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Swearing-In Ceremony - Lamar Alexander 3/22/90 [OA 6854] [1]
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Swearing-In Ceremony - Lamar Alexander 3/22/90 [OA 6854] [1]
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Swearing-in Ceremony - Lamar Alexander 3/22/90 [OA 6854] [1]
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26
19
7
1
McGroarty/Dooley
March 21, 1991
4:15 pm
[ED]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
AIR AND SPACE MUSEUM
MARCH 22, 1990
10:00 A.M.
Thank you, Alex [Haley], for those kind words. It's a
pleasure to be here today to witness the swearing-in of our new
Secretary of Education -- Lamar Alexander. //
[Additional introductory acknowledgements.)
For a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar comes to this task as the son of teachers. He
has served as a valued member of my Education Policy Advisory
Committee -- and, most recently, he's served the students of his
home state as President of the University of Tennessee. Five
years ago, as Chairman of the National Governor's Association, he
piloted the 50-state education survey, "Time for Results" -- a
report that put us on the path to the six National Education
Goals that guide our efforts from now to the year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man: a man with great common sense, who knows
what works. He's also one of Tennessee's leading philosophers.
He's got a saying you've probably already heard: "Today a
rooster. Tomorrow a feather duster." [[Think about that one.
Lamar, I'm going to make that our 7th National Education Goal --
by the year 2000, everyone in America will know what that saying
means. //]]
2
Our setting today -- this great Air and Space Museum -- is a
fitting site for this ceremony. It reminds us of another time
when this Nation set for itself a national goal -- that of
landing a man on the moon. And we did it. //
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal. Nationally, we have established goals. We are
setting standards and raising expectations. We must bring all
levels of government and all Americans together -- parents,
teachers, students, civic and business leaders and all interested
citizens -- to work toward our goals. //
What we can do on the federal level is serve as a catalyst
for change. We can point the way forward, contribute ideas and
create incentives for change -- and we can start with freedom of
choice. In education, freedom of choice recognizes that parents
are the real experts on what's best for their kids.
Often, parents with means -- families in the mid-to-upper
income brackets -- already have choice. They can send their
children to private schools -- or move to districts with the
strongest public schools. Poor parents don't have those choices.
So let's be clear about who can most benefit from greater freedom
of choice. It's poor families who will benefit most from a
healthy competition that creates real excellence in our schools.
3
With Lamar as the sparkplug, we're going to move forward
towards our national goals on many fronts. We're going to make
our schools better and more accountable. We're going to reward
excellence in our teachers. Challenge our children to learn --
and all American adults to recognize that learning is a life-
long process.
Learning isn't something that happens only in school. Lamar
likes to talk about something he calls the 91% factor: the fact
that by the time the average American youth reaches the age of
18, he's spent 9% of his time in the classroom, and 91% outside
of it. We must work as a society to support the kind of values,
culture -- the vital sense of community and, yes, citizenship --
that gives real meaning to all that our children learn. //
I know some people question whether we can meet the
ambitious goals we've set for ourselves -- whether we can lower
the drop-out rate, or rise to first rank world-wide in math and
science. Well, we can. / Think about this: The graduating
class of the year 2000 is in 3rd Grade today. Think about what
it means to be an eight-year-old -- about the world of learning
that lies ahead. Let's help those kids learn all they can on the
journey from 8 to 18 -- and then let's see where they take us in
the next century. //
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
than education. America's future walks through the doors of our
4
schools every day. For the sake of that future, America can
settle for nothing short of excellence in our schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
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2033291385-
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SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:47PM ;
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NOTES ON
EDUCATION FOR A FAIR AND COMPETITIVE SOCIETY
DAVID T. KEARNS
CHAIRMAN
XEROX CORPORATION
TO
ON
11/29/90/Educ
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PROBLEM STATEMENT
e PLEASED TO BE HERE TO DISCUSS AN AMERICAN
CRISIS.
-- THE WORD "CRISIS" IS AN APT ONE.
-- IN FACT, IT'S A NATIONAL DISASTER.
-- A THIRD OF TOMORROW'S WORK FORCE WILL BE
MINORITY, AND HALF OF THOSE KIDS ARE
GROWING UP POOR.
-- A FOURTH DROP OUT.
- MOST WON'T HAVE THE SKILLS TO SURVIVE IN AN
ADVANCED ECONOMY AND A GLOBAL
MARKETPLACE.
1
11/29/90/Educ
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AMERICA'S FUTURE DEPENDS ON EDUCATING OUR
CHILDREN.
-- EVERY YEAR 700,000 KIDS DROP OUT OF SCHOOL.
-- ANOTHER 700,000 GRADUATE WITHOUT BEING
ABLE TO READ THEIR OWN DIPLOMAS.
-- THAT'S 50% OF OUR YOUTH.
OUR SCHOOLS HAVE PUT US AT A TERRIBLE
COMPETITIVE DISADVANTAGE IN THE GLOBAL
ECONOMY.
AMERICA'S SCHOOL CHILDREN RANK LAST IN
INTERNATIONAL COMPARISONS IN MATH AND
SCIENCE.
2
11/28/90/Educ
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THE LABOR DEPARTMENT SAYS MORE THAN THREE-
FOURTHS OF NEW WORKERS WON'T HAVE THE
SKILLS THEY NEED TO DO THE WORK THAT NEEDS
TO BE DONE.
THAT SPELLS DISASTER FOR AMERICAN BUSINESS,
FOR OUR ECONOMIC FUTURE, AND FOR OUR
STANDARD OF LIVING.
-- WHEN THE SKILLS LEVEL OF THE WORKFORCE
DIFFERS FROM THE SKILLS LEVEL REQUIRED BY THE
ECONOMY, PEOPLE CALL IT A WORK FORCE
MISMATCH.
-- I CALL IT A PUBLIC EDUCATION FAILURE.
3
11/28/90/Educ
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THE JAPANESE LESSON
OUR SCHOOLS HAVE TO EDUCATE EVERYBODY --
NOTHING LESS WILL DO.
THAT'S WHAT THE JAPANESE DO.
-- THERE'S A LOT OF EVIDENCE THAT A KEY REASON
FOR THEIR ECONOMIC SUCCESS IS THEIR
EDUCATION SUCCESS.
-- VIRTUALLY ALL THEIR YOUNG PEOPLE GET A
WORLD CLASS HIGH SCHOOL EDUCATION.
WE MUST DO THE SAME.
-- WE CAN'T EDUCATE THE AFFLUENT AND IGNORE
THE DISADVANTAGED.
4
11/28/90/Educ
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-- WE CAN'T HAVE EXCELLENCE WITHOUT EQUITY.
IMPROVING OUR EDUCATION SYSTEM WILL TAKE
SOME RADICAL CHANGES IN THE WAY SCHOOLS
ARE RUN.
SIX PART PROGRAM
TOO MUCH OF WHAT PASSES FOR EDUCATION
REFORM AMOUNTS TO JUST TINKERING AT THE
MARGINS.
- REAL REFORM MEANS RESTRUCTURING THE
SYSTEM FROM TOP TO BOTTOM.
5
11/28/90/Educ
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-- NOTHING ELSE WILL WORK.
MANY ASK WHAT SHOULD OR CAN WE DO?
1. CHOICE: LET PUBLIC EDUCATION WORK IN A FREE
MARKET. LET SCHOOLS COMPETE FOR STUDENTS
AND LET STUDENTS ATTEND THE SCHOOL OF THEIR
CHOICE.
2. RESTRUCTURING: SCHOOLS WOULD BE RUN BY
TEACHERS AND PRINCIPALS AND DISTRICT OFFICES
WOULD BECOME SERVICE CENTERS.
3. PROFESSIONALISM: SALARIES WOULD BE BASED
ON A COMBINATION OF PERFORMANCE AND
LONGEVITY, AND TEACHERS WITH SPECIALTIES IN
SHORT SUPPLY WOULD BE PAID MORE.
4. STANDARDS: ACADEMIC STANDARDS MUST BE
RAISED FOR ALL STUDENTS, AND STUDENTS HELD
STRICTLY ACCOUNTABLE TO THEM.
6
11/28/90/Educ
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5. VALUE: EVERYTHING IS NOT RELATIVE. THERE ARE
PLENTY OF CONSTANTS IN AMERICAN VALUES, AND
THEY OUGHT TO BE TAUGHT IN THE SCHOOLS.
6. FEDERAL RESPONSIBILITY; WASHINGTON SHOULD
FULLY FUND HEAD START AND CHAPTER 1
PROGRAMS AND IT SHOULD EXPAND THE BUDGET
FOR EDUCATIONAL RESEARCH AND DATA
COLLECTION.
ROLE OF BUSINESS
HOW DO WE ACCOMPLISH THIS?
WE NEED BUSINESS LEADERS IN EACH OF THE
NATION'S COMMUNITIES TO INSIST THAT PUBLIC
EDUCATION BEGIN TO LEARN ITS LESSONS FROM
SUCCESSFUL FIRMS IN THE MARKET, THAT
"CHOICE", "DIVERSITY", AND "COMPETITION" ARE
TERMS AS WELL SUITED TO THE PUBLIC AS THE
PRIVATE SECTORS.
7
11/28/90/Educ
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THE BUSINESS ROUNDTABLE -- WHICH CONSISTS OF
THE NATION'S 200 LARGEST COMPANIES -- HAS
MADE A MAJOR COMMITMENT TO THE
GOVERNORS.
-- EACH CEO HAS MADE A TEN-YEAR COMMITMENT
TO A STATE.
-- XEROX CHOSE THE DISTRICT OF COLUMBIA.
WE INTEND TO GO BEYOND THE RHETORIC.
WE INTEND TO ACT.
UNDER THE LEADERSHIP OF JOHN AKERS -- CHIEF
EXECUTIVE OFFICER OF THE IBM CORPORATION --
WE ARE COMMITTED TO A TEN YEAR PLAN, ONE
THAT TRANSCENDS INDIVIDUAL CEO'S AND
INDIVIDUAL CORPORATIONS, ONE THAT WILL PUT
THE NATION'S CORPORATE RESOURCES BEHIND THE
CAUSE OF REFORM UNTIL THE NEXT CENTURY.
