Staff Associate
Commissioner of Education
VanBuren N. Hansford, Jr.
Patrina Smith
State of Vermont
President
Administrative Assistant
Hansford Manufacturing Corporation
Philip H. Power
Susan Sullivan
Chairman
Louis Harris
Director, Administrative Services
President
Suburban Communications Corporation
Louis Harris and Associates
Joan L. Wills
Lauren B. Resnick
Vice President
Director
Barbara R. Hatton
Program Officer
Learning Research and
Education and Culture Program
Development Center
The Ford Foundation
University of Pittsburgh
TABLE OF CONTENTS
6 Introduction
12
Prevent Damage To Young Children
14
Restructure the Schools for High Performance
23
Design Program #1 (High Performance Schools)
24
Design Program #2 (School to Work Transition)
25
Design Program #3 (Social Service Integration)
26
A State Assistance Initiative
27
More Emphasis on Statistical and Educational Research
30
Make the United States Preeminent in Science,
Mathematics and Technology
30
Declare a Goal
30
Develop New Curriculum Resources
31
Build a National Communications Highway for Education
32
Create a Laboratory of Networked Demonstration Schools
33
Design a National Program to Teach Teachers Technology
34
Provide Our Workers the Skills They Need to Compete
35
Adult Illiteracy
36
Higher Levels of Workforce Training
37
Conclusion
39
Publications Order Form
T
HE CASE FOR education has been made repeatedly in recent years. It is
clear now that a high wage economy depends upon producing high
quality goods and services at high levels of efficiency, which cannot be
done without a highly skilled work force. It is equally clear that social
justice will not be secure until all Americans have the opportunities that only
education can provide. Only when all our people are fully educated will the country be
truly united.
The question is not whether it is important to produce enormous gains in the
skills of our people, but how to do it. Many would say the answer is money. But we do
a bigh wage economy
not propose large increases in federal funding for education, at least not now.
depends upon producing
bigh quality goods and
Education, like private industry, can improve by restructuring operations following
services at bigh levels of
efficiency, which cannot
some very simple principles. First, go for quality and build it in the first time whenever
be done without a bighly
skilled work force.
possible. Second, reward success in producing quality. Third, when a system for real
social justice will not be
accountability is in place, let the people on the firing line figure out how to get the job
secure until all Ameri-
cans have the oppor-
done, and get rid of as much of the bureaucracy and as many of the intervening rules
tunities that only
education can provide.
and regulations as possible.
6
These principles were first put forward as the basis for fundamental education
go for quality and build it
in the first time
reform in 1986 in reports from the Carnegie Forum on Education and the Economy and
reward success
the National Governors' Association. These reports both reflected and stimulated
wben a system for real
fundamental changes in state policy. But those changes, however promising, will
accountability is in
place, let the people on
not-in fact, cannot-lead to sweeping improvements in national performance
the firing line figure out
bow to get the job done,
without strong national leadership.
and get rid of as much of
the bureaucracy and as
We believe that only the President is in a position to establish a new American
many of the intervening
rules and regulations as
consensus on the need to build a world class system for education and training.
possible.
Only the President can unify the American people by committing this country to
a goal for education as ambitious as those that John Kennedy declared for space
exploration.
Only the President is in a position to persuade the nation that the survival of the
committing this country
to a goal for education as
American Dream in the 21st century depends on our ability to compete successfully in
ambitious as those that
John Kennedy declared
a global dynamic economy. The task is to be both a compassionate nation and one that
for space exploration.
can compete with the best. Individual freedom and a free market economy are valued
principles which are the underpinnings of an American way of life that is the envy of
7
the world. But a society based on individual freedoms can only be achieved when
every citizen has the opportunity to get a quality education. Only an educated people
and a trainable workforce will guarantee America's ability to compete successfully.
This is why we must have nothing less than a world class American education system
that, like our freedoms and way of life, will also be the envy of the world.
set a goal for the nation:
Only the President can set a goal for the nation: Americans are going to be the
Americans are going to
be the best in the world at
best in the world at educating and training our people, whatever it takes! The country
educating and training
our people, whatever it
must be challenged to make sure that, by the year 2000, the United States-
takes!
will overtake Singapore, now first in 12th grade biology, from our current
ranking of dead last in a ranking of 13 countries.
will overtake Canada and Norway, where 24-25 percent of 18 year olds take
physics and chemistry for two years each, compared to less than one percent in
the United States.
will overtake Japan and Korea, now tied for first in general science for 10 year
olds, from our current rank of number eight.
The challenge is to
will overtake Japan in the mastery of mathematics skills, which will require that
provide an elite
our high school graduates master more math than our college graduates do now.
education for everyone.
will provide those of our high school graduates not going directly to college with
apprenticeship skills equal to or even better than those of their West German
counterparts.
will overtake the functional literacy rates of our leading competitors in Europe
and Asia, now around 90% , from our current rate of about 70%
will host teams of European and Asian managers coming here to find out how to
train their workers, instead of sending our teams to Europe and Asia to find out
how to train workers for high levels of productivity, as we do now.
8
will triple expenditures made by American firms on the education and training
In what we bave come to
of their workers, to equal the expenditures now made by their most able foreign
call the 'information
competitors.
society,' the essential
passport to personal
Achieving these objectives would require, in most of the cases cited above, more
dignity for the individual
and to economic security
than a fifty percent improvement in performance in eleven years, a feat as difficult as
for the country as a whole
is a first rate education.
any this country has ever set out to achieve. The United States will not solve its
problem simply by lifting up the bottom, nor by concentrating on improved prepara-
tion of a small managerial elite. The challenge is to provide an elite education for
everyone. The top fifth must be raised so that it is the equal in performance of any
country's top fifth. At the same time, the performance of the bottom fifth must be
pushed far above where it is now. In what we have come to call the 'information
society,' the essential passport to personal dignity for the individual and to economic
security for the country as a whole is a first rate education.
We propose four missions in the service of this goal:
four missions
First, America will do what is necessary to assure that every child starts school
First, America will do
healthy and intellectually prepared to take full advantage of what school has to
what is necessary to
offer. No longer will millions of children enter kindergarten as damaged goods,
assure that every child
already marked for failure;
starts school bealthy and
intellectually prepared to
Second, the country will dedicate itself to restructuring elementary and second-
take full advantage of
ary education for high performance, according to the principles previously
what school bas to offer.
suggested. By the end of the century, high school graduates all across the land
will hold a diploma that signifies more than twelve years in the seat. It will
Second, the country will
testify that the holder is among the best educated high school graduates in the
dedicate itself to restruc-
world;
turing elementary and
secondary education for
bigh performance.
9
Third, make our schools
Third, America, for much of the twentieth century the most scientifically and
a sbowcase for the
technologically accomplished country on the globe, will finally turn its tech-
contributions that infor-
nical genius to the problem of education, to make our schools a showcase for the
mation technology can
contributions that information technology can contribute to learning; and
contribute to learning.
Fourth, our workers will no longer be leaders among the functionally illiterate.
America will provide a second chance to every American now in the workforce
Fourth, provide a second
to get the skills they will need to contribute effectively in an information-based
chance to every American
economy where success means thinking for a living.
now in the workforce to
get the skills they will
need to contribute effec-
tively in an information
America needs to be reassured that the federal government does not propose to
based economy
take over responsibility for education. America does not want and will not tolerate
uniform federal standards for education. The states have the primary role in setting
education policy. Firms and unions make policy for worksite training. The federal
government is far from the most powerful among the many players that determine
whether kids come to school healthy and well motivated or young school leavers get
connected to the job market.
But the search for ways to produce a high performance system begins with a
vision of what the country could and must accomplish. The essential precondition for
having the best education system in the world is national determination. The first step
The first step in a
national strategy for
in a national strategy for educational excellence is for the President to set the goals and
educational excellence is
for the President to set the
challenge the nation to achieve them.
goals and challenge the
Nation to achieve them.
The American people should be told that more money will be needed, but that
money alone will not solve the problem. The United States already is a leader in
10
spending on education. It is essential to get much higher levels of quality for every
If we want quality, we
sbould reward it. If we
dollar spent. The way to begin is to get the incentives right, to make sure that there are
want student progress,
we sbould reward it. If we
appropriate rewards for success and real consequences for failure. If we want quality,
want efficiency in the use
of public resources, we
we should reward it. If we want student progress, we should reward it. If we want
should reward it.
efficiency in the use of public resources, we should reward it. These rewards are not
present now and it is a sure bet that the improvements that are needed in the quality of
education will not come about until they are.
The time has never been more ripe for such a message to the American people.
During the long presidential campaign, poll after poll showed that education placed
within the top three issues that the electorate wanted the candidates to address. Other
polls showed that the average citizen and top executives both believe that the skills of
Americans make a crucial difference in the ability of our firms and our country to
compete in world commerce. Still others showed that Americans are eager to support
proposals for a major restructuring of American education.
But a Presidential challenge will hardly be credible unless the President is
prepared to join with the Congress in mobilizing the resources of the federal
government to meet that challenge. Here is what we suggest:
11
P
REVENT DAMAGE TO YOUNG CHILDREN
Children who come to school healthy and well cared for do vastly
better in school and in later life. The appalling conditions under which
many young children grow up in our inner cities and poverty-stricken
rural areas constitute a barrier to later achievement from which few recover. Many are
now arriving for enrollment in first grade only to be held back because they are judged
to be unready, labeled as failures before they have even begun school. Failure leads to
hopelessness, which compounds failure. There are now fewer young Black men
enrolled in four year colleges and universities than there are in our prisons. The cost to
We would give very bigh
society, to say nothing of the individuals involved, is incalculable. We would give very
priority to prevention
of damage to young
high priority to prevention of damage to young children.
children.
Investment in quality child care and early childhood development pays
handsome dividends in school and later in life. A broad consensus has developed for a
greatly expanded federal role in this area, which we support.