8
11/28/90/Educ
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EACH CEO HAS MADE A TEN-YEAR COMMITMENT
WE BELIEVE IT WILL TAKE THAT LONG TO
INSTITUTIONALIZE TRUE EDUCATION REFORM.
AND THAT IS WHAT WE ARE AFTER.
- NOT TINKERING AT THE MARGINS.
-- NOT WHAT I CALL FEEL-GOOD PARTNERSHIPS THAT
DO LITTLE BUT SHORE UP A BAD SYSTEM.
" BUT FUNDAMENTAL REFORM AND RESTRUCTURING
OF OUR PUBLIC EDUCATION SYSTEM.
9
11/28/90/Educ
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GOVERNORS AREN'T THE ONLY ONES WHO NEED
HELP.
-- AN INCREASING NUMBER OF SCHOOL
SUPERINTENDENTS -- PEOPLE LIKE JOE FERNANDEZ
WHO JUST TOOK OVER IN NEW YORK CITY -- ARE
WILLING TO ATTACK THEIR OWN BUREAUCRACY.
-- AND UNION LEADERS LIKE AL SHANKER AND ADAM
URBANSKI HAVE SHOWN REAL COURAGE.
-- THESE PEOPLE ARE HEROES IN MY BOOK.
-- THEY ARE TAKING ON THE SYSTEM AND TRYING TO
IMPLEMENT REAL CHANGE.
-- THEY DESERVE OUR SUPPORT.
10
11/28/90/Educ
SENT BY:Xerox lelecopier 7021 ; 3-21-91 i 3:50PM i
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NO QUICK FIXES
REAL STRUCTURING IS ESSENTIAL.
-- I URGE YOU NOT TO LOOK FOR EASY SOLUTIONS OR
QUICK FIXES.
-- THERE AREN'T ANY.
WE BELIEVE EDUCATION REFORM IS OUR BUSINESS,
NOT BECAUSE IT MAKES US FEEL GOOD - THOUGH
IT WILL.
-- NOT FOR REASONS OF ALTRUISM AND
PHILANTHROPY EVEN THOUGH THEY ARE
IMPORTANT.
11
11/28/90/Educ
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-- BUT FOR THE BEST, MOST HARDHEADED BUSINESS
REASON: THE BOTTOM LINE.
-- GOOD EDUCATION IS GOOD BUSINESS.
-- IT'S GOOD FOR THE NATION, GOOD FOR WORKERS,
AND GOOD FOR INTERNATIONAL
COMPETITIVENESS.
I URGE YOU TO BECOME ADVOCATES OF
EDUCATION REFORM.
OUR FUTURE -- ECONOMIC AS WELL AS POLITICAL --
DEPENDS AS NEVER BEFORE ON THE QUALITY OF
OUR CITIZEN'S EDUCATION.
12
11/28/90/Educ
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OUR ECONOMIC WELL BEING IN THE FUTURE IS
DIRECTLY LINKED TO THE QUALITY OF THE
AMERICAN WORK FORCE.
WE STAND AT AN IMPORTANT CROSSROAD.
WE CAN MAKE A DIFFERENCE.
IT WILL TAKE REAL EFFORT, BUT IT WILL PAY RICH
DIVIDENDS. WE ARE NOT ON A CRUSADE TO SAVE
OUR SCHOOLS.
WE ARE ON A CRUSADE TO SAVE OUR NATION.
THERE IS NOTHING MORE IMPORTANT ON THE
NATIONAL AGENDA.
13
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-- LET ME REPEAT THAT.
-- NO DOMESTIC ISSUE IS MORE IMPORTANT THAN
EDUCATION.
IMPROVING OUR SCHOOLS IS NOT JUST ANOTHER
NATIONAL PRIORITY.
I SEE IT AS UNDERPINNING TO A WHOLE SET OF
OTHER ISSUES -- DRUGS, ECONOMY -- BALANCE OF
TRADE, AND THE SECURITY OF THE U.S.
14
11/28/90/Educ
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:51PM ;
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TWO CENTURIES AGO THOMAS JEFFERSON SAID "IF
A NATION EXPECTS TO BE IGNORANT AND FREE, IT
EXPECTS WHAT NEVER WAS AND NEVER WILL BE."
IT IS OUR TASK TO MAKE SURE THAT ALL
AMERICANS UNDERSTAND THAT JEFFERSON'S
WORDS ARE AS TRUE TODAY AS WHEN HE UTTERED
THEM.
THANK YOU.
I WELCOME YOUR QUESTIONS.
-###-
15
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94566218
P.01
MAR-19-1991 15:27 DOEd OFFICE of SECRETARY TO
WITHINGTON ORGANIC
OFFICE OF THE SECRETARY
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
UNITED STATES OF AMERICA
Washington. D.C. 20312MAR 19 P2:39
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
MESSAGE
TO: Reggy
FAX NUMBER: 456-6218
FROM:
Wade Dyke
Sheet #1 of 8
MAR-19-1991 15:27 FROM DOEd OFFICE of SECRETARY
TO
94566218
P.02
LAMAR ALEXANDER
On December 17, 1990, President Bush announced his intention
to nominate Lamar Alexander as U.S. Secretary of Education. Mr.
Alexander has served as President of The University of Tennessee
since January 1988. His comments on education are featured
regularly on cable television's "American Magazine." He is a
member of President Bush's Education Policy Advisory Committee.
While at The University of Tennessee, Mr. Alexander has
emphasized the university's improving academic quality, reflected
by at $5.2 million commitment last year for 100 Whittle Scholars,
the recruitment of Brown University Faculty Dean John Quinn and
University of Connecticut Engineering Dean Wesley Harris, the
appointment of the first black and the first female vice
presidents at the university, and the recent unanimous approval
of a new five-year plan for the university's campuses and
institutes.
Mr. Alexander was Governor of Tennessee from 1979 to 1987.
As Chairman of the National Governors' Association, he led the
50-state education survey, "Time for Results." In 1988 the
Education Commission of the States gave him the James B. Conant
Award for "distinguished national leadership in education." He
was Chairman of President Reagan's Commission on Americans
Outdoors and in 1987 was one of the NCAA's six Silver Anniversary
scholar-athletes.
Mr. Alexander is a classical and country pianist and author
of three books, the most recent being Six Months off (William
Morrow & Co., Inc.), the story of his family's "escape" to
Australia after eight years in the Tennessee Governor's Mansion.
He is a Phi Beta Kappa graduate of Vanderbilt University and was
a law review editor at New York University Law School. He was
born July 3, 1940.
His wife, Honey, is a member of the Corporation for Public
Broadcasting and of the board of directors of Family Services of
America. With Bob Keeshan, television's "Captain Kangaroo," the
Alexanders helped to found Corporate Child Care, Inc., which
helps companies solve their employees' child care problems.
The Alexanders have four children: Andrew, 21; Leslee, 18;
Kathryn, 16; and Will, 11.
January 1991
MAR-19-1991 15:28 FROM DOEd OFFICE of SECRETARY TO
94566218 P.03
Background on Department of Education
for White House Research Office
March 19, 1991
-- In 1867, Congress created a non-cabinet level Department to
collect information and statistics about U.S. schools. As
federal education programs expanded, the need for a separate
department grew.
-- On October 17, 1979, President Jimmy Carter signed Public Law
96-88, creating the U.S. Department of Education. One of 14
cabinet-level federal agencies, the doors formally opened on
May 4, 1980.
-- Lamar Alexander was unanimously confirmed by the Senate on
March 14, 1991, and sworn into office on March 18. He is the
fifth Secretary of Education. His predecessors were Shirley
Hufstedler (12/79-1/81) ; Terrell Bell (1/81-12/84) ; William
Bennett (2/85-9/88) ; and Lauro Cavazos (9/88-12/90).
-- The Department houses nearly 5,000 employees nationwide (4,896
part-time, full-time, consultants, experts, according to ED
Personnel, as of 2/23/91) 3400 in Washington, D.C. and 1600
in 10 regional offices.
--
For the 1990-91 school year, the federal government's share of
spending for public elementary and secondary schools was only
6.0 percent ($13.0 billion) of an estimated total of $218.3
billion. For education spending at all levels (elementary,
secondary, postsecondary, private), the federal share is an
estimated 8.4 percent ($33.2 billion) of an estimated total of
$397.0 billion. (Source: ED's Office of Educational Research
and Improvement).
-- The President's new domestic agenda, announced February 27,
includes initiatives to expand educational choice, promote
alternative certification for teachers and principals and
provide more flexibility in federally-funded education
programs in exchange for more state/local accountability. He
will incorporate his education initiatives in a new
Educational Excellence Act to be announced soon.
:
MAR-19-1991 15:28 FROM DOEd OFFICE of SECRETARY TO
94566218
P.04
On This I Sound Like a Broken Record
From "steps Along
the Way"
The preceding facts and the following conclusions may help
you understand why I say time and time again that paying more
for teaching well should be Tennessee's most important strategy:
1. Tennessee's most urgent need is to raise family incomes.
2. Higher family incomes come from jobs, not from govern-
ment handouts.
3. Most new jobs are grown at home, not recruited.
4. "Growing" and holding jobs today requires higher skills
than many Tennesseans have.
5. Skills are usually learned in schools.
6. Therefore, better schools mean better jobs for Tennesseans, young
and old.
7. The teacher-student relationship is the heart of a school.
8. Therefore, better teachers produce better schools.
9. Many talented people will not join a profession that does
not reward performance and results.
10. Taxpayers will not pay teachers' salaries that average much
above their own (taxpayers') salaries.
11. Taxpayers will pay to make Tennessee's best teachers among
the best-paid teachers in America because the taxpayers' jobs
depend on the teachers' results.
12. Therefore, paying more for teaching well is the best way to keep and
attract the best teachers.
Raising family incomes is much more complicated than what I
have just outlined; but basing policy on this series of conclusions
for ten years will do more than anything else the state can do to
raise family incomes.
THE SALESMAN SAYS IT'S
ECONOMICAL AND WILL
GET US TO WHERE WE
WANT TO Go-
BUT RED-PLAID
UPHOLSTERY??