But the old turf fights between differing service providers at the local level
should not be allowed to dictate the design of new federal legislation. The legislation
should place a premium on encouraging states and localities to combine federal, state,
12
and local resources for full time day care, preschool child development centers and
strengtben the role of the
state government in the
before and after school care programs. In order for such coherent strategies to emerge
Headstart Program.
it will be essential to strengthen the role of the state government in the Headstart
Program. New strategies are required that address local conditions and that do not
grant hegemony to any one definition of need or any one class of service providers.
The states, acting in collaboration with local communities, are in the best position to
devise those strategies and federal policy should be designed to encourage and permit
produce bigh national
standards for day care
them to do that. But it is also imperative to find a way to produce high national
centers and for the
professionals who run
standards for day care centers and for the professionals who run them.
them.
Beyond Headstart, the federal government has had some real successes on
The program for Women,
Infants and Children
which it can build. The program for Women, Infants and Children (WIC) merits
(WIC) merits increased
support.
increased support. It has proved its worth in providing vital support for good
nutrition, prenatal care and improved parenting skills for low income parents and
their children.
13
R
ESTRUCTURE THE SCHOOLS FOR HIGH
PERFORMANCE
No business in America could survive with the failure rate we have
long tolerated in our schools. Some observers have estimated that as
much as 25% of the cost of higher education is the cost of remediation. Others have
estimated that the cost to employers of remediating the deficiencies of those who enter
the workforce right out of school will soon reach $25 billion a year.
The question is how to get much higher levels of performance out of the schools
without greatly increasing the costs. The answer is to fundamentally restructure the
enterprise to put the emphasis on performance. American schools will not leap to the
head of the pack by just spending more on current programs or by adding a few new
programs to the ones now in place. The schools will only succeed if they replace the
basic structure that was put in place fifty years ago to meet the needs of a smokestack
Success requires the
invention and imple-
economy with a new structure that meets the needs of an information economy.
mentation of whole new
approaches to the organi-
Success requires the invention and implementation of whole new approaches to the
zation, management and
staffing of our schools.
organization, management and staffing of our schools. The challenge facing the
14
federal government right now is to figure out how to play an effective role in making
The challenge facing the
federal government right
that process of restructuring take place.
now is to figure out bow
to play an effective role in
A growing number of states and localities have made a start. The National Center
making that process of
restructuring take place.
on Education and the Economy is located in Rochester, New York because of that
community's real commitment to restructuring its schools. Rochester and other
communities that have made similar commitments are focussing on student
performance, on producing very high rates of mastery of higher order thinking skills
among all students. In the first instance, the object is to fill our schools with first rate
fill our schools with
first rate teachers and
teachers and administrators who themselves have those skills and are capable of
administrators
developing them in their students. Because getting and keeping such people requires
rates of pay that are competitive with that offered by business and the professions,
many states and localities have worked hard-and successfully-in recent years to
performance-oriented
make teachers' pay rise considerably faster than inflation. Secondly, it requires setting
systems in which the
goals for students are
up performance-oriented systems in which the goals for students are clearly specified,
clearly specified, and
rewards go to schools in
and rewards go to schools in which students make substantial progress toward those
which students make
substantial progress
goals. Finally, it requires greatly reducing the bureaucracy in the system and giving
toward those goals.
15
greatly reducing the
much more authority to school staffs than they have ever had before to decide how to
bureaucracy in the
system and giving much
meet the needs of the students, since it is not possible to hold the staff accountable for
more authority to school
staffs
decisions over which they have little control.
Making this approach work requires coordinated changes in local, state and
federal policies. Strategies must be devised for greatly improving teacher preparation
and upgrading teacher licensure. Standards for student performance that reflect not
the conventional basic skills but higher order thinking skills must be developed and
methods of measuring student progress against those standards must be devised for
use at local and state levels. New accountability and incentive systems need to be
designed and tested. Radically different approaches to organizing schools and
Making this approach
work requires coordi-
districts, arranging for funds flows, monitoring system performance and so on must
nated changes in local,
state and federal policies.
be designed and implemented. New conceptions of school administration and
management must be devised and people trained to make them work.
Some of the communities going down this road have been attempting to
integrate their policies for schooling with their social service policies. This is
necessary to bring some order to the lives of children who are often shuffled between
agencies that see them only as clients for narrowly defined services, rather than
individuals who need more than anything else the kind of coherent, caring
environment that more fortunate children elsewhere take for granted.
16
Others have been trying hard to build bridges between the schools, employers
and job training programs, looking for ways to motivate students who otherwise drop
out of school and provide the kind of experiences and opportunities that will help
them to make it in society.
Federal resources have been essential to the communities that have been
pioneering these new approaches, but the current structure of federal programs has
become a part of the problem rather than of the solution.
Federal programs for the disadvantaged are typically structured in ways that do
Federal programs for the
disadvantaged are typi-
not reward the improvement of student progress. In fact, the incentives are perverse.
cally structured in ways
that do not reward the
Money is withdrawn if success is achieved. Because the government requires that each
improvement of student
progress.
category of disadvantaged student be fully and separately accounted for, and because
each program operates under its own set of rules and requires its own application
children are typically
shunted from special
procedures, bureaucracies have been built up in the states and the districts around
class to special class,
their education the
these programs, and the children are typically shunted from special class to special
particular responsibility
of no one. The buck stops
class, their education the particular responsibility of no one. The buck stops nowhere.
nowbere.
The problem runs deeper. Research shows conclusively that the Education for
All Handicapped Act has produced significant gains for the physically handicapped and
severely retarded, but the situation with respect to those classified as learning disabled
and emotionally disturbed is less clear. As fiscal support for remedial education under
Chapter 1 declined in recent years, there was a matching increase in the identification
17
of students as handicapped and placement of these children under the provisions of
the Education for All Handicapped Act. Students who used to be sent to remedial
education classes are now classified as learning disabled or emotionally disturbed, at
double the cost under their previous assignment. Because the criteria for assignment
as 'learning disabled' and 'emotionally disturbed' are impossibly vague and inconsis-
the very act of labeling
tent from jurisdiction to jurisdiction, the chance that any given student will be
these children as
'learning disabled' and
assigned to these programs is virtually random in many districts. Comparisons that
putting them in special
classes containing only
have been made of students with virtually identical backgrounds and abilities show
other children who have
been so labeled lowers
that the very act of labeling these children as 'learning disabled' and putting them in
both their own expecta-
tions and the expecta-
special classes containing only other children who have been so labeled lowers both
tions that the teachers
have of them.
their own expectations and the expectations that the teachers have of them. So it is no
surprise that students in the special federal programs often do less well than virtually
identical kids who are not in those programs!
The Chapter 1 Program and the Education for All Handicapped Act are not the
only programs that have these characteristics. From the Vocational Education Act to
the Adult Basic Education Act, from the Bilingual Program to the Headstart Program,
separate bureaucracies control and deliver separate programs that typically carve kids
into separate pieces and make it difficult to build initiatives that work for the student.
The structure of these programs made great sense when they were first devised. But
18
that structure has stood still while a whole new approach to program improvement has
been taking shape in the field.
Higher levels of government can create programs, provide money and enforce
The aim of federal policy
should be to create the
minimum standards, but they cannot make schools, teachers or training programs
conditions under which
local people have strong
excellent. As we have just shown, the more higher levels of government try to force
incentives to meet the
needs of students and
excellence by legislating and regulating it, the more they tie the hands of the very
maximum freedom to
figure out bow to produce
people on whose efforts and commitment excellence depends. The aim of federal
those results.
policy should be to create the conditions under which local people have strong
incentives to meet the needs of students and maximum freedom to figure out how to
produce those results.
The initiatives for federal action we describe next are all of a piece, designed to
work as a whole. Our first three proposals are called "design" initiatives, because they
Our first three proposals
are intended to provide an opportunity for local communities, free of many of the
are called "design"
initiatives, because they
constraints under which they now operate, to design high performance schools. They
are intended to provide
an opportunity for local
would operate in America's great central cities and rural communities where there is a
communities, free of
many of the constraints
high concentration of poverty. Viewed narrowly, they represent a laboratory in which
under which they now
operate, to design bigh
basic changes can be made in the way federal programs are conceived and imple-
performance schools.
They would operate in
mented, to greatly improve their effectiveness. More importantly, they provide an
America's great central
cities and rural commu-
opportunity for the federal government to take the lead, working in partnership with
nities where there is a
bigh concentration of
the states and localities, demonstrating a whole new approach to the management of
poverty.
19
schools. The other two proposals we make would put the federal government in the
position of providing a whole range of vital support systems that will make it much
easier for the states and local communities to play their parts in the restructuring
process.
But we would not begin by changing the federal programs that are now in place.
What we have in mind is a very large experiment that would provide the information
needed for a general redrafting of the basic federal programs later. The recent
experience with federal welfare programs is instructive. The new federal welfare
program design followed a period of several years during which there was a good deal
of experimentation at the state level, made possible by the granting of selective waivers
standards that approach
or match the best perfor-
from existing federal policy, from which the principles that now govern the new
mance in the world. If the
state government and the
legislation emerged. We believe something similar is called for in this case.
federal government agree
to those standards, then
The basic principle is simple. People in local communities would be invited to
the people at the local
level who are responsible
propose high standards they think they can get their students to meet if they were free
for service delivery would
be free to combine the
of many of the constraints under which they now operate, standards that approach or
available state and
federal funds as they
match the best performance in the world. If the state government and the federal
wish, and design the
programs they think will
government agree to those standards, then the people at the local level who are
be most effective in
meeting those targets.
responsible for service delivery would be free to combine the available state and
federal funds as they wish, and design the programs they think will be most effective in
20
meeting those targets. They would continue to be free of the prevailing rules and
they would be permitted
to continue to combine
regulations as long as they were meeting the targets they had set.
funding sources and cut
the red tape only if they
It is important to emphasize that we are not proposing a return to the old system
were making steady and
substantial progress
of bloc grants. The option of combining funds from many sources and eliminating
toward those goals.
many of the rules and regulations that now apply (typical features of the bloc grant
approach) would be available only to communities that were prepared to commit
themselves to ambitious goals for their students, and they would be permitted to
continue to combine funding sources and cut the red tape only if they were making
we are not proposing a
return to the old system
steady and substantial progress toward those goals. This is not a proposal for
of bloc grants.
deregulating the system. It is a proposal for changing radically the way the system is
It is a proposal for
changing radically the
regulated, putting the emphasis squarely on performance.
way the system is regu-
lated, putting the
We propose that Congress authorize the relevant Cabinet Secretaries to enter
emphasis squarely on
performance.
into negotiations with selected cities and counties with high concentrations of poverty
following a competition among those communities and states that wanted to par-
ticipate. To be successful, a proposal would have to demonstrate broad support from
education, government, community and business leaders. The winners would be
provided with agreements that would permit pooling of both state and federal funds in
certain programs in exchange for commitment at the state and local levels to achieve
high student outcomes.