LACAR ALEXANDER
1980
BUDGET
To GOVERNOR I'LL BUY ALEXANDER Charlis.
Courtesy of The Knoxinle /
140
MAR-19-1991 15:29 FROM DOEd OFFICE of SECRETARY
TO
94566218
P.05
FLOM steps
Along the Way"
One Governor's Report Card
As my term draws to a close, people often ask, "What are your
accomplishments?" I know what they are thinking. Saturn and
Nissan came, so I must have talked Saturn and Nissan into it; the
schools are better because of my Better Schools Program; there are
new roads-the governor built them; fewer babies die-Honey's
programs saved them. Some think about it the other way, too.
Prisoners escape; I must have gone to sleep at the watchtower.
But that is not the way it is, and that is not the way I mark my
own report card. Governors don't have those kinds of accomplish-
ments; the people do. A governor achieves his personal best by
being honest and by staying in touch with the people who elected
him to serve them.
HONEST
NOT TRYING TO
ESCAPE JUST
GOT SQUEEZED
OUT-
PRISON
A Tennessee Report Card (1979-1987)
Here is my list-in priority order-of the twenty-five most
important things that state government helped happen during the
last eight years (aside from the birth of William Houston Alexander,
May 14, 1979). Most of the twenty-five things are programs and
policies based upon the facts and conclusions you have just read:
1. MASTER TEACHERS AND PRINCIPALS-Tennese five years
ahead of the nation in paying more for teaching and leading
schools well, offering 77 percent pay increases over three years to
the best teachers with twelve-month contracts.
2. TENNESSEE HOMECOMING '86-Seven hundred ninety-
141
MAR-19-1991
15:29
FROM
DOEd OFFICE of SECRETARY
TO
94566218
P.06
eight communities, studying their heritage, thinking prouder and
bigger, all at once, in one state, the biggest celebration in our
history. (If we could bottle the spirit, it would outsell anything else
in Tennessee!)
3. SATURN AND NISSAN-The biggest United States invest-
ment ever and the biggest overseas Japanese investment ever
both coming to Tennessee, a national verdict about where to build
the highest quality car or truck at the lowest possible cost in the
1990s.
4. NEARLY 10 PERCENT OF ALL JAPANESE UNITED STATES
INVESTMENT COMES TO TENNESSEE-Developing the best re-
lationship any state has with America's number one ally.
5. THREE BIG ROAD PROGRAMS IN SIX YEARS-More than
doubling the gasoline tax to build one of the best state road systems,
including 152 miles of new state-paid interstate highways.
6. KNOXVILLE'S OAK RIDGE CORRIDOR-Building an inter-
state highway from the nation's most visited national park (Great
Smokies) by the airport for the most livable city in the U.S.
(Knoxville) to the world's finest energy research laboratory (Oak
Ridge), giving joint appointments to twenty-five nationally distin-
guished scientists at the laboratory and at an improved UT-Knoxville,
building a $25 million technical institute on the corridor, all in an
area where 3,000 Ph.D.'s live and work, creating Tennessee's
answer to North Carolina's Research Triangle.
7. CENTERS OF EXCELLENCE AND CHAIRS OF EXCELLENCE
AND ONE HUNDRED PERCENT FUNDING FOR HIGHER EDU-
CATION-Endowing our colleges and universities so they can do
better what they do best.
8. THE LOWEST INFANT MORTALITY RATE IN TENNESSEE
HISTORY-Fewer babies die, because there is the Healthy Chil-
dren Initiative. (Honey would put this first. She's probably right-
she almost always is.)
9. CLEAN WATER PROGRAM-Safe Growth Team's most im-
portant accomplishment: $1 billion of government money over
twenty years so there will be enough safe water.
10. BETTER SCHOOLS TASK FORCES-One hundred twenty-
five local citizen groups setting their own goals and issuing their own
report cards, because ultimately communities fix schools.
11. BASIC SKILLS FIRST-New standards and tests so we can
insist that eighth graders know eighth-grade skills.
12. COMPUTER SKILLS NEXT-Computers and training so that
every ninth grader knows basic computer skills.
13. ELIMINATE MOST CEILINGS ON INTEREST-They were
running away money and jobs.
14. SCENIC PARKWAYS SYSTEM-No new billboards or junkyards
on three thousand miles of roads to scenic places (unless cities and
counties change their zoning).
15. GOVERNOR'S SCHOOLS-Four month-long residential Gov-
ernor's Schools for gifted high school juniors in the Sciences,
Performing Arts, Humanities, and International Studies; a Gover-
nor's Academy for Teachers of Writing: Principals' Academies, plus
142
MAR-19-1991 15:30 FROM DOEd OFFICE of SECRETARY TO
94566218
P.07
several hundred Levels II and III teachers teaching summer classes
of
for other students who want to get ahead and students who need
or-
to catch up.
16: STATE PRISON OVERCROWDING PERMANENTLY ENDED-
er.
New corrections laws put state prisons in best shape in a long time.
he
(I'm sure the Democrats will wince at this. It's always been on their
gn
gripe list.)
the
17. REORGANIZED ADULT JOB TRAINING UNDER BOARD
OF REGENTS-To help adults who need basic skills, computer
is-
skills, and new jobs skills.
18. COLLEGE FRESHMEN WHO NEED THEM MUST TAKE
REMEDIAL COURSES-Twenty percent need them, even though
they have a high school degree.
19. PRIVATE MANAGEMENT OF CORRECTIONS-More pio-
neering to see if someone else does it better for less money.
20. ABOLISHING MEMPHIS STATE UNIVERSITY'S UNDER-
GRADUATE TEACHER EDUCATION PROGRAM-In its place is a
master's degree program attracting talented men and women who
already have college degrees in their teaching fields and who want
to be teachers. It's the wave of the future.
td
21. TENNESSEE HERITAGE OF MUSIC-Three million dollars
st
in endowment and annual operating funds for symphonies and
er
community orchestras.
of
22. MEMPHIS JOBS CONFERENCE-The catalyst that helped
our largest city find its strengths, celebrate them, and move ahead.
23. TENNE-SENIOR- Retail discounts for 530,000 Tennesseans
ht
as
sixty-five and over.
IF I'VE TOLD YOU PEOPLE
y
er
ONCE I'VE TOLD YOU A
8
MILLION TIMES
NATIONAL
143
MAR-19-1991 15:31 FROM DOEd OFFICE of SECRETARY
TO
94566218
P.08
24. TOURISM BECOMES A $4 BILLION INDUSTRY-With the
help of Tennessee Homecoming '86, a big advertising budget, and
the World's Fair.
25. ALL DONE WITH THE LOWEST TAXES IN THE SOUTH-
State and local per capita taxes in Tennessee are the lowest in the
South; there are a thousand fewer state employees than there
were eight years ago, the state debt has been reduced six of
the last eight years, and Tennessee is one of eleven states with a
Triple A bond rating.
Tennessee
Scenic
Parkway
Honorable Mention:
Clean Roadsides-A litter pick-up crew in every county.
Medical Home for Every Child-So every poor child has a doctor.
Tennessee Tomorrow-So tomorrow's political leaders can meet today's.
Jobs for High School Graduates-Skills and jobs for high school
graduates who otherwise would have been least likelv to succeed.
"Just Say No"-Preventive measures to halt the alcohol and drug
epidemic among young Tennesseans.
1 figure everyone else will develop a report card for the Last eight
years so I might as well offer my version.
144
ND COMMUNITY COLLEGE
TENNESSEE SYSTEM. THE UNIVERSITY OF
747
ntinued college instruction
and mechanical engineering; master of arts, science, business administration,
f Putnam County. In 1915
engineering, and engineering science and mechanics; master of chemical, civil,
echnic Institute. Dixie Col-
electrical, industrial, and mechanical engineering; specialist in education; doctor
along with $75,000 from
of philosophy; and associate of science. The Joe L. Evins Appalachian Center
began on September 14,
for Crafts is located at Smithville; it offers courses leading to bachelor of fine
(1916-1920). The institute
arts and bachelor of science degrees. The Division of Extended Services provides
is a high school for Cooke-
noncredit courses, evening classes, and off-campus courses. There are two off-
o 1938. Third year college
campus centers: Tennessee Tech/Roane State Crossville Center at Crossville,
e high school was discon-
Tennessee, and Tennessee Tech/Motlow State McMinnville Center at Mc-
ne a four-year college. In
Minnville, Tennessee.
d the last high school class
Students may enroll in the Army Reserve Officers' Training Corps program.
Among student organizations are the Associated Student Body, thirteen social
al and Technical Subjects
fraternities, and six social sororities. Students publish the Oracle weekly news-
nal accreditation in 1939.
paper and the Eagle yearbook. Homespun literary magazine is published by the
Ю to 1974. An Army Air
Department of English. The university is a member of the Ohio Valley Confer-
during World War II. The
ence; teams compete in men's football, baseball, cross-country, soccer, and golf;
:d into five schools in 1949;
women's volleyball; and men's and women's basketball, rifle, and tennis. The
late School was founded in
Jere Whitson Library has 760,000 volumes. The university is accredited by the
of science degree program
Southern Association of Colleges and Schools. Arliss Lloyd Roaden has been
e college in the 1960s. On
president since 1974.
echnological University. A
REFERENCES: Harvey Neufeldt, Tennessee Technological University; Harvey G. Neu-
70. In 1971 the university
feldt, "Higher Education in the Upper Cumberland: Tennessee Polytechnic Institute,"
Army Corps of Engineers,
paper presented at the Second Upper Cumberland Lecture series, September 20, 1979;
f Nursing was initiated in
Austin Wheeler Smith, The Story of Tennessee Tech (Nashville: McQuiddy Printing Co.,
S was opened at Smithville,
1957).
us include Derryberry Hall
emorial Library; University
TENNESSEE SYSTEM, THE UNIVERSITY OF. Knoxville, Tennessee 37916
alth and Physical Education
(615) 974-2591. The University of Tennessee System was organized in 1968
Bruner, Foster, Henderson,
with subordinate units The University of Tennessee, Knoxville; The University
cademic buildings; twenty-
of Tennessee at Martin; and The University of Tennessee Medical Units. Andrew
apartments. The university
David Holt, president of the University of Tennessee, Knoxville, was chosen
enter for Crafts near Smith-
president of the system in 1968. The units were headed by chancellors. The
enter Hill Lake twenty-five
University of Tennessee, Knoxville, was chartered as Blount College on September
arms.
10, 1794. It became a land-grant college in 1869 and was named The University
educational, residential and
of Tennessee in 1879. The University of Tennessee at Martin had been established
demic calendar with a sum-
in 1900 as Hall-Moody Institute by the Southern Baptist Conference of West
with a faculty of 560. The
Tennessee. It became Tennessee Junior College under the administration of The
and Home Economics, Arts
University of Tennessee in 1927. In 1951 it became a senior college as The
and Engineering; School of
University of Tennessee Martin Branch.
ian Center for Crafts; and
The University of Tennessee Medical Units had developed from the merger
e bachelor of arts, science,
of University of Memphis College of Physicians and Surgeons and College of
ome economics, chemistry,
Dentistry with the University of Tennessee in 1911. The College of Pharmacy
ology, engineering science
was organized in 1925. In 1926 the Memphis Training School for Nurses became
chemical, civil, electrical,
part of the university, and in 1927 the School of Biomedical Sciences was
748
TENNESSEE SYSTEM, THE UNIVERSITY OF
established. In 1974 the medical units became The University of Tennessee
Center for the Health Sciences located at Memphis. In 1969 The University of
Tennessee at Chattanooga was established as a state institution under the system
with the merger of the private University of Chattanooga and Chattanooga City
College. The University of Chattanooga had been established as Chattanooga
University in 1886 by the Methodist Episcopal church. Ties with the church had
been severed in 1935. Chattanooga City College had operated as a private,
predominantly black junior college.
Holt was succeeded at The University of Tennessee, Knoxville, by Charles
Weaver, chancellor from 1971 to 1973, and as president of the system by Edward
Joseph Boling in 1970. The system is governed by an eighteen-member board
of trustees serving nine-year terms and is administered by a president elected by
the Board of Trustees.
Tennessee, Knoxville, The University of. Knoxville, Tennessee 37996 (615)
974-3288. The territorial legislature of the Southwest Territory, later the state
of Tennessee, chartered Blount College at Knoxville, the territorial capital, on
September 10, 1794. The college was named for William Blount, the territorial
governor. The college was opened early in 1795, meeting at the home of Samuel
Carrick (BDAE), who first had opened a school there on January 1, 1793. A
two-story frame building was constructed at Gray and Clinch streets. Five women
students were enrolled in the college in the early 1800s. On October 26, 1807,
the Tennessee legislature established East Tennessee College, absorbing the
assets of Blount College. Carrick continued as president until his death in 1809.
The college was closed due to lack of funds from 1809 to 1820; it was reopened
to male students under David A. Sherman, who served until 1825. The school
was consolidated with Hampden-Sydney Academy (later Hampden-Sydney Col-
leget) from 1820 to 1826. The college was moved to the Charles McClung, Jr.,
residence on the forty-acre College Hill site. Center College building was con-
structed in 1828.
Under Joseph Estabrook, president from 1834 to 1850, the legislature changed
the name to East Tennessee University on January 29, 1840. A gymnasium
constructed in 1854 was destroyed during the Civil War. The university continued
to operate until the campus was occupied in 1862 by Confederate troops who
turned it into a military hospital. Thomas W. Humes was appointed president
of the closed university on March 19, 1864. The school was reopened on March
1, 1866, with twenty students in attendance. On January 16, 1869, the university
became the land-grant college for the state of Tennessee under the Morrill Act
of 1862. A 262-acre farm was purchased in 1869. South College Building was
constructed in 1872. In March 1879 the university was renamed the University
of Tennessee. A medical college was established at Nashville, Tennessee, as a
branch of the university in 1879, and a dental college was added later. The
Graduate School was established in 1879. A summer normal school was con-
ducted on the campus in 1879. The Agricultural Experiment Station was formed
EE SYSTEM, THE UNIVERSITY OF
TENNESSEE SYSTEM, THE UNIVERSITY OF
749
e The University of Tennessee
in 1882. Humes was forced to resign in 1883, and the office of president was
ohis. In 1969 The University of
vacant until 1887 when Charles William Dabney (BDAE) became president; he
tate institution under the system
served until 1904. The College of Law was founded in 1890. The university
attanooga and Chattanooga City
became coeducational in 1893. The University of Tennessee Press was founded
een established as Chattanooga
in 1898. In 1903 the first direct appropriation was received from the state.
hurch. Ties with the church had
Brown Ayres was president from 1904 until his death on January 28, 1919.
ege had operated as a private,
In 1911 the medical and dental schools were moved to Memphis, Tennessee,
where they later became the University of Tennessee Center for the Health
nnessee, Knoxville, by Charles
Sciences. The College of Engineering was founded in 1905 and the College of
esident of the system by Edward
Business Administration in 1914. The Agricultural Extension Service was formed
1 by an eighteen-member board
in 1914. A unit of the Students' Army Training Corps was conducted on the
istered by a president elected by
campus during World War I. Harcourt Alexander Morgan served as president
from 1919 to 1934 and was succeeded by James Dickson Hoskins from 1934 to
1946. The College of Education was established in 1926. The Hall-Moody
noxville, Tennessee 37996 (615)
Institute in Martin, Tennessee, was acquired by the university as a second campus
thwest Territory, later the state
in 1927; in 1967 it became the University of Tennessee at Martin. * During World
xville, the territorial capital, on
War II the university housed a unit of the Army Student Training Program.
Γ William Blount, the territorial
Cloide Everett Brehm served as acting president (1946-1948) and president
meeting at the home of Samuel
(1948-1959). The university grew rapidly in enrollment and physical plant fol-
ol there on January 1, 1793. A
lowing the war. An extension center was opened in Nashville in 1947; in 1970
and Clinch streets. Five women
the center became University of Tennessee at Nashville offering two-year pro-
y 1800s. On October 26, 1807,
grams. In 1971 it became a four-year degree-granting institution; it was merged
nessee College, absorbing the
with Tennessee State University* in 1979. The Graduate School of Social Work
resident until his death in 1809.
was established in 1942 and the School of Journalism in 1949. Black students
a 1809 to 1820; it was reopened
were admitted to the university under court orders at the graduate level in 1952;
) served until 1825. The school
the undergraduate level was integrated in 1961. The College of Home Economics
ny (later Hampden-Sydney Col-
was organized in 1957.
ed to the Charles McClung, Jr.,
Andrew David Holt was president from 1959 to 1970. New units organized
enter College building was con-
were the Space Institute at Tullahoma, Tennessee (1963); School of Health,
Physical Education, and Recreation (1964); School of Architecture (1965); Grad-
to 1850, the legislature changed
uate School of Biomedical Sciences at Oak Ridge, Tennessee (1965); Graduate
luary 29, 1840. A gymnasium
School of Planning (1965); and College of Communications (1969). In 1968 the
il War. The university continued
university was reorganized into the University of Tennessee System* with Holt
362 by Confederate troops who
as president and chancellors heading the campuses at Knoxville, Memphis, and
Humes was appointed president
Martin. Charles Weaver was appointed chancellor at the University of Tennessee,
school was reopened on March
Knoxville, in 1969; he served until 1971 and was succeeded by Archie Reece
January 16, 1869, the university
Dykes (1971-1973). The College of Nursing was established in 1971 and the
ennessee under the Morrill Act
College of Veterinary Medicine in 1974.
i9. South College Building was
On the 500-acre main campus are about 120 buildings, including Austin Peay
ity was renamed the University
Memorial Building, South College building (1872), and Andy Holt Tower admin-
d at Nashville, Tennessee, as a
istration building (1973), Claxton Education Building (1982), Stokeley Athletics
[ college was added later. The
Center (1957), Carolyn P. Brown Memorial University Center (1955), James
immer normal school was con-
D. Hoskins Library (1931), Music Building (1966), Clarence Brown Theatre
Experiment Station was formed
(1970), William B. Stokeley Center for Management Studies (1975),
750
TENNESSEE SYSTEM. THE UNIVERSITY OF
John C. Hodges Undergraduate Library, and 10 student residence halls. The
university maintains the 18,500-acre Ames Plantation near Grand Junction, Ten-
nessee; the Dairy Experiment Station near Lewisburg, Tennessee; 250-acre Ar-
boretum at Oak Ridge; a research farm; animal research laboratory; and seven
agricultural experiment stations throughout the state. Among graduates were
state governors James B. Frazier and Winfield Dunn; U.S. senators Howard
Baker, Jr., Albert Gore, Sr., Estes Kefauver, and Lawrence D. Tyson; college
president David Bancroft Johnson (BDAE); U.S. Supreme Court Justice Edward
T. Sanford; U.S. Marine Corps Commandant Clifton Cates; Pulitzer Prize win-
ners Bernadotte E. Schmitt and John M. Hightower; and Albert Alexander Mur-
phree (BDAE). U.S. Commissioner of Education Philander Priestly Claxton
(BDAE) was a graduate who also served on the faculty. Faculty members in-
cluded Edward Southey Joynes (BDAE), John Berrien Lindsley (BDAE), John
McLaren McBryde, William Albert Noyes (BDAE), and John Alexander With-
erspoon (BDAE).
The University of Tennessee, Knoxville, is a public, coeducational, residential
and commuter, land-grant university operating on the quarter academic calendar
with a summer quarter. In the 1980s there were nearly 23,000 full-time and
more than 7,000 part-time students with a full-time faculty of 1,300 and a part-
time faculty of 420. The university is organized into colleges of Agriculture,
Business Administration, Communications, Education, Engineering, Home Eco-
nomics, Law, Liberal Arts, Nursing, and Veterinary Medicine; School of Ar-
chitecture; graduate schools of Library and Information Science, Planning, and
Social Work; and Division of Continuing Education. At Oak Ridge are the
Graduate School of Biomedical Sciences, Evening School, and Resident Grad-
uate Program. The University of Tennessee Space Institute is located at Tulla-
homa, Graduate Center at Kingsport, and Graduate Engineering Center at
Chattanooga. The Institute of Agriculture is composed of the colleges of Agri-
culture and Veterinary Medicine, the Agricultural Experiment Station, and Ag-
ricultural Extension Service.