21
This approach could go forward without any major reauthorizations of existing
programs. It requires granting a general waiver authority to the Cabinet Secretaries to
be used under conditions stipulated by the Congress. The Hawkins-Stafford School
Improvement Act of 1988 contains some far-seeing provisions concerning negotiated
agreements and dispute resolution processes upon which the required new legislation
could be built.
To be of any value, these would have to be large scale experiments, taking place
in entire school districts. There are many existing examples of individual schools that
are able to help their students function at high levels of performance, even in the
poorest communities. But no school systems serving the kinds of communities that
receive significant shares of federal funds for the disadvantaged have yet been able to
produce consistent high performance at the levels that are now needed.
In each case, the recipient community would get a funding total based on the
funds to which they would otherwise have been entitled had the normal rules been in
place, plus an override in the neighborhood of five to ten percent, both as an
inducement to take the risk of participating in this program and to cover the special
costs that it will entail.
Here is how we see each of the five components of the restructuring program
working:
22
THREE DESIGN PROGRAMS:
1. Design Program #1 (High Performance Schools) would be focussed on the schools
1. Design Program #1
(High Performance
themselves and would permit participants to combine funds provided by the Chapter 1
Schools) would be
focussed on the schools
Program for remedial education, the Education for All Handicapped Act, the Bilingual
themselves and would
permit participants to
Program, the Magnet Schools Program and related state and federal programs. The
combine funds provided
by the Chapter 1 Program
districts would not be required to publicly identify the students who would otherwise
for remedial education,
the Education for All
be segregated into special classes.
Handicapped Act, the
Bilingual Program, the
The school districts involved in this program would be expected to engage in
Magnet Schools Program
and related state and
major efforts to restructure their schools for high performance. We include here the
federal programs.
redesign of their organizational structure to push decisions down to the school level,
The school districts
involved in this program
new budget systems that give individual schools much more discretion over the way
would be expected to
engage in major efforts
funds are spent, new salary and staffing systems that will enable them to attract and
to restructure their
schools for bigh
hold first rate teachers, streamlining of their administrative structures to reduce
performance.
bureaucracy to a minimum and new accountability systems that provide real rewards
to school staffs that are able to produce substantial progress for their students.
When it is possible to do so without exposing the vulnerable to injury, the
districts would be encouraged to promote competition for clients among public
schools, in the expectation that competition will produce better results at lower costs.
The outcome of this initiative, of course, would not only be sound specifications
for the redesign of federal programs, but ideas the states could use for the redesign of
23
their policies and, most important, examples of communities that had succeeded in
restructuring their own operations to produce greatly enhanced student performance,
not just in individual schools, but system wide.
2. Design Program #2 (School to Work Transition) would be focussed on the school to
2. Design Program #2
work transition and would permit participants to combine funds from certain pro-
(School to Work Transi-
tion) would be focussed
visions of the Job Training Partnership Act (JTPA), the Vocational Education Act, the
on the school to work
transition and would
Adult Basic Education Act and other enactments focussing on dropout prevention at
permit participants to
combine funds from
the state and federal level. This program and the next would be designed to break
certain provisions of the
Job Training Partnership
down current institutional barriers by providing strong incentives for the community
Act (JTPA), the Vocational
Education Act, the Adult
to come together and provide coordinated service delivery systems. Participants
Basic Education Act and
other enactments focus-
would be expected to use those funds to involve school people and employers in the
sing on dropout preven-
tion at the state and
provision of job development, job counseling and high level academic and vocational
federal level.
skills in one integrated program. School districts and all providers of training services
Participants would be
expected to use those
would have to agree to common academic and occupational competency standards for
funds to involve school
people and employers in
major occupational clusters and common performance standards. Employers will need
the provision of job devel-
opment, job counseling
to be deeply involved in the design and implementation of the program.
and bigh level academic
and vocational skills in
Here again, one outcome of this initiative would be the redesign of a whole
one integrated program.
range of programs that affect the school to work transition for millions of American
youth. But, beyond that, the country would have vivid examples of communities that
had managed to create local systems that match the effectiveness of those countries
24
that are most successful at preparing their young people for direct entry into jobs that
create local systems that
match the effectiveness of
demand a high degree of technical skills and job readiness.
those countries that are
most successful at
The Carl Perkins Vocational Education Act will come up for reauthorization this
preparing their young
people for direct entry
year. The reauthorized act should be given a strong performance orientation. Employ-
into jobs that demand a
bigh degree of technical
ers should have a strong voice in creating the standards by which program success is
skills and job readiness.
determined. Incentives should be created to force as much competition as possible
among service providers, and no class of providers should be protected from that
competition.
3. Design Program #3 (Social Service Integration) would permit a community to
3. Design Program #3
(Social Service Integra-
develop integrated strategies for the use of funds that now go separately from state and
tion) would permit a
community to develop
federal sources to education, welfare, social services, health, juvenile justice and child
integrated strategies for
the use of funds that now
protection agencies. It would permit and encourage development of bold new
go separately from state
and federal sources to
solutions to the problems faced by low income communities. States would have to take
education, welfare,
social services, health,
a lead role in such an initiative, because many of the rules governing such programs
juvenile justice and child
protection agencies.
are state designed, though the programs receive federal support. Here again, the
community would be expected to commit to negotiated standards for client outcomes,
such as the reduction, for example, of teen pregnancies by a stated proportion, as a
condition of the right to pool program funds and waive certain program regulations.
Schools in communities participating in this program might become the site at which
many community services for youth are integrated.
25
TWO ADDITIONAL IDEAS:
4. A State Assistance Initiative will be essential to the success of any federal govern-
4. A State Assistance
ment program to restructure the schools for high performance. The states will have
Initiative
the primary role in determining student outcome standards, restructuring teacher
education programs, raising the standards for licensing teachers, increasing the pool
of minority teachers, providing technical support for restructuring and deciding on
the form of statewide accountability systems, all of which will greatly influence the
prospects for restructuring the schools.
recognize the leadership
For the last 25 years, the federal government has used the states to administer
the states have displayed
in recent years and allow
federal programs and enforce federal rules and regulations. It is time now for the
them some flexibility in
using the assistance they
federal government to recognize the leadership the states have displayed in recent
now receive for federal
program administration
years and to allow them some flexibility in using the assistance they now receive for
to develop and imple-
ment policies needed to
federal program administration to develop and implement policies needed to support
support school
restructuring.
school restructuring.
We also propose that the Fund for the Improvement and Reform of Schools and
Teaching (FIRST) be used to run a competitive program for state governments with two
In negotiated agreements
that could be part of the
parts. Under the first part, it would provide funds enabling states to plan, design,
grant awards, the federal
government could
implement and evaluate new policy systems that show substantial promise of greatly
substantially reduce the
burden of state and
increasing the productivity of the state delivery system for education. In negotiated
federal regulation on
districts within the state
agreements that could be part of the grant awards, the federal government could
26
substantially reduce the burden of state and federal regulation on districts within the
that agree to real
consequences if their
state that agree to real consequences if their students fail to make acceptable progress
students fail to make
acceptable progress on
on state-defined student outcome measures for disadvantaged students. It would be up
state-defined student
outcome measures for
to the state to propose the goals, the measures and the incentives, though the federal
disadvantaged students.
government would have to agree to those standards. Under the second part of the
the states would also be
eligible for modest
program, the states would also be eligible for modest financial assistance to help them
financial assistance to
help them put in place the
put in place the key elements required at the state level to make restructuring programs
key elements required at
the state level to make
for the professionalization of teaching work, including improved programs of teacher
restructuring programs
for the professional-
preparation; new recruitment, licensing and induction systems for teachers and
ization of teaching work
principals; new accountability and incentive systems (including public choice plans
and performance incentive plans); and new leadership development programs for key
personnel at all levels of the state and local structure.
5. More Emphasis on Statistical and Educational Research. The federal govern-
5. More Emphasis on
Statistical and
ment's investment in national statistics and educational research must be increased if
Educational Research.
the restructuring program is going to succeed.
The budget of the National Center for Education Statistics (NCES) should be
increased substantially. The Center should be given a mandate to measure the
attainment of people in the workforce, and to develop a new assessment of what
The budget of the
National Center for
college students know and are able to do. The Center should also be asked to enter into
Education Statistics
(NCES) should be
negotiations with other countries to conduct regular assessments among the industri-
increased substantially.
27
alized and newly industrialized countries that would enable the United States to
compare educational attainments of its school children, college students, and mem-
bers of its workforce with those of other countries on a regular basis.
Research and development assumes a special, even decisive, importance when
the object is not just making marginal improvements in the existing system, but
The creation of
seeking to replace the existing system with one of a new design. The creation of
performance-based
systems will require the
performance-based systems will require the existence of a whole range of tools that do
existence of a wbole
range of tools that do not
not now exist, but the overriding need is for new measures of student and teacher
now exist, but the over-
riding need is for new
performance. Teachers, for better or worse, teach to the test. Because the current tests
measures of student and
teacher performance.
do not measure higher order thinking skills or do so very badly, the skills that are being
taught are the ones that are being measured rather than the ones the country needs to
have taught.
It is essential that valid, reliable and affordable assessments of a whole range of
higher order thinking skills be devised and made available to the states and the schools
as soon as possible. We must be able to measure how deep the understanding of physics
goes and how well the student can draw on that knowledge to solve complex, real
world problems. We need effective ways to assess not just whether high school seniors
can read a bus schedule, but whether they can write a memo to a shop floor supervisor
that analyzes a production problem involving complex machinery and recommend
a solution.
28
Similarly, it is important that good measures of teacher performance be devised,
making it possible to license and certify teachers according to high standards of
professional performance. We support the request of the National Board for Profes-
sional Teaching Standards for matching funds to develop such assessments.
29
M
AKE THE UNITED STATES PREEMINENT IN
SCIENCE, MATHEMATICS AND TECHNOLOGY
1. Declare a Goal.
The President should declare a goal of matching the mathematics
and science performance of students in all other countries by a date certain and create
a cabinet council to devise a national strategy for doing that, in concert with the
declare a goal of
science community and the science education community. The strategy should build
matching the mathe-
matics and science
on the effort of the American Association for the Advancement of Science (AAAS) to
performance of students
in all other countries by
broadly involve the science community in providing new guidelines for the science
a date certain and create
a cabinet council to
curriculum, and on the parallel effort of the Mathematical Sciences Education Board of
devise a national
strategy for doing that.
the National Academy of Sciences to do the same for mathematics.
2. Develop New Curriculum Resources.
When the preliminary work these groups are now engaged in is done, a new science,
mathematics and technology curriculum development effort should be announced,
designed to engage the country's most talented mathematicians, scientists, engineers
a new science, mathe-
matics and technology
and teachers in a determined effort to produce curriculum materials and teaching
curriculum development
effort
materials that will support the teaching of challenging technical curricula not just to a
30
small elite, but to the vast majority of American students. This program should be
improve radically the
quality of mathematics
complemented by an even larger effort to improve radically the quality of mathematics
and science teachers and
teaching.
and science teachers and teaching, especially in the elementary grades.
For decades, the United States has repeatedly created astonishing technologies
that have changed the world. But we have yet to make a serious effort to apply our
technological genius to education, to the problem of inspiring a bored generation of
students with the essential curiosity that learning requires.
3. Build a National Communications Highway for Education.
The administration should announce as soon as possible its commitment to engage the
talents of the military and the high technology business community in the construc-
tion of a national communications network that could be used by students of all ages
commitment to engage
the talents of the military
for the delivery and exchange of television and computer-based instruction and
and the bigh technology
business community in
information. The availability of such a system would undoubtedly be comparable in
the construction of a
national communica-
impact to the federal highway system developed by the Eisenhower administration,
tions network that could
be used by students of all
leading to an explosion in the development of new software more imaginative and
ages for the delivery and
exchange of television
effective than any that now exists.
and computer-based
instruction and
information.
31
4. Create a Laboratory of Networked Demonstration Schools.
creating a network of
At the same time a new program should be announced, creating a network of schools
schools around the
country that will be
around the country that will be laboratories and demonstration sites for the applica-
laboratories and demon-
stration sites for the
tion of advanced information technologies to education. It is very unlikely that the
application of advanced
information technologies
rates of improvement in the quality of education we earlier suggested are necessary
to education.
can be achieved without the creative use of technology in restructured schools.
Teachers, no matter how good, will be unable to coach students to reach their highest
potential unless we figure out how to let the technology take over much of the task of
purveying information. Students are likely to be much more engaged when they can
explore the kinds of intellectual environments that advanced information tech-
nologies can create.
5. Design a National Program to Teach Teachers Technology.
design a national
Finally, the states should be used to design a national program to train teachers to use
program to train
teachers to use these new
these new technologies effectively. A recent survey shows that even the computer
technologies effectively.
specialists in the schools doubt their own competence with computers, to say nothing
of the much larger number of teachers who are not among the specialists but who
will have to feel comfortable with a broad range of technologies in order to make them
effective.
32
P
ROVIDE OUR WORKERS THE SKILLS THEY NEED
TO COMPETE
Our education system has concentrated on the front end: elementary
and secondary education and traditional postsecondary education. All
our systems are set up to concentrate resources on those who get what they need in a
smooth progression through that system. But millions have fallen through the cracks.
Some, illiterate and barely literate, hang out on street corners, unable to get a job.
Many others, some in our most prestigious firms, cannot read at a fourth grade level.
Many more, including some in the top technical ranks, are far behind their counter-
parts in other countries in the skills they bring to the job. The supply of young people
coming into the workforce is dwindling as the number of old people depending on the
shrinking population of workers is rising. The only way to maintain our standard of
living under those conditions is to greatly increase the skills of every person who is out
of school and available for work. That will require a massive reorientation of policy.
In the arena of elementary and secondary education, we have advocated
building on a reform movement already underway, to strengthen and confirm an
34
approach already pioneered by the states. But, we must address areas where the
the challenge is
to
galvanize the nation
challenge is not to consolidate gains but to galvanize the nation to action.
to action.
1. Adult Illiteracy.
The country has yet to take the problem of adult functional illiteracy seriously.
The country bas yet to
take the problem of adult
We continue to treat it as a personal misfortune rather than as the threat to the nation's
functional illiteracy
seriously.
standard of living that it really is. We continue to make believe it can be solved through
a volunteer campaign, when we would never dream of turning the education of our
children over to volunteers, although the end to be achieved is the same, to provide for
adults what they never got in school, a task which is often more difficult to accomplish
later in life than earlier.
Whether we speak of the
problems of a young,
Whether we speak of the problems of a young, unemployed person who may not
unemployed person who
may not be able to read
be able to read at all and has never held a job other than as a casual laborer, or of a
at all and bas never beld
a job other than as a
middle aged front line supervisor who makes good money but reads and ciphers at a
casual laborer, or of a
middle aged front line
fourth grade level, or an engineer who is twenty years out of date in his field, we are
supervisor who makes
good money but reads
speaking of millions of Americans whose skill levels will be more critical to this
and cipbers at a fourth
grade level, or an engi-
country's success between now and the end of the century than the students now in
neer who is twenty years
35
out of date in bis field, we
school or the students in our colleges. Yet this country, which spends as much or more
are speaking of millions
of Americans wbose skill
on education as any other country in the world, spends comparatively little on its adult
levels will be more crit-
ical to this country's
line workers.
success between now and
the end of the century
Attention must be paid to strengthening the second chance system for those
than the students now in
school or the students in
who did not get a basic education in school and who are, as a result, living on the
our colleges.
economic and social margins of our society. Employers cannot be expected to pay the
whole bill to educate these people, because they cannot recapture their investment if
they do, since the person in whom they make that investment can walk across the
street and sell those general skills to another employer who makes no effort to provide
a basic education at all. The funding of these programs is vanishingly small in relation
to the burgeoning need.
Some nations with which
2. Higher Levels of Workforce Training.
we compete have long
establisbed corporate
Some nations with which we compete have long established corporate cultures
cultures that support
bigh levels of private
that support high levels of private expenditures to address some of these problems for
expenditures to address
some of these problems
some of the members of the workforce. Others rely on various forms of tax abatements
for some of the members
of the workforce. Others
to finance these functions where others rely on taxes to raise very substantial revenues
rely on various forms of
tax abatements to
for direct government expenditures for the same purposes. We should explore all of
finance these functions
where others rely on
these options and construct a policy for the United States that suits our needs and
taxes to raise very
substantial revenues for
cultural and political character.
direct government
expenditures for the
same purposes.
36
CONCLUSION
Twenty years ago, almost everyone looked to the federal government for
leadership in education policy. More recently, the states have once again become the
nation's laboratory as the federal government stepped into the background. It is time
now for the pendulum to stop its swing in the middle. The fundamental changes that
are now needed will not come about unless every part of the intergovernmental system
works at peak performance and works in harness with the others. That will take real
The fundamental
changes that are now
leadership-from the President and the Cabinet, the Congress, governors and other
needed will not come
about unless every part
state leaders, business executives, the national organizations with a major stake in
of the intergovernmental
system works at peak
education policy and, hardly least, the people in our local communities who must
performance and works
in barness with the
make it all work 'on the ground.'
others.
Years ago, this country led the world in the abundance and quality of its natural
resources. That is no longer true. Today, we are all we have. Our country's real
resources lie within each one of us, whether the challenge is our ability to compete in
world commerce or to govern ourselves. More depends on education than ever before.
We believe there is no constraint standing in the way of dramatic progress in this arena
that will not yield to imagination and commitment. Not the least of our purposes in
presenting this report has been to offer a framework for policy making that we believe
will enlist both in large measure from the American people.
37
PUBLICATIONS ORDER FORM
Publication
Quantity
Price
To Secure Our Future: The Federal Role in Education
$7.50 each ppd.
Commissioned Papers: Federal Role Series
$4.00 each ppd.
Job Related Learning: Private Strategies
and Public Policies, Anthony Carnevale
and Janet Johnston
The Yoke of Special Education: How To Break It,
Alan Gartner and Dorothy Kerzner Lipsky
The Federal Role in Education: A Strategy for the 1990's,
Paul T. Hill
A Federal Role in Post-Secondary Education,
David A. Longanecker
Higher Education and American Competitiveness,
Ernest A. Lynton
From "Solution" to Catalyst: A New Role for
Federal Education and Training Dollars,
WilliamJ. Spring
Also Available
A Nation Prepared:
Teachers for the
1-10 $9.95 ea. ppd.
21st Century
11-25 $8.95 ea. ppd.
26 + $6.95 ea. ppd.
Redesigning America's Schools:
The Public Speaks 1-10 $9.95 ea. ppd.
11-25 $8.95 ea. ppd.
26 + $6.95 ea. ppd.
More on Next Page
39
PUBLICATIONS ORDER FORM
Commissioned Papers: Carnegie Report Series
$3.00 each ppd.
Black Participation in the Teacher Pool, Baratz
Teacher Choice: Does it Have a Future?, Doyle
Students as Teachers: A Tool for Improving School
Climate and Productivity, Hedin
Teacher Mobility and Pension Portability, Jump
Financing Education Reform, Kelly
Increasing the Number and Quality of Minority Science
and Mathematics Teachers, McBay
A National Board for Teaching?
In Search of a Bold Standard, Shulman and Sykes
The Lead Teacher: Ways to Begin, Devaney
Other Working Papers:
$3.00 each ppd.