The College of Agriculture offers bachelor of science in wildlife and fisheries
science, forestry, agriculture, and agricultural engineering degrees. Farms ad-
jacent to or near the agricultural campus are the Morgan Farm of 80 acres,
Cherokee Farm of 550 acres, Plant Science Farm of 510 acres, and a 510-acre
livestock farm. Forestry facilities are Cherokee Woodlot (120 acres), Oak Ridge
Forest (2,260 acres), and Ames Plantation (8,000 acres). Students publish the
Tennessee Farmer quarterly. The College of Veterinary Medicine awards doctor
of veterinary medicine, master of science, and doctor of philosophy degrees. It
operates research facilities at Cherokee Farm and in middle and west Tennessee.
The College of Business Administration awards the bachelor of business admin-
istration degree. It conducts the Center for Business and Economic Research.
The College of Communications includes the School of Journalism. It confers
the bachelor of science in communications degree.
E SYSTEM, THE UNIVERSITY OF
TENNESSEE SYSTEM, THE UNIVERSITY OF
751
student residence halls. The
The College of Education includes the School of Health, Physical Education
ion near Grand Junction, Ten-
and Recreation. It grants the bachelor of science in education degree. The College
urg, Tennessee; 250-acre Ar-
of Engineering offers bachelor of science in aerospace, chemical, civil, electrical,
esearch laboratory; and seven
industrial, mechanical, metallurgical, and nuclear engineering; bachelor of sci-
tate. Among graduates were
ence in engineering physics; bachelor of science in engineering science; master
Dunn; U.S. senators Howard
of science; and doctor of philosophy degrees. The college houses the national
Lawrence D. Tyson; college
headquarters of Tau Beta Pi and Chi Epsilon honor societies. There is a coop-
Supreme Court Justice Edward
erative engineering program. There are five-year cooperative programs with a
ton Cates; Pulitzer Prize win-
number of liberal arts colleges. The college conducts a graduate program at the
Γ; and Albert Alexander Mur-
University of Tennessee Space Institute and the Engineering Experiment Station.
n Philander Priestly Claxton
Engineering students publish the Tennessee Engineer.
faculty. Faculty members in-
The College of Home Economics awards bachelor of science in tourism, food,
rrien Lindsley (BDAE), John
and lodging administration; home economics; and interior design degrees. The
E), and John Alexander With-
College of Law is conducted on the semester academic calendar. It confers the
doctor of jurisprudence degree. There is a dual doctor of jurisprudence/master
lic, coeducational, residential
of business administration degrees program with the College of Business Admin-
the quarter academic calendar
istration. Students publish the quarterly Tennessee Law Review. Among law
nearly 23,000 full-time and
student organizations are the Student Bar Association, three national law fra-
e faculty of 1,300 and a part-
ternities, and a national honor fraternity. The College of Liberal Arts grants
into colleges of Agriculture,
bachelor of arts, fine arts, music, science in chemistry, and science in social
ion, Engineering, Home Eco-
work degrees. The College of Nursing awards the bachelor of science in nursing
ary Medicine; School of Ar-
degree. The School of Architecture confers the bachelor of architecture degree.
ation Science, Planning, and
Students publish Portfolio journal of architecture.
tion. At Oak Ridge are the
The Graduate School grants master of arts, science, accounting, business
: School, and Resident Grad-
administration, arts in college teaching, engineering, fine arts, mathematics,
Institute is located at Tulla-
music, public administration, and public health; master of science in library
luate Engineering Center at
science, nursing, planning, and social work; specialist in education; and doctor
of business administration, education, and philosophy degrees. The school con-
osed of the colleges of Agri-
ducts off-campus graduate centers at Kingsport and Oak Ridge; the Chattanooga
Experiment Station, and Ag-
Graduate Engineering Program; Nashville Graduate Engineering Program; and
the University of Tennessee-Oak Ridge Graduate School of Biomedical Sciences.
ence in wildlife and fisheries
The Graduate School of Library and Information Science offers the master of
ineering degrees. Farms ad-
library and information sciences degree. The Graduate School of Planning awards
Morgan Farm of 80 acres,
the master of science in planning degree. The master of science in social work
of 510 acres, and a 510-acre
degree is conferred by the Graduate School of Social Work. The school conducts
odlot (120 acres), Oak Ridge
degree programs at Nashville, Knoxville, Memphis, and Chattanooga. The Di-
acres). Students publish the
vision of Continuing Education offers a variety of credit and noncredit courses,
nary Medicine awards doctor
conferences, and workshops. It conducts the Evening School. The university
tor of philosophy degrees. It
conducts Transportation and Water Resources Research centers.
middle and west Tennessee.
Students may enroll in foreign study programs and Air Force and Army Reserve
bachelor of business admin-
Officers' Training Corps programs. There are more than 200 student organiza-
SS and Economic Research.
tions, including the Student Government Association; Phi Beta Kappa (1965),
ol of Journalism. It confers
Sigma Xi, and 50 other local and national honor and professional societies; 26
national social fraternities; and 20 national social sororities. Students publish the
752
TENNESSEE SYSTEM, THE UNIVERSITY OF
Daily Beacon student newspaper, the Volunteer yearbook, and the Phoenix quart-
erly literary magazine and participate in operating WUOT-FM radio station.
There is a closed-circuit instructional television system. The university is a
member of the Southeastern Conference and competes in men's football, base-
ball, wrestling, and golf; women's volleyball; and men's and women's basket-
ball, cross-country, track and field, swimming, and tennis. The James D. Hoskins,
John C. Hodges Undergraduate, Agriculture-Veterinary Medicine, and Music
libraries have more than 1.4 million volumes and the Law Library has more than
133,000 volumes. The university is accredited by the Southern Association of
Colleges and Schools. Jack Edward Reese has been chancellor since 1973.
REFERENCES: Neal O'Steen, The University of Tennessee, Knoxville; Andrew Holt,
University of Tennessee: Dynamic Spirit of the Volunteer State (New York: Newcomen
Society in North America, 1966); James R. Montgomery, The Volunteer State Forges
Its University: The University of Tennessee, 1887-1919 (Knoxville: University of Ten-
nessee Press, 1966); James R. Montgomery, Threshold of a New Day: The University
of Tennessee, 1919-1946 (Knoxville: University of Tennessee Press, 1971); James R.
Montgomery, Stanley J. Folmsbee, and Lee Seifert Green, To Foster Knowledge: A
History of The University of Tennessee, 1794-1970 (Knoxville: The University of Ten-
nessee Press, 1984); Neal O'Steen "The University of Tennessee: Evolution of a Campus,"
Tennessee Historical Quarterly 39 (Fall 1980): 257-281; The University of Tennessee
Sesqui-Centennial, 1894-1944 (Knoxville: The University of Tennessee Press, 1945).
Tennessee at Chattanooga, The University of. Chattanooga, Tennessee 37402
(615) 755-4011. The Methodist Episcopal church established Chattanooga Uni-
versity at Chattanooga, Tennessee, in July 1886 with about 100 students under
Edward Samuel Lewis as president (1886-1889). In 1889 Chattanooga University
was merged with East Tennessee Wesleyan University at Athens, Tennessee;
the new institution was called U.S. Grant University. In 1892 the College of
Liberal Arts was moved to the Athens campus, and theology, law, and medical
professional schools were located in Chattanooga. The undergraduate college
was moved to Chattanooga in 1904, and the professional schools were discon-
tinued in 1910. Under John H. Race, president from 1897 to 1913, the name
was changed to University of Chattanooga in 1907. Arlo Ayers Brown was
president from 1921 to 1929.
Legal ties to the Methodist Episcopal church were severed in 1935 during the
administration of Alexander Guerry (1929-1938). David Alexander Lockmiller
was president during World War II and the postwar period (1942-1959). The
College of Arts and Sciences was established in 1957. William Henry Masterson
was president from 1966 to 1969, when the university was merged with the
Chattanooga City College, a private, predominantly black junior college, to
become The University of Tennessee at Chattanooga under the University of
Tennessee System.* Masterson continued as first chancellor until 1973. New
schools founded were Business Administration (1974), Engineering (1977), Ed-
ucation (1978), Human Services (1980), and Nursing (1980). On the seventy-
nine-acre campus are more than twenty-five buildings, including Founders Hall
INTRODUCTION
policy agenda must be translated into terms that citizens
Provides needed investments in recruiting, selecting,
understand and care about. Ultimately, it is the responsibility
and retaining the best possible talent in the education
of Governors and other policy leaders, educators, and the
system; develops educators' knowledge, skills, and tal-
business community to join together to help make this case.
ents; and provides them with the technology and other
Without ongoing public understanding and support, efforts
tools required to get the job done.
to restructure the education system will not succeed.
Establishes an accountability and incentive system that
Subscribing to an agenda for reform and actually making
provides real rewards-not exclusively monetary-for
the needed changes are quite different, and there is much
school professionals who succeed in producing gains
hard work ahead.
in student performance, and real consequences for
At the state level, the primary task is to alter the policy
professionals who fail to do so, SO that all individuals in
environment in which all schools and districts operate. State
the education system strive to do their best to improve
policies cannot mandate the necessary reforms from the top.
student performance, and lack of effort is not tolerated.
But they can and should provide the incentives and build the
capacity for dramatic improvements in schools and colleges.
Bringing about these changes is critical; it will involve
This task is larger and more complicated than originally
hard work and a sustained effort. However, the Governors are
contemplated by the Governors in the Time for Results report.
convinced by their experience that fundamental changes in
Rather than a series of discrete initiatives or reforms in a
the elementary and secondary system will not be enough.
number of separate areas, what is required is a comprehen-
The focus on education must be lifelong, from prenatal care
sive and coherent set of changes in the policy framework that:
through continuing education for adults. Schools cannot fully
succeed unless all youngsters are ready to learn when they
Determines the goals and expectations for the educa-
arrive at school. And students learn more when their parents
tion system, SO that performance standards for all stu-
are educated. That is partially why adult literacy and other
dents are substantially raised, and so that overall
"We must substantially boost the
intergenerational approaches are so important. The knowl-
performance levels of U.S. students equal those of
edge and skills of those already in the workforce also must be
students in other industrialized countries with whom
increased simultaneously with efforts to better prepare those
performance of the education system
the United States competes.
who will soon enter it.
Establishes the means of assessing both student per-
Resources are important as well. Governors know that
and the knowledge and skills of
formance and systemwide progress, SO that the assess-
creating a truly effective, world-class lifelong education sys-
ment tools that are used are consistent with the high
tem will take additional resources. They also know that it is
all Americans."
standards that are established, reflect the complex
easier to reach consensus on fundamental reforms when
skills that are required for success in the workforce
additional resources are part of the reform package. How-
Bill Clinton
and the broader society, and can motivate teachers and
ever, the demands are growing on limited state resources for
Governor of Arkansas
students alike.
health care, corrections, infrastructure, and other needs as
INTRODUCTION
In 1986 the nation's Governors released a report that set
The Governors also recognized that restructuring the
forth plans for improving American education. Time for Results:
education system would require time. Neither changes in
The Governors' 1991 Report on Education was the work of
education practice nor improved results would occur over-
seven gubernatorial task forces that examined critical issues
night. To help provide for sustained gubernatorial attention,
facing the education system in the areas of teaching, leader-
the National Governors' Association committed to report
ship and management, parent involvement and choice, readi-
annually through 1991 on how states were responding to and
ness, technology, school facilities, and college quality.
implementing the recommendations in Time for Results. This
The Governors recognized that the state-led education
series of reports would provide a mechanism for Governors
reform movement begun in the early part of the 1980s was
to remind educators of the need for continuing education
not going to be sufficient to meet the challenge of providing
reform, and serve as a vehicle for capturing the most impor-
all learners with the knowledge and skills required for the
tant lessons of state efforts.
twenty-first century. While these efforts provided an excellent
Much has been accomplished in the past four years, and
beginning by strengthening the weakest schools and support-
even more has been learned. This volume summarizes the
ing the lowest achievers, they could not bring about the
efforts states have undertaken since 1986. In addition, it
substantial gains in overall performance required for the
describes some of the critical lessons for states in each of the
future. And continuing to make incremental changes in the
Time for Results task force areas. Beyond these specific les-
education system would be insufficient. That is why the Gov-
sons, though, Governors have learned some important things
ernors began to establish a new agenda for education reform.
about the requirements for leading the effort to restructure
Several aspects of their report were significant. Along
the education system into the next decade.
with other reports prepared at the same time, Time for Results
Governors are more convinced than ever that the agenda
called for a fundamental restructuring of the education system.
to restructure the education system is critical and that they
More specifically, the Governors recognized that everyone in
have gained the support of key players at all levels of the
the education system-students, teachers, administrators, and
system. The call for fundamental restructuring was radical
local and state policymakers-needed to focus their efforts
and controversial in 1986. Now it is the conventional wisdom.
squarely on achieving the results needed for students, and
Organizations representing teachers, administrators, state and
worry far less about creating or complying with rules and
local boards, business groups, and others have all come to
procedures. They believed that schools could succeed only
subscribe to this agenda.
by attracting the very best individuals to the education pro-
While the need to restructure is recognized by the edu-
fession, providing them with the training and tools they
cation community, this is not yet true for much of the public-
need, giving them both the responsibility and the authority
parents in particular. There is still much to be done to help
for getting the job done, and holding them accountable for
the general public understand their personal stake in the
the results.
need to make fundamental changes in the education system
to dramatically boost student performance. The complex
1
"In a world of rapid change and global markets, we must prepare our citizens to be lifelong learners - people who can
think critically, communicate effectively, and perform at a skill level equal to their international competition."
Roy Romer
Governor of Colorado
economic conditions make sizeable increases problematic,
for Achieving the National Education Goals. As a result of
especially for elementary and secondary education. Further,
these efforts, the nation now has a clearer focus on the re-
there is a strong consensus nationally that additional invest-
sults we must achieve, and a ten-year timeframe in which to
ments will be needed to create and sustain an adequate
achieve them.
education and training system for adults. Over the past decade,
The effort initiated by the Governors with the Time for
substantial additional resources have already been allocated
Results report has succeeded more than any Governor involved
to the elementary and secondary education system and to
in that effort could have imagined. There is a broad national
higher education. The challenges facing policymakers and
consensus about the direction education reform must take,
educators alike will be to make the best use of resources,
and there are new partners in the reform effort.
make the tough decisions about redirecting existing funds
Attention now must be shifted to the efforts to achieve
and efforts into more effective programs and services, and
the national education goals. Rather than continue to report
make the most critical and productive investment of any new
for an additional year on state efforts to address the Time for
resources that are available.
Results agenda, attention now must be focused on the National
The Time for Results report called for a five-year period
Education Goals Panel and its efforts to report on the prog-
of sustained effort at the state level. Governors now know that
ress the nation is making to achieve the goals.
accomplishing all that needs to be done will require a sus-
tained effort for at least the remainder of this decade. At the
national level and within states, there must be mechanisms
for regular reporting to enable policymakers, educators, and
the public to remain focused on the tasks ahead, and to gauge
the progress that is being made.
The lessons that Governors have learned were very
much in mind when the Governors met with the President at
the Education Summit in September 1989. They influenced
much of the discussion with the President, and formed the
basis for the difficult work that followed. They are reflected in
both the national education goals and the National Education
Goals Panel established to monitor and report on progress
toward meeting those goals. They are reflected in the com-
mitment made by the Governors at the Education Summit to
launch efforts in every state to restructure the education
system, and in the recommendations made by NGA's Task
Force on Education in Educating America: State Strategies
3
NATIONAL
Hall of the States
444 North Capitol Street
GOVERNORS
Washington, D.C. 20001-1572
ASSOCIATION
Telephone (202) 624-5300
EMBARGOED FOR 11:30 A.M. RELEASE
January 4, 1991 (03-91)
ease
Contact: Rae Young Bond, 202/624-5330
STATE EDUCATION REFORM PROGRESSES, ACCORDING TO GOVERNORS' REPORT
WASHINGTON, D.C. -- Since the nation's governors began a wave of
education reform in 1986, states have increased teacher salaries,
enlarged the pool of capable teachers by implementing alternative
teacher certification programs, and enabled parents to exercise
more choice about the schools their children will attend.
Results in Education: 1990, a report released today by Colorado
Governor Roy Romer for the National Governors' Association,
indicates that other accomplishments are evident: nearly every
state has developed innovative programs to improve the achievement
of at-risk students, nearly every state promotes the use of
telecommunications for distance learning, and the number of states
with college assessment policies has grown from a handful to 31.
These examples represent some of the strides states have made
in implementing the recommendations of the education agenda
outlined in NGA's landmark 1986 report, Time for Results. The
recommendations focused on seven major areas: teaching; readiness;
leadership and management; parent involvement and choice;
technology; school facilities; and college quality.
Gov. Romer, one of NGA's lead governors on education, said the
report is "invaluable because it helps governors assess state
progress toward better schools and outlines the lessons states
have learned through their efforts." The governor released the
report at a news conference in Washington, D.C.
Gov. Romer also chairs the national panel that will monitor
U.S. progress in education. He said the report affirms that
states "need to take a comprehensive systemwide approach to
education reform if it is going to work over the long haul, and
that governors must cooperate with educators and policymakers at
all levels to change the education system for the better."
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Page 2
South Carolina Gov. Carroll A. Campbell Jr., also one of NGA's lead
governors on education, said that both incumbent and incoming governors "will
sustain the states' commitment to education reform. Governors are in this for
the long term, because they know that education not only fosters continued
growth in a changing and competitive economy, it also gets individuals
involved in their communities and in the political system."
Results in Education: 1990 charts state successes in reaching education
reform objectives and includes a frank discussion of areas in which more state
effort is needed. The issue areas discussed in the new report were initially
put forth in Time for Results: The Governors' 1991 Report on Education.
The Governors' Agenda
Time for Results was released by NGA in 1986 under the leadership of
former Tennessee Gov. Lamar Alexander, nominated last month by President Bush
to be the new U.S. education secretary. Through Time for Results, the
governors committed themselves to a five-year education agenda to:
create a more professional teaching force;
strengthen school leadership and management;
promote greater parental involvement and choice;
help at-risk children and youth meet higher educational standards;
make more effective use of new technology in education;
use more efficiently the resources invested in school facilities; and
strengthen the mission and effectiveness of colleges and universities.
The governors have charted progress in these areas in updates of Time for
Results released in 1987, 1988, and 1989. The reports, based on 50-state
surveys, tracked education reform progress the states made each year in each
of the seven areas addressed in Time for Results. The fourth and final
report, being released today, summarizes what states have accomplished since
1986 in each of the seven areas. It outlines lessons learned that will help
guide future state action as the states try to attain the national education
goals and discusses what states must do to ensure further progress.
From now on, tracking progress on achieving six national education goals
adopted by the governors and endorsed by President Bush in February 1990 will
take precedence over monitoring the seven areas spelled out in Time for
Results. Work that led to the development of the six goals was done by the
governors and the administration at the education summit President Bush held
with the governors in September 1989.
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Page 3
The six goals focus on readiness for school, high school graduation rates,
student achievement and citizenship, math and science achievement, adult
literacy and life-long learning, and safe, disciplined, and drug-free schools.
Monitoring progress toward the six goals will be done by a national
education goals panel of governors, administration officials, and members of
Congress. Chaired by Governor Romer, the panel will issue its first report in
September 1991 -- on the second anniversary of the education summit.
Highlights of state action in the report:
School Leadership
Since 1986, states and localities have made progress in improving the
quality of school leadership. Updated university programs to prepare
administrators are small in number but growing; licensure requirements for
administrators have been revised in some states; new leadership academies and
training programs train principals, often in conjunction with teachers; and
some of the new programs cooperate with the business sector to offer school
leaders state-of-the-art training for corporate executives. These are
substantial accomplishments, but states need to move more quickly in other
areas as well. Through their efforts, states have learned that:
Principal preparation must include internships that allow would-be
principals to work alongside professionals.