Competitiveness and the Quality of the American
Workforce, Tucker and Mandel
Total:
The following must be completed
Purchase Order Number (if applicable):
to fill order:
Name:
Title:
Institution:
Address:
City:
State:
ZIP:
Make purchase order or check
National Center on Education and the Economy
payable to:
39 State Street, Suite 500
Rochester, NY 14614
All orders must be prepaid by check or accompanied by a purchase order.
Allow 4-6 weeks delivery. No refunds for overstock.
40
April 10, 1989
MEMORANDUM
SUBJECT: Anecdotes from BARBARA BUSH'S speeches
Reading is Fundamental has 110,000 volunteers in 11,000 sites and
this year alone they distributed 3 million books many to
children who never owned a book before.
"I have seen a school in Philadelphia, run by a tiny staff of 3
nuns and parents. Many of these parents are on welgare, but they
know the inportance of an education and rush twice a monith with
their $25 to pay the tuition. They know that an education is the
key that unlocks the door to the American Dream and that no
sacrifice is too big."
Barbara Bush
"In Boston alone they have 3000 volunteers in 50 schools and
could use twice that many. It was there I saw a wonderful
stylish lady teaching French as a volunteer. She was pulling the
most amazing things out of her pocketbook, and the children and
she were saying the words in French and English. I was told she
has done this for years and is a very effective teacher."
Barbara Bush
"In New York City where 15,000 volunteers help in 544 schools I
met with a group helping Cambodian children learn English and
learn to read. One rather aged lady told me that she had been
desperately lonely until she volunteered and her eyes filled with
tears in the remembering. Then her face lit up as she told me
that 'she had never been lonely a day since.
Barbara Bush
Steven's School
THE WHITE HOUSE
WASHINGTON
April 10, 1989
MEMORANDUM FOR THE CHIEF OF STAFF
BOBBIE KILBERG
DAVID BATES
PATTY PRESOCK
RICHARD BREEDEN
ROBERT GUTTMAN
ANDREW CARD
TIMOTHY MCBRIDE
JAMES CICCONI
ROSE ZAMARIA
DAVID DEMAREST
TONY LOPEZ
MARLIN FITZWATER
DAVID VALDEZ
BOYDEN GRAY
BILLY DALE
FRED MCCLURE
JAY ALLISON
BONNIE NEWMAN
BRUCE ZANCA
ROGER PORTER
LAURIE FIRESTONE
BRENT SCOWCROFT
CASEY HEALEY
STEVE STUDDERT
JEAN LAMB
CHASE UNTERMEYER
DEB ANDERSON
SUSAN PORTER ROSE
USSS/PPD OPS
ED ROGERS
WHCA AUDIO/VISUAL
JOE HAGIN
WHCA OPERATIONS
JIM WRAY
MEDICAL UNIT
CHRISS WINSTON
PRESIDENTIAL
DOCUMENTS
THRU:
STEPHEN M. STUDDERT
FROM:
JOHN G. KELLER, JR. JCK
DEPUTY ASSISTANT TO THE PRESIDENT AND
DIRECTOR OF PRESIDENTIAL ADVANCE
SUBJECT:
TRIP OF THE PRESIDENT TO UNION, NEW JERSEY
APRIL 13, 1989
For your use and planning purposes, the attached is the outline
schedule for the Trip of the President to Union, New Jersey, on
Thursday, April 13, 1989.
SCHEDULE
THURSDAY, APRIL 13, 1989
11:10 am
MARINE ONE departs White House en route Andrews
Air Force Base.
11:20 am
MARINE ONE arrives Andrews Air Force Base.
11:25 am
AIR FORCE ONE departs Andrews Air Force Base en
route Union, New Jersey.
(Flight Time: 45 Minutes)
12:10 pm
AIR FORCE ONE arrives Newark International
Airport, Newark, New Jersey.
12:15 pm
MOTORCADE departs Newark International Airport en
route Union High School.
(Drive Time: 15 Minutes)
12:30 pm
MOTORCADE arrives Union High School.
*
Staff Photo with Educational Forum Corporate
Sponsors and Superintendents
- CLOSED PRESS
*
Remarks to Educational Forum
- OPEN PRESS
2:00 pm
MOTORCADE departs Union High School en route
Newark International Airport.
(Drive Time: 15 Minutes)
2:15 pm
MOTORCADE arrives Newark International Airport
and proceeds to board Air Force One.
2:25 pm
AIR FORCE ONE departs Newark, New Jersey en route
Kennebunkport, Maine.
Make the U.S. preeminent in science,
mothematics & technology
Develop new curriculum Resources
Build a National Communications Highway
for Education
Create A laboratory of networked
demonstration schools
Design & national program to teach
teachers technology
$32
Joke !
In defense I want 9 better froms
for. every back
In education I want higher
scholastic Achievement for every high
grade tree bill produced by the mint.
Incentives create success
Reward student progress, efficient
use of public resources, & quale -Jy
-
Prevention of damage to yours children
Assure that 1 and stable
before they enter okhool.
child core
Hundstand program for Women, Infants, and Children(wie)
more state garl. Authority
-
Restructure the schools for high performance
put emphasis on performance
educ. that meets the needs of A
information economy.
High performance schools
School to Work Transition
Social Service Integration
S for quality
reward success in producing quality
when the system of accountability is in
place, let the people on the front line
make decisions, and rid the system
of
"Is want to do to for education what
JFK did for spoce exploration
I want to shoot for the moon."
Assure that every child starts
school healthy of intellectually prepared
Improve the quality of secondary
of chematory education
"Moke schools & showcrose for the contributions
that information technology <pn contribute
to learning."
Re-educate those wdults who missed
the opportunity in achool.
Firms and unions twin their set the
standards for training their workers to
ollow stotes and local gort. determine
the standards for their children.
3/10/89
Jay North 901 To
0468 46
Anecdote from TN
Food Dman onts
Children
Memph,
1500
000
School for Presnant Girls
w/ on site day care centers
Sdamis
pres. girl from single family home
took bus in snow storm
didn't know school WAS closed
1 wk overdo; refused ride home
was in hospital didn't want to
have the boby until finished exoms
until she finished exams more B's
stoyed in nurses off during labor
Already has A job
wants to So to coll.
so working @ coll. so can take
2 classes for free
been on we Ifore All of her life, but
she will never be again
10th grode
mother dying of hupis
has D boby boy
1 girl graduated best 3 full scholarships
Many hand students can make it, wl A little
will do everything to get student to school
Parant- child contract w/ school saying
4 indion
2 Korwn
2 Jap.
families learning together
180 kids
160 to graduate
6-8 to college
Mrs Jenkin's letter
Mrs
Mr. Broke
Are there any goals i
i,e. dropant rate etc.
3/7/89
Education Reform
Adv.
[ Kexan
Leo
CAVA303
L
John Herrick
(201) 623-0006
Jockie Smith
(201)964-6006 (8,
732-5409- will send D bask
Ancedote
Herry Galinski
involving perents in learning process
Books of Beyond
terision tenet to increase leisure reading +
involving parents to log reading
T.V. watching 85%
Reading all other schools do if now
70%
Femily training Science
parents * kids come to class at night
* construct products
now have kits so parents of kids
con do projects pt home
Kids now See parents AS partners
in learning.
Horry (Inperrisor)
D.
Golinski in PARAMIS, N.F
9.45pm
working on drop-out programs
(201) 261 - 7800
lttr from Mrs. Jeshins
Arti-on Family Ski.
post sterindent
Books & Benpond
Mo. FAFA Lewis Memphis, TW
(78% black)
redisigning schools
(901)454-5200 454-5444 Roberts Roddiff
work in progress (901)
197 1/3/11
little Successes
blue w/ white luttle
8'/2x11
80p.
Experiences in School Improvement:
the Story of 16 Americal distribus
s/c
mention
of education bill
Congr. Rinaldo is CO - sponsor
contact: Ellen Perry 225-5361 -
3/7/89
Education Reform
Poul Rollig 7988
John Barkek(?) 357-6230
Experiences in School Improvement (70p.)
explaining results
activities' 8 st. ; 2 2 school districts trying reform
My 4 principals Are /
What you ps governors
educat. primary resp. of,
tests, demonstrations, expiriments
supportive of the states ok localities
As My role AS ares. is to be
The 4 principals of my program
pre embodied in your report.
/
2
w
4
Let's let bocalities find their salutions
of Let's reword those results
d show Lo the results.
Istotes
Drk. - 2 schools
CO
MD
NH
2 school districts
NJ
Lrbon & rurd schools
S.C.
Tenn.
1)toh
in Montrose, CO
- established parental advisory comm.
to discuss gools, facilities, curriculm, school
448. - Montrose Othelic Chb - contribute. & money,
policie, activities Prepatic Booster
stress AcAdemic excellence sprents businesses
c400 members
Healthers. comm. residents
in Columbia, MO
partners in education
sprent education- teach parents how to care
for children birth 3
Central Throst - Accountability
more effectively measuring the results
education how to objectively measure results of
how to evaluate administrators
teachers
no big results so for, but only into the
3rd yr. of P 5yr. program
no quick fives
results of stabent schievement pre something
to look toward to
3/7/89
Education Reform
info from John Burke
NGA report issued in 86
Chairman * Bennett decided to try it
in 8 states 2 districts = /6 school district
13 key recomendations
each school asked to use 3 recom.
partnership was formed between states, WGD, Edw
one Agreement :no new money
interim report Ang. 88
next meeting 4/13
school supervisors, 3 chairmen 8 got.
GB's 4bosic priencipals
Are key principles of reform
Recognition of Excellence
locals are real players w/ support
of sor, + fedl gort.
Helping those in need
wellsive,
- imaginative ways to use resources,
the Cloxhow
to help ~/ the gruntest needs
in
no yours
Flexibility + Choice
progress it st. of local Pevel; let the
one problem is overregulation- - hindering
school
managament
schools find answers to their problem
Лех. - Alternative teacher certification
- Alternan real parental involvement -
each involvement school is striving for greater parental
STATE OF ERUC. ATION
UNITED STATES DEPARTMENT OF EDUCATION
'
OFFICE OF THE DEPUTY UNDER SECRETARY
UNITED STATES OF AMERICA
FOR INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
FAX COVER SHEET
TO
: Sara De Carrye
Write House
FROM: Jackie Smith
Name and telephone number of sender Patry Reablied
telephone no. 7732-5404,
No. of pages 3 including cover sheet.
Our fax number is (202) 732-1971
Your fax number is 456-6218
Photocopy-Preservation
400 MARYLAND AVE.. S.W. WASHINGTON. D.C. 20202
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:25PM ;
COITT G3+
4566218;# 1
04.07.89 03:23 PM
P01
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY UNDER SECRETARY
STATES
8
AMERICA
FOR INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
APRIL 7, 1989
MEMORANDUM
Photocopy-Preservation
TO
: MARK LANGE
WHITE HOUSE
FROM
: SUSAN SHELBY
DIRECTOR
PRESIDENTIAL ACADEMIC FITNESS AWARDS (PAFA) PROGRAM
SUBJECT: BACKGROUND INFORMATION ON THE PAFA PROGRAM
As YOU REQUESTED, FOLLOWING IS INFORMATION ON THE PRESIDENTIAL ACADEMIC
FITNESS (PAFA) PROGRAM,
IF YOU HAVE FURTHER QUESTIONS, I MAY BE REACHED ON 732-1944.
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:33PM ;
CCITT G3+
4566218;#11
?11
03:23
FM
PRESIDENTIAL ACADEMIC FITNESS AWARD (PAFA) PROGRAM
BRIEFING
In 1966, President Lyndon B. Johnson implemented a physical fitness award to
motivate students to meet high standards in physical fitness and sports. This
program, sponsored by five Presidents, has been very successful. In 1983,
President Ronald Reagan initiated the Presidential ACADEMIC Fitness Award
(PAFA) program to honor students for their academic achievement and to
motivate all youth to attain academic excellence. The PAFA program has been
widely accepted and appreciated by school principals, parents, students, and
community. The following chart is a reflection of that participation over the
last five years:
Photocopy-Preservation
PAFA: PARTICIPATING
YEAR
NUMBER OF SCHOOLS
NUMBER OF AWARDEES
1984 - Pilot Year #1
10,000
230,000 (H.S. Seniors only)
1985 - Pilot Year #2
32,566
763,243 (three levels)
1986 - Program
45,230
1,176,526 (three levels)
1987 - Program
45,983
1,189,720 (three levels)
1988 - Program
47,200
1,315,081 (three levels)
The awards are presented at three levels to students graduating from elementary,
middle or junior high, and senior high school. Students must fulfill all the
criteria listed below to qualify for a PAFA award:
0 B+ average; and
80th percentile on a standardized achievement test; and
for seniors, having completed 12>credits in the New Basics
(English, mathematics, science, social studies, foreign languages,
and computer sciences)
Each student receives a embossed certificate signed by the President, U.S. Secretary
of Education, and the school principal. The school receives a letter from the
President to be read at the award ceremony. The certificate is at no cost to the
school.
To re-identify the President with this popular program, on June 14, 1988, the
Secretary of Education honored three schools at a White House Ceremony in
recognition of the fifth anniversary of the Presidential ACADEMIC Fitness Awards
(PAFA) program and the conferral of its three millionth award. This event
reinforced for the general public the commitment of the President and the Secretary
to sustain the education reform movement at the local level and to impress upon
youth the importance of academic achievement.
POSSIBLE QUESTION
Q. If PAFA is such a successful program to boost academic achievement, why did the
Department discontinue the award pins?
A. When the program first started, PAFA provided a presidential certificate and a
lapel pin at no charge for each awardee.
The overwhelming success of PAFA program (over 3 million awardees) had its budgetary
downside. For 1988 the Department decided to award certificates only. In planning
for 1989 the Department must make a decision as to whether to delete the lapel pin
from the program.
ISSUES
Funding: PAFA is a Presidential initiative funded by the Secretary's Discretionary
Fund.
REU BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:32PM ;
CCITT G3+
4566218;#10
04.07.89 03:23 PM
F10
Photocopy-Preservation
PRESIDENTIAL ACADEMIC FITNESS AWARDS PROGRAM (PAFA)
INFORMATION ON 1989 AWARD CERTIFICATES
Enclosed is the form for principals to order certificates in time for
presentation at graduation ceremonies. As in the past, orders for
certificates are accepted only from individual schools. No district
orders.
There is no charge for certificates.
Certificate Seals. The seals on the PAFA certificates are:
Award
Seal Color
Elementary School
- Blue and White
Middle/Junior High School
- Gold and White
Senior High School
- Solid Gold
Extraordinary Effort
- Solid Silver
The Extraordinary Effort Award. This is a special certificate for the
Extraordinary Effort Award. This
certificate, introduced last year, has a
silver seal with the following wording:
"in recognition of Extraordinary Effort to
Achieve Academic Excellence and
to meet the goals of the
Presidential Academic Fitness Awards Program"
The PAFA achievement-based award. The certificate wording has not changed:
"in recognition of
Outstanding Academic Achievement
and meeting the standards of the
Presidential Academic Fitness Awards Program"
If you have any questions, call the PAFA Hotline (800) 438-7232, or write
Presidential ACADEMIC Fitness Awards Program, U.S. Department of
Education, Washington, D.C. 20202-3720.
NOTE: SAT score for college bound students in
the 80th percentile is 1090.
SAT score for all students in the country
in the 80th percentile is 950.
PSAT score for college bound students in
the 80th percentile is 102.
PSAT score for all students in the country
in the 80th percentile is 91.
ACT score for the 30th percentile is 24.
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:31PM ;
CCITT G3+
45662121 (1) 11
04. 07 29 03:23 PM
P09
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY UNDER SECRETARY
UNITED STATES of AMERICA
FOR INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
March 1989
Photocopy-Preservation
Dear Principal:
Enclosed is a "School Participation Order Form" for the 1988-89 Presidential
Academic Fitness Awards (PAFA) program. If you wish to participate in this
program, please use this form to place your order for awards. Please return
this form promptly to assure receiving your certificates in time for graduation
or awards ceremonies. The award, a certificate signed by President George Bush
and Secretary of Education Lauro F. Cavazos, will be mailed beginning April
1989. Instructions for completing the form are on the detachable flap and the
form itself is a self-mailer which does not require an envelope.
The PAFA program was announced in a letter sent to you in November 1988. The
enclosed form should be referred to the appropriate individual at your school.
All information has been mailed to you since you must sign the School
Participation Order Form which affirms that all of the National PAFA criteria
have been met.
The PAFA program is entirely voluntary this year, as in the past five years.
There is no cost to schools for awards. We ask that you order only the
number needed for the eligible students at each exit grade in the graduating
class. Finally, if you have any questions about the program, please feel free
to contact us on the "PAFA Hotline" at 1-800-438-7232.
Please join us in recognizing students' academic excellence through your
school's participation in this year's Presidential Academic Fitness Awards
program.
Sincerely,
Michele Easton
Michelle Easton
Deputy Under Secretary
Enclosure
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:28PM ;
CCITT G3+
4566218;# 5
P35
04.07.89 03:23 PM
Photocopy-Preservation
PRESIDENTIAL ACADEMIC FITNESS AWARDS (PAFA) PROGRAM
1988 AWARDS BY STATE
STATE
ELEMENTARY
MIDDLE/JUNIOR
SENIOR HIGH
TOTAL
ALABAMA
Students:
9,486
5,728
4,701
19,915
Schools :
353
97
250
700
ALASKA
Students:
905
1,248
966
3,119
Schools :
51
18
47
116
AMERICAN SAMOA
Students:
16
94
65
175
Schools :
3
1
2
6
ARIZONA
Students:
6,530
4,409
3,376
14,315
Schools :
295
78
108
481
ARKANSAS
Students:
6,969
3,614
3,350
13,933
Schools :
296
76
184
556
BIA*
Students:
88
57
13
158
Schools :
1
1
1
3
CALIFORNIA
Students
56,728
39,561
31,134
127,423
Schools :
2,647
605
714
3,966
COLORADO
Students:
6,512
5,999
4,301
16,812
Schools
:
326
119
162
607
CONNECTICUT
Students:
6,518
4,823
3,778
15,119
Schools :
327
118
124
569
DELAWARE
Students:
1,730
1,003
1,313
4,046
Schools :
50
15
36
101
DISTRICT OF
COLUMBIA
Students:
369
184
230
783
Schools :
35
6
11
52
DOODS*
Students:
4,508
1,487
1,310
7,305
Schools :
196
35
65
296
FLORIDA
Students:
23,809
14,604
11,327
49,740
Schools :
916
261
323
1,500
GEORGIA
Students:
14,262
9,252
6,556
30,070
Schools :
538
151
250
939
GUAM
Students:
203
101
112
416
Schools :
11
2
5
18
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:29PM ;
CCITT G3+
4566216;# 6
04. 07. 82 03:23 PM
FO6
Photocopy-Preservation
Page 2
STATE
ELEMENTARY
MIDDLE/JUNIOR
SENIOR HIGH
TOTAL
HAWAII
Students:
968
511
531
2,010
Schools :
80
10
25
115
IDAHO
Students:
4,776
3,044
1,726
9,546
Schools :
178
54
78
310
ILLINOIS
Students:
25,370
14,562
15,313
55,245
Schools :
1,487
375
542
2,404
INDIANA
Students:
15,409
10,633
7,923
33,965
Schools :
915
213
329
1,457
IOWA
Students:
7,203
5,860
6,059
19,122
Schools :
429
132
366
927
KANSAS
Students:
8,434
5,405
4,185
18,024
Schools :
489
122
255
866
KENTUCKY
Students:
10,097
5,570
4,658
20,335
Schools :
493
HI
176
780
LOUISIANA
Students:
7,957
4,122
3,655
15,734
Schools :
402
107
222
731
MAINE
$
Students
2,837
1,777
1,547
6,161
Schools
:
214
54
92
360
MARYLAND
Students:
10,807
7,118
6,756
24,681
Schools
:
496
119
176
791
MASSACHUSETTS
Students:
10,932
5,772
5,396
22,100
Schools :
486
149
195
831
MICHIGAN
Students:
21,675
17,926
14,349
53,950
Schools :
1,203
365
550
2,118