Principals must be trained to adapt to change, to create a vision of
education for their schools, and to work collaboratively with others.
Retraining programs must be comprehensive rather than hit-or-miss,
yet must recognize that principals face competing demands that make
it difficult to carve out time for such programs.
Retraining programs for administrators are more effective if they
include teachers, school board members, parents, and others central
to good schools.
District-level staff also need retraining for the new roles they will
play once schools are restructured.
Teaching
States have raised teacher standards since the mid-1980s -- 36 now require
teacher candidates to pass a multiple-choice test and complete an approved
program. However, few states have determined what teachers must know and be
able to do to help all students achieve at high levels. States have also
tried to make the teaching profession more attractive by offering scholarships
and forgivable loans to talented students who are interested in teaching;
developing programs to stimulate minority students' interest in teaching; and,
in two regions, implementing collaborative arrangements to make it easier for
teachers to move within a region.
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Page 4
A number of states have revised requirements for teacher preparation
programs, although it is widely recognized that these programs still need
major improvement. States have successfully raised teacher salaries, which
have outpaced inflation since 1985-86. Usually these are across-the-board
increases, since higher salaries for specific categories of teachers in short
supply are not generally accepted.
State programs such as career ladders, which provide incentives for
teacher advancement within the classroom, have expanded within states such as
Arizona, California, Missouri, Tennessee, and Utah. But such programs remain
the exception nationwide. Finally, states that are involved in restructuring
programs are designing professional development programs that meet the needs
of teachers in restructured schools. States have learned that:
Teacher preparation must involve greater exposure to arts and
sciences, and new approaches are needed for initiating beginning
teachers.
Simply changing teacher roles by giving them more authority at the
school site, or modifying governance structures will not necessarily
result in improvements in the teaching and learning process; such
changes need to be driven by student-oriented performance outcomes.
Increased standards for teacher preparation programs have not caused
a teacher shortage; tougher standards actually were accompanied by
increased enrollments, although shortages still remain in certain
subjects and locales.
If states are really serious about increasing the supply of minority
teachers, they will need to take a comprehensive approach that begins
with improving minority student achievement at the elementary levels
and continues through the college and professional years.
Parent Involvement and Choice
State programs to encourage parental involvement in their children's
education and initiatives to allow families to choose the schools their
children attend have proliferated in the past four years.
At least 20 states have enacted laws to promote collaboration between
schools and homes; however, most states lack a centralized effort to involve
parents in education. Thirty-four states have followed Missouri's lead in
offering a parenting program to families of infants and preschoolers. At
least seven states have laws that enable students to attend the public school
of their choice outside their own districts. Nine states offer high school
students the option of enrolling in college courses at state expense. States
have learned that:
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Page 5
The most effective parent involvement programs are comprehensive, use
a combination of approaches, should continue throughout the school
years, and attempt to meet the needs of a wide range of parents.
Parent involvement efforts must be adjusted to new family structures
and diverse backgrounds; an effective approach is to help parents
work with their children at home.
School choice alone will not meet all the nation's educational
needs. However, combined with other approaches, such as a strong
orientation to student performance, choice may help spur student
achievement.
Choice programs must offer quality and diversity and must be
equitable. Transportation must be planned carefully to meet the
needs of low-income parents and to provide appropriate information to
parents. Done well, choice will not be a low-cost reform.
Experience with choice programs thus far shows that few students
actually choose to attend school outside their home district; for
example, less than 0.5 percent of Minnesota's K-12 population
participates in its choice program.
Readiness
While many states have adopted innovative programs to address the educa-
tional achievement of students at risk of failure in school, ranging from
preschool programs to dropout prevention efforts, states still have far to go
in attaining academic success for all students. Most programs are not state-
wide or comprehensive, although there are exceptions, such as Wisconsin's
program for at-risk students.
Nearly two-thirds of the states have early childhood education and
parenting programs. Almost all states have some programs targeted to students
at risk of failure and these range from identifying at-risk youngsters at an
early age to establishing alternative schools, revoking dropouts' driver's
licenses, and developing programs that target middle school youth. For
example, Carnegie Corporation is working with 27 states to address the
educational, health, and social needs of middle school students.
A growing number of states are seeking to integrate other programs, such
as health, education, and social services, to at-risk youngsters. In New York
and Kentucky, these services are integrated at the school site for schools
with a high proportion of low-income families. Through their policies and
programs, states have learned:
o
Quality early childhood education programs are more effective when
linked with health care for the children and adult literacy, job
training, and parenting programs for their parents.
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Page 6
Coordinated approaches to delivering services to disadvantaged
families need to be developed, but this won't happen readily.
Training teachers and principals to work with other professionals
providing human services will help, as will providing incentives or
funding mechanisms to foster partnerships, both inside and outside
government.
Educators and policymakers have identified effective programs to
improve achievement for all students. What is now needed is to
replicate the successful programs in more places and to develop
comprehensive policies. Restructuring schools on a wide scale is
needed.
Technology
Today almost all American schools have computers and videocassette
recorders and students have greater access to them. Distance learning
projects have proliferated. Nearly every state has either a state plan for
technology or assists districts with technology plans.
More than 30 states support programs to train teachers in using
technology. States are trying to improve the availability of hardware and
software to schools and students. However, much progress remains to be made
in developing software for use by students. Technology's potential to
transform and customize American classrooms remains largely unrealized. In
developing their educational technologies, states have learned several lessons:
Statewide policies need to be coordinated to avoid the haphazard
implementation of technology and the potential for expensive mistakes.
Teachers and administrators need initial and continuing training in
technology, particularly within the curriculum area in which the
technology is to be used.
Teachers with access to computers and software improve their
instructional effectiveness.
State and federal telecommunication regulations need to be reviewed
to avoid cutting off innovative educational options.
School Facilities
Some states have continued to leave school construction and maintenance
costs to school districts over the past four years, while other states have
enacted major new capital assistance programs or enlarged existing ones.
School use has been expanded particularly through encouragement of school
buildings for day care and latchkey program use.
A number of states still do not maintain up-to-date information on the
condition of school buildings within the state, but others are computerizing
their inventory and training local personnel to collect standardized
information on school buildings.
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Page 7
Statewide needs assessments have uncovered substantial unmet building
costs; for example, a recent public school facility survey in Ohio found a $10
billion backlog of repair and renovation costs. Since 1986 states have
learned that:
While a preventive approach to maintaining school buildings appears
best in the long-run, the cost of long-term maintenance of facilities
often seems beyond the reach of many localities and states.
Alternatives to construction, such as year-round schedules or the use
of portable and private facilities, appear to have their drawbacks.
In fact, year-round and extended-year schedules continue to face
opposition at the state and local levels.
To obtain comparable information on school facilities, states may
need to either collect it themselves at the state level or train
local personnel to gather data according to state standards.
College Quality
States have been quick to respond to the recommendations on college
quality in the Time for Results report, particularly by adopting policies to
systematically assess the knowledge, skills, and performance of college
students. Thirty-one states now have college student assessment policies.
About 20 states are considering reviews of the role and mission of their
institutions of higher education to help hold public colleges and universities
accountable, ensure the efficient use of state resources, and help teaching
institutions focus on their purpose. States have also undertaken a wide range
of actions to improve minority access and achievement in higher education,
such as requiring campuses to adopt antiharassment policies, developing
statewide plans to increase the number of minority faculty and staff members,
and providing scholarships for low-income students.
Programs in Hawaii, Louisiana, and Rhode Island provide incentives to
disadvantaged elementary school youngsters, such as future college tuition
scholarships, to stay in school and make good grades. College savings plans
adopted by 28 states and prepaid tuition plans in 12 states, have become a
popular means for states to help families meet the cost of college tuition.
Through their initiatives or national studies states have learned that:
State higher education policies that reinforce the importance of
undergraduate education should be comprehensive, consistent, and
clearly communicated.
State programs to assess what college students have learned must be
given sufficient time to develop, must involve faculty in their
implementation, and must push colleges and universities to show how
the information from assessment is being used to improve instruction,
curriculum, and programs on campuses.
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Page 8
State initiatives to increase the number of minority students
attending and graduating from college are most effective when
minority achievement becomes a state priority, need-based financial
aid programs are in place, states make an effort to improve
transferability and collaboration throughout the entire education
system, and states monitor campus progress in minority achievement
According to the report, the need to restructure the education system is
recognized by the education community -- but much remains to be done to help
the general public understand that fundamental changes in the education system
are needed to improve student performance.
"Ultimately, it is the responsibility of governors and other policy
leaders, educators, and the business community to join together to help make
this case," says the report. "Without ongoing public understanding and
support, efforts to restructure the education system will not succeed."
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1ST STORY of Level 1 printed in FULL format.
Copyright (c) 1991 The Christian Science Publishing Society;
The Christian Science Monitor
March 20, 1991, Wednesday
SECTION: THE U.S.; Pg. 9
LENGTH: 765 words
HEADLINE: US Education Community Upbeat As Lamar Alexander Takes Office
BYLINE: Clara Germani, Staff writer of The Christian Science Monitor
DATELINE: WASHINGTON
HIGHLIGHT:
New secretary expected to bring vision, political savvy to office
BODY:
EDUCATION Secretary Lamar Alexander began his first week in office on a
deliberately low key, underplaying any contrast with his predecessor.
Yet there is an upbeat sense of bipartisan expectation among education
department officials and in the education community that the former Tennessee
governor is bringing the vision, and political savvy, that has been missing in
President Bush's number one domestic policy area.
Mr. Bush took office promising to be the "education president," but rankings
consistently showed his education secretary of the past two years, Lauro
Cavazos, as his least effective cabinet member. Mr. Cavazos, who failed even to
lobby his own Republican party on Capitol Hill to support Bush's education
proposals, was forced to resign in December.
Major changes expected
"Things are going to get a whole lot better now," says Mike Cohen, executive
director of the National Center on Education and the Economy. "The department
will be able to provide the leadership it hasn't."