-
MINNESOTA
Students:
10,677
7,360
6,322
24,359
Schools :
514
121
284
919
MISSISSIPPI
Students:
4,891
2,652
2,453
9,996
Schools :
169
47
125
341
MISSOURI
Students:
14,019
7,818
6,379
28,216
Schools :
739
179
356
1,274
MONTANA
Students:
2,434
1,690
1,435
5,559
Schools :
140
41
96
277
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:30PM ;
CCITT G3+
4566218;# 7
PG7
04. of 89 03:23 PM
Photocopy-Preservation
Page 3
STATE
ELEMENTARY
MJDDLE/JUNIOR
SENIOR HIGH
TOTAL
NEBRASKA
Students:
4,632
4,098
3,927
12,657
Schools :
290
64
228
582
NEVADA
Students:
2,812
1,694
1,356
5,862
Schools :
76
27
38
141
NEW HAMPSHIRE
Students:
1,935
1,322
1,276
4,533
Schools :
132
31
60
223
NEW JERSEY
Students:
16,935
10,569
12,198
39,702
Schools :
866
197
294
1,357
NEW MEXICO
Students:
3,096
2,385
1,429
6,910
Schools :
170
47
65
282
NEW YORK
Students:
36,898
25,493
30,499
92,890
Schools :
1,407
342
687
2,436
NORTH CAROLINA
Students:
15,820
10,823
7,277
33,920
Schools :
646
191
263
1,100
NORTH DAKOTA
Students:
2,323
1,162
1,130
4,615
Schools :
140
17
123
280
NORTHERN MARIANA
ISLANDS
Students
0
115
0
115
Schools
0
1
0
1
OHIO
Students:
30,774
18,303
17,403
66,480
Schools :
1,601
399
628
2,628
OKLAHOMA
Students:
11,232
5,804
4,907
21,943
Schools :
463
127
239
829
OREGON
Students:
6,330
5,170
4,570
16.070
Schools :
400
132
173
705
PENNSYLVANIA
Students:
32,678
19,737
20,103
72,518
Schools :
1,488
352
589
2,429
PUERTO RICO
Students:
2,401
2,322
2,543
7,256
Schools :
122
52
103
277
RHODE ISLAND
Students:
2,496
1,489
1,294
5,279
Schools :
143
31
38
212
ROV BY:%EROX TELECOPIER 7011 ; 4- 7-89 2:30PM ;
CCITT G3+
45662181# S
04. 07.89 03:23 PM
FOB
Photocopy-Preservation
STATE
ELEMENTARY
MIDDLE/JUNIOR
SENIOR HIGH
TOTAL
SOUTH CAROLINA
Students:
10,728
5,022
3,819
19,569
Schools
:
366
107
147
620
SOUTH DAKOTA
Students:
2,239
1,764
1,301
5,304
Schools :
166
31
110
307
STATE DEPARTMENT*
Students:
426
396
215
1,037
Schools :
38
34
32
104
TENNESSEE
Students:
10,003
4,729
4,047
18,779
Schools :
459
107
188
764
TEXAS
Students:
46,977
34,236
20,925
102,138
Schools :
1,577
494
646
2,717
UTAH
Students:
6,385
4,476
3,140
14,001
Schools :
236
66
63
365
VERMONT
Students:
1,014
726
657
2,397
Schools
:
93
14
40
147
VIRGIN ISLANDS
Students:
70
154
12
236
Schools
7
3
2
12
VIRGINIA
Students
16,178
>
10,505
11,370
38,053
Schools
757
182
282
1,221
WASHINGTON
Students
9,849
8,073
8,359
26,281
Schools
494
165
236
895
WEST VIRGINIA
Students
4,982
2,770
2,634
10,386
Schools
:
334
94
100
528
WISCONSIN
Students:
11,686
8,702
9,107
29,495
Schools :
834
210
343
1,387
WYOMING
Students:
1,849
1,554
677
4,080
Schools :
115
38
48
201
TOTAL
Students:
589,872
387,571
337,638
1,315,081
Schools :
27,911
7,337
11,918
47,166
*BIA: Bureau of Indian Affairs
*DODDS: Department of Defense Dependent Schools
*STATE DEPARTMENT: Department of State Overseas Dependent Schools
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:27PM ;
CCITT G3+
4566218:# 4
04. 07. 89 03:23 FM
204
Photocopy-Preservation
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
OFFICE OF PUBLIC AFFAIRS
(202) 732-4576
MEDIA UPDATE
ATTENTION: EDUCATION EDITOR
July 29, 1988
A review of current programs and projects at the
U.S. Department of Education. Use upon receipt.
Contact: Jane Glickman (202) 732-4307
ITEM: PRESIDENTIAL ACADEMIC FITNESS AWARDS FOR 1988 --
More than 1.3 million students across the country received
Presidential Academic Fitness Awards (PAFA) this year, the U.S.
Department of Education has announced. PAFA winners are
students in their final year of elementary, junior high, or
high school who accumulate grade averages of B+ or better and
also score in the top 20 percent on a standardized achievement
test To qualify for the award in high school, students must
also complete a solid core of academic courses.
Now in its fifth year, the PAFA program was initiated by
President Reagan as a salute to students who have achieved
excellence in their studies. Based in part on cumulative
grades, the academic award serves as an ongoing incentive for
students to always do their best. Another goal of the award is
to foster the development of those character traits and study
habits necessary for success over a sustained period of time --
such as perseverance and dedicated effort. To emphasize the
importance of these traits, school principals have the option
of presenting a limited number of awards to students who have
demonstrated extraordinary effort but have not met all the
.
criteria. In addition, the award is offered three times during
a student's education to provide a number of opportunities for
young people to improve and excel.
Recipients of the awards are from some 47,200 public and
private schools that elected to participate in the program.
The schools are located in all 50 States, the District of
Columbia, Puerto Rico, and American Samoa. They also include
schools affiliated with the Bureau of Indian Affairs and
overseas schools affiliated with the Department of Defense and
the Department of State. Each student receives a certificate
signed by President Reagan, U.S. Secretary of Education William
J. Bennett, and the school principal.
###
NOTE TO EDITORS: Attached is a list, by state, of the number
of schools that participated in PAFA at each level and the
number of students who received awards. For more information
contact local school officials or the Department's PAFA office:
1-800-438-7232 or (202) 732-1944.
RCV _ EY:XEROX TELECOPIER 7011 ; 4- 7-89 2:26PM ;
CCITT G3+
4566218;# 3
04.07.89 03:23 PM
P03
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY UNDER SECRETARY
SWITED STATES OF TAKOTA
FOR INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
Photocopy-Preservation
PRESIDENTIAL ACADEMIC FITNESS AWARDS PROGRAM
The PAFA program was initiated in 1983 to honor students who have achieved
outstanding academic records. In addition, the program provides an opportunity
for schools to encourage all students to achieve their full academic potential.
President Bush will continue this program, now in its sixth year as a salute to
students who have achieved excellence in their studies. Based in part on
cumulative grades, the academic award serves as an ongoing incentive for
students to always do their best.
Awards are presented at three levels to students graduating from elementary,
middle or junior high, and senior high school. The criteria for the award
includes attaining.
0 B+ average; and
0 80th percentile on a standardized achievement test; and
0 for seniors, having completed 12 credits in New Basics
(English, mathematics, science, social studies, foreign
languages, and computer sciences).
Schools have from April until June to determine the number of students who
qualify for the awards and order the appropriate number of certificates from
the Education Department. Schools will present the awards - which are signed
by President Bush, Secretary Cavazos and the school principal -- to students
this spring, usually as part of the graduation activities.
We hope you will find the Presidential ACADEMIC Fitness Award a helpful means
of motivating students in your school district to work to their full potential
in this end future years of study, and that it will be an honor to which all
pupils will aspire. If you have questions, please call the PAFA office at
(202) 732-1944 or (800) 438-7232.
There is no cost to schools to participate in the program.
RCV BY:XEROX TELECOPIER 7011 ; 4- 7-89 2:25PM ;
CCITT G3+
4566218;# 2
P02
04.07.89 03:23 PM
Photocopy-Preservation
THE WHITE HOUSE
WASHINGTON
March 6, 1989
Congratulations! I am pleased to salute the recipients
of the Presidential Academic Fitness Award for 1989.
The rewards of a good education are as limitless as
the mind it helps open and as lasting as a lifetime.
You are obviously making the most of your educational
opportunity, and for that I commend you. You've
proven that hard work and dedication do make a dif-
ference. I know this award is a source of great pride
to your parents and teachers, and it should be for
you as well. Your accomplishments encourage me that
America's future will be in good hands.
Barbara joins me in congratulating you for this honor
and in sending you our best wishes for every future
success. God bless you.
ay Bash
MAR 29 '89 16:49 OIG
PAGE. 01
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY UNDER SECRETARY
STATE STATES of STATE
FOR INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
FAX COVER SHEET
TO :
SARAH DeCAMP
The WHITE House - RM. 129 OEOB
FROM:
CHARLES KOLB.
Dept. of ED.
Name and telephone number of sender
telephone no. 1 732-5085
)
No. of pages and including cover sheet.
Our fax number is (202) 732-1971
Your fax number is 456-2461
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202
MAR 29 '89 16:49 OIG
PAGE. 02
3/29/89
Presidential Merit Schools
($250 million for FY 1990, increasing to
$500 million for FY 1993)
Purpose
O To recognize and provide cash awards to public and private
elementary and secondary schools that have made substantial
progress in (1) raising student educational achievement, (2)
creating a safe and drug-free school environment, and (3)
reducing the dropout rate.
Rationale
Financial incentives can spur schools to rise to the challenge of
meeting achievable standards of excellence.
Demonstrated schoolwide progress in achieving excellence deserves
public recognition.
How It Would Work
Funds would be allocated to the States under a formula based on
school-aged population and States' shares of Chapter 1 Basic
Grants.
Merit Schools would be selected by the States, assisted by a
special panel composed of educators, parents, and representatives
of business, labor, and the general public.
The State would make its selections using criteria, including
minimum criteria established by the Secretary of Education, based
on a school's progress in improving students' educational
performance, creating a safe and drug-free environment, reducing
the number of students who drop out of school or encouraging
those who have dropped out to reenter school, and other,
State-determined factors.
The State would determine the amount of each Merit School award
based on state-determined criteria, including school size and the
economic circumstances of the student body.
Both public and private schools would be eligible to receive
Merit School awards.
Awards can be for any activity that furthers the school's
educational objectives, including development and implementation
of educational programs, purchase of equipment and materials,
college scholarships, and bonus payments to teachers and
administrators.
Private schools could not use funds to support religious worship
or instruction.
MAR 29 '89 16:49 OIG
PAGE. 03
3/29/89
Magnet Schools of Excellence
($100 million for FY '90 and each of the
three suceeding fiscal years)
Purpose
o
To establish, expand, or enhance magnet schools in order to
promote open enrollment through parental choice and to strengthen
students' knowledge of academic or vocational subject areas.
Rationale
When parents have educational choices, schools work harder to
provide a high-quality education.
Magnet schools have increased competition and choice and improved
the quality of schools and the education of students in the
districts in which they have been established.
Magnet schools that focus on mathematics and science train future
leaders in disciplines that are of critical importance to the
Nation's economic competitiveness.
Many school districts that do not qualify for the existing Magnet
Schools program -- including districts that have already
desegregated, districts whose enrollment is so heavily minority
as to make desegregation impossible, and districts that are
ethnically but not racially diverse -- will have a chance to
establish magnet schools in order to expand educational choices
and improve their educational offerings.
For the existing Magnet Schools Assistance program, which funds
only school districts undergoing court-ordered or voluntary
desegregation, the Department's 1990 budget includes
$115 million, enough to continue the existing program at its
highest funding level ever.
How It Would Work
Grants would be made on a competitive basis to school districts
for academic and vocational magnet school programs.
Grants would be available for schools offering students any
aspect of the full spectrum of curriculum options. Applicants
would be encouraged to submit applications for magnet schools
that recognize the potential of educationally disadvantaged
children to benefit from magnet schools programs and applications
for magnet schools that enhance the diversity of educational
offerings to students.
Before a school district could receive an award, it would have
to demonstrate that the project would not result in segregation
or impede the progress of desegregation in the school district.
MAR 29 '89 16:50 OIG
PAGE. 04
3/29/89
Alternative Teacher and Principal Certification
($25 Million for FY '90 only)
Purpose
To improve the supply of well-qualified elementary and secondary
teachers and principals by encouraging and assisting States to
develop and implement creative and flexible alternative teacher
and principal certification requirements.
Rationale
About 210,000 additional teachers will be needed each year
between 1990 and 1995, up from 170,000 per year from 1986 to 1989.
Alternative certification provides a means for addressing teacher
shortages by providing access to teaching to professionals, such
as scientists and engineers, without teacher training. It allows
those with management experience in other areas--such as civilian
and military retirees--to pursue second careers in education.
States that have already implemented new certification programs
have experienced no shortage of well qualified candidates, and
graduates generally perform as well or better than traditionally
prepared teachers.
How It Would Work
States would apply for the amount they need or an amount
proportional to their school-aged population, whichever is less.
The Secretary would reallocate excess amounts on the basis of
need.
Twenty-five million dollars would be authorized and allocated to
the States, for FY '90 only, for a program of grants to support
programs, projects, or activities that develop and implement new,
or expand and improve existing, alternative teacher and principal
certification requirements.
O
Funds could be used for a wide variety of purposes, including the
design, testing, and evaluation of different options establishing
administrative structures, training staff, and developing
recruitment strategies, providing support services such as mentor
teachers, and developing reciprocity agreements between and among
States.
A State may carry out its program directly, or through contracts,
or subgrants to local educational agencies, intermediate
educational agencies, or consortia of such agencies.
States may spend grant money over a two-year period, if necessary.
MAR 29 '89 16:51 OIG
PAGE. 05
3/29/89
President's Awards for Excellence in Education
($7.6 million for FY 1990-93)
Purpose
o
Provides rewards and recognition to teachers who meet the highest
standards of excellence. This program is intended to give
teachers an additional incentive to excel in the classroom.
Rationale
o
The success of America's elementary and secondary schools depends
on the Nation's teachers.
In return for their efforts, excellent teachers deserve public
recognition, respect, and appropriate financial rewards.
o
Highly motivated and committed teachers not only impart subject
matter knowledge, but also instill in students an appreciation of
the value of education.
How It Would Work
Each State would receive an allocation based on its share of the
Nation's full-time equivalent public school teachers. Every
State would receive enough to make at least one award.
Award recipients would be selected by statewide panels named by
the Governor. Panels would be composed of parents, school
administrators, teachers, school board members, and business
leaders. Nominations for awards may be made by LEAS, public and
private schools, teachers, teacher associations, parents,
parent-teacher associations, businesses, business groups, and
student groups. Winning teachers would be selected by the
statewide panel using criteria established by the SEA (subject to
approval by ED).
Each award would be for $5,000. There would be no restriction on
how winners use the money.
Award winners would be honored at an annual national ceremony.
MAR 29 '89 16:51
OIG
PAGE 06
National Science Scholars Program
($5 million for FY 1990, rising to
$20 million for FY 1993)
Purpose
To help strengthen the leadership of the United States in the
sciences by providing prestigious scholarships to high school
seniors:
to recognize students who have demonstrated the highest
academic achievement in science and mathematics, and
to encourage and assist these students in continuing their
studies in these fields.
Rationale
America needs a continuing supply of talented scientists,
mathematicians, and engineers to be competitive in today's world
markets.
Key to our ability to develop and apply new technology.
Key to staffing and growth in industries that use advanced
technologies.
Students should know that there are immediate, tangible rewards
for excellence if they continue their studies in science and
mathematics at the postsecondary level.
The high visibility, prestigious nature, and significant
financial reward of the scholarships would attract the attention
of educators, capable high school students, and the American
public at large regarding the importance of science and
mathematics education.
Recent national test results underscore the need for new
incentives to concentrate in these areas. The U.S. once held an
undisputed leadership position in science and mathematics, but
now our students are doing less than half as well as those in
South Korea, the United Kingdom, Spain, and other countries.
HOW It Would Work
States would receive grants up to $10,000 a year for each year of
undergraduate study.
Selection criteria would be recommended to the Secretary by a
panel of scientists, mathematicians, engineers, and
representatives of industries that use advanced technologies.
Each State would nominate, according to the published criteria, 4
to 10 students from each congressional district in that State.
The President would make selections after considering
recommendations from an advisory board (30 scholarships) and from
Senators and Members of the House of Representatives (540
scholarships). A total of 570 recipients would be selected.
The President's proposal is to fund this program at increasing
levels: from $5 million in 1990 up to $20 million in 1993. This
would ensure that funding would be available to support National
Science Scholars throughout their undergraduate study and that a
new group of 570 scholars would be selected each year.
MAR 29 '89 16:52
OIG
PAGE. 07
3/29/89
Drug-Free Schools: Urban Emergency Grants
($25 million for FY '90 and each of the
three succeeding fiscal years)
Purpose
This program would provide grants each fiscal year to a small
number of urban school systems that have the most severe drug
problems.
This seed money would be used to develop and implement
comprehensive approaches to eliminating the severe drug problems
that affect an urban school's programs and students.
Rationale
The current Drug-Free Schools State formula grant program does
not fully take into account the extreme problems in urban school
systems that are disproportionately affected by drug trafficking
and abuse.
Prevention and education programs that may be effective elsewhere
are frequently inadequate in urban areas. More concentrated and
comprehensive approaches are required.
How It Would Work
School systems that are located in urban areas would compete for
one-time awards to support a comprehensive range of services,
such as:
drug education
counselling
improved school security
after-school programs
community outreach, including parent programs
alternative programs for students with a history of drug
abuse or others difficult to reach in the regular school
setting.
o
School officials would be given maximum freedom to provide
services appropriate to their needs.
MAR 29 '89 16:52
OIG
PAGE. 08
3/29/89
Endowment Initiative for Historically Black
Colleges and Universities (HBCUS)
($10 millionfor FY '90, rising to $20 million
for FY '91 and FY '92)
Purpose
o In FY 1990, $10 million would be authorized under Part C of
Title III of the Higher Education Act for HBCUs for endowment
challenge grants. This is approximately a five-fold increase
over the current amount received by HBCUs for endowments.
Rationale for Focusing on HBCUs
o HBCUs occupy a unique place. in the American system of higher
education. At a time when many schools would not educate Black
Americans, HBCUs offered them an opportunity for a higher education.
HBCUs today continue to play an important role. HBCUs have
provided education to half of the Black engineers, 75 percent of
the Black officers in the U.S. military, and 80 percent of the
Black judges in the U.S.
o
HBCUs are nearly evenly divided between public and private
schools. The 103 HBCUs enroll approximately 220,000 students, of
which nearly 90 percent are minorities.
Rationale for Endowment Funding
o
Many of the HBCUs have very low endowments, and are thus
financially weaker than comparable institutions.
Endowment building is an effective way to create financial
strength and long-term financial security for HBCUs.
Many colleges and universities are able to use their endowment income
to improve academic programs as well as administrative management.
For years, HBCUs have sought, and demonstrated that they could
utilize, more Federal funds than have been available.
How It Would Work
o
All 103 HBCUs would be eligible to apply for endowment grants.
o As is the case for all Title III endowment grants, Federal funds
would be provided to match the schools' contributions to their
endowment funds.
o Federal funds would provide a dollar for dollar match to private
sector contributions to the school's endowment fund up to
contributions of $500,000.
o The $10 million appropriation would be set aside for HBCUs.
HBCUs could still compete with other eligible Title III schools
for the remainder of endowment grant funding available under
Part C if they do not receive funding under the set-aside.
All of the current Title III Endowment Program selection
procedures and other requirements would apply to this new
set-aside.