"The end of the war, expectations of changes in domestic issues and education
being one of the most important domestic issues," constitute a confluence of
factors that are building expectations of major change under Mr. Alexander, says
Susan Fuhrman, director of the Rutgers University Center for Policy Research and
Education. Education experts expect strong early positions from Alexander on
such favorite conservative policies as allowing parents a choice in where
their children go to school, national education standards to help uniformly
gauge education progress and to hold schools accountable for what children
should learn, and asking for less money for federal programs.
The national goals for education issued at Bush's historic 1989 education
summit of state governors set the lofty agenda for Alexander. Goals set for the
year 2000 include: making the United States first in the world in math and
science; raising the high school graduation rate to 90 percent; assuring that
every adult is literate.
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(c) 1991 The Christian Science Publishing Society, March 20, 1991
"I think the most important accomplishment (of the administration) so far is
the national goals which are really historic and generally underestimated,"
Alexander told reporters on his first day on the job this week.
However, he holds his strategy to achieve those goals close to the vest,
saying he is waiting for marching orders from Bush, who has discussed education
with him in three meetings during the height of the Gulf war.
No matter how unsettled his policy is, he looked to be fairly settled into
his office March 18; Family pictures hung, it was already furnished with two
Tennessee rocking chairs and his collection of walking sticks picked up along
his 1978 gubernatorial campaign walk from one end of the state to the other.
Alexander's politics were honed on education issues: He pushed through
extensive education reforms of the Tennessee system and engineered the National
Governors' Association's move to center stage in national education reform in
the late 1980s.
So he does have well-defined thinking on education, which he outlined for
reporters.
"Some people get the idea that an education policy is a federally funded
program, and that an education strategy is accomplished by sending a few
programs up to the Hill and debating about their price tag. And that won't
transform American education," he says.
Alexander backs choice
His strongest held opinion seems to be in the area of submitting schools to
market economics.
"It's hard for me to see why choice even should be an issue. 201 I can't
imagine how we ever drifted into requiring parents to send their kids to
particular schools," he says. "From me, and I assume from the president, you can
expect to hear us arguing that any environment in which we hope to improve
kindergarten through the 12th grade must include choice. II
He even suggests that to broaden the array of choice, museums and firms
such as Xerox, IBM, and Burger King might be allowed to operate public schools
in a free-market competition for public education funding.
Alexander says the first policy he will take up will be the administration's
position on minority scholarships. He was drawn into his first dispute with
Congress this week as he tried to postpone testimony on the subject scheduled
for March 20 while he begins a review of the policy.
Assistant Secretary of Education Michael Williams was supposed to testify
about his controversial warning of Fiesta Bowl officials in December that they
would violate the 1964 Civil Rights Act if they offered race-specific
scholarships.
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3RD STORY of Level 1 printed in FULL format.
Copyright (c) 1991 The New York Times Company
The New York Times
March 19, 1991, Tuesday, Late Edition - Final
SECTION: Section A; Page 21; Column 1; National Desk
LENGTH: 440 words
HEADLINE: New Education Chief Stresses Commitment
BYLINE: By KAREN DE WITT, Special to The New York Times
DATELINE: WASHINGTON, March 18
BODY:
On his first day on the job, the new Education Secretary, Lamar Alexander,
had lunch with a group of teachers, chatted informally with reporters and then
told 500 Education Department employees that President Bush had taken time out
from the Persian Gulf war to meet with him three times to discuss education.
He said Mr. Bush was determined to be "the education President."
"We are the agency that can give him the most help in that," said Mr.
Alexander, who was unanimously confirmed by the Senate last Thursday. In a
relaxed, free-wheeling session with reporters, Mr. Alexander, a former two-term
Governor of Tennessee, deftly avoided being pinned down on what he plans to
accomplish. He said that over the next few weeks he would be putting together
what he called a leadership team to come up with ideas for the President to
consider.
"We're developing ideas for a strategy about how to meet the goals," said Mr.
Alexander, referring to the six education goals for the year 2000 that were
agreed to by the nation's governors and Mr. Bush last year. Mr. Alexander said
he favored national tests and some form of school choice program, under which
parents could send their children to any school they wished.
And he promised again to review the issue of minority scholarships that
caused the Administration considerable embarrassment in December, saying that
next week he would announce the procedures for that review.
He said the review would take several months. Asked whether he would retain
Michael Williams, the Assistant Secretary who created the controversy by
announcing the elimination of scholarships based solely on race, Mr. Alexander
said: "Neither one of us was elected. We both work for the President."
Mr. Williams has been asked to appear before the House Subcommittee on Human
Resources and Intergovernmental Relations on Wednesday to discuss the issue.
No Decision on Testimony
Mr. Alexander said no decision had been reached about whether Mr. Williams
would appear, adding that while the policy was under review "there is not much
interesting to say.' The committee said it planned to subpoena Mr. Williams if
he did not appear.
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(c) 1991 The New York Times, March 19, 1991
Mr. Alexander, who has four children and sends the younger two to Georgetown
Day School, a private school here, said he supports "school choice. = He called
for a "redefinition" of public schools to include private schools and schools
run by businesses or institutions like the Metropolitan Museum of Art.
He did not rule out parochial schools, but said of the choices, "As you get
down the continuum it gets more difficult" to include certain kinds of schools.
SUBJECT: EDUCATION AND SCHOOLS
ORGANIZATION: EDUCATION DEPARTMENT
NAME: ALEXANDER, LAMAR (SEC); DE WITT, KAREN
LEXIS® ® NEXIS® ® LEXIS® NEXIS®
MAR-21-1991 10:04 FROM DOEd OFFICE of SECRETARY TO
94566218
P.01
THE OF EDICITION
OFFICE OF THE SECRETARY
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
*
UNITED STATES OF
Washington, D.C. 20202
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
MESSAGE
TO: Peggy Dooley
These remarks
FAX NUMBER: 456-6218
are from a draft
transcrips
FROM: Sally m Elray
Sheet #1 of 3
MAR-21-1991 10:04 FROM DOEd OFFICE of SECRETARY TO
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Q. Senator Kennedy had (inaudible) delayed action on S. 2
education bill so that you can react to it?
I know what it says; if he's going to give me that courtesy,
I'll give him the courtesy of looking at it again and thinking
about it.
My major concern about it is that I sense a feeling that the
Congress feels left out of some parts of education. I don't want
them to feel that way; they need to be for the goals; they need
to be for the President's strategy; we need to work together.
But I do think it's important to have single board and I
think that Governor Romer's board is properly composed. Ninety-
three or four percent of the bill is paid for K through 12th
grade by states and local governments and I think the commission
is appropriately composed. Now if I can find ways to relieve a
little bit of the tension that exists between the Congress and
the Administration, this left-out feeling that some members have,
why I'll certainly be happy to talk about that.
The only disagreement that I find with the Romer commission
is that one little paragraph where every year somebody has to
rate the administration's performance.
Q. (Inaudible question on choice)
I'm not sure that I can give you a complete answer to that,
but I can tell you my disposition on it and I think the
President's. It's hard for me to see why choice should even be
an issue. In this country it ought to be such a given. Along
with land condemnation and the military draft, it ranked right up
there at the top with the most coercive aspects of American
society and now we've gotten rid of the draft so that leaves it
right up there with land condemnation.
I can't imagine how we ever drifted into requiring parents
to send their children to particular schools. So from me, and I
assume from the President, you can expect to hear us arguing that
any environment in which we hope to improve K-12 must include
choice. Especially parents who have less money ought to have
more choices. Because parent's who have money already have lots
of choices; they can move wherever they wish.
Q. (Inaudible reference to Chubb & Moe.)
The thinking that I like better, or that I'm more
comfortable with is not quite as abrupt. Dr. Coldrie (SP?) in
Minnesota (expresses) the idea of thinking of choice as a
continuum; in this way you don't think of school districts as the
only persons who have the exclusive monopoly to operate what we
call today public schools.
You might let other public institutions operate public
schools. The Smithsonian might operate one, the Metropolitan
Museum of Art might operate one, you might then go down the
continuum to non-profit institutions; you might then go on down
MAR-21-1991 10:05 FROM DOEd OFFICE of SECRETARY TO
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to business organizations; Zerox, Burger King, whomever, might
operate a school that children could go to who would carry with
them a public subsidy. Now when that might happen, you would
have a redefinition of what a public school is; a public school
might become any school that receives students that brought with
them public monies and who were accountable to public
authorities.
So I think we should continue to experiment with finding
other structures for what I would call public education where the
only persons who might be allowed to offer it might not be school
districts.
Q. In the short term, how would public schools be enhanced
by a child getting a government voucher to go to a private
school?
I didn't even talk in those terms. And I don't think our
goal is to
Our goal is to help children have more superior
educational opportunities. That should be our goal. Our goal is
not to maintain in perpetuity this school or that school, it is
to increase the number of superior educational opportunities for
children. Almost all of those are going to be what we would call
public schools, but we might want to redefine what the character
of a public school is.
in private schools?
Q. so you're in favor of letting parents spend public money
I do support, of course I support, the President's proposal
that would permit low income parents to -- school districts to
create schools, or systems, or situations where parents could
send their children, even if they were private schools.
What I'm trying to say is that I don't look at schools as
just public or private; I think we need to redefine what public
schools are. Any school to which a child might go supported by
public funds, accountable to public authorities, and regulation,
could be a public school, whether it's run by the Smithsonian
Institution or the Metropolitan Museum of Art of IBM.
Q. (Inaudible question about religious schools)
I didn't necessarily mean to exclude them, I think as you
get down the continuum it gets more difficult. That's why I like
the idea of the continuum. Public schools operated by the local
school district are all we have today; all we can then do is jump
over to a wholly private school. What I'm suggesting is that
there may be a lot in between and that any of those schools that
today we call private would then become so subject to regulation
that they would adopt a public character.
-End of formal press conference-
(5,120 WORDS; FILED TO FLOPPY DISC AS: A: \PRESS)
Jim Manning 401-0113
McGroarty/Dooley
March 20, 1991
2:30 pm
[ED]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
AIR AND SPACE MUSEUM
MARCH 22, 1990
10:00 A.M.
Thank you, { Alex }, for those kind words. It's a pleasure
to be here today to witness the swearing-in of our new Secretary
of Education -- Lamar Alexander. //
[Additional introductory acknowledgements.]
In a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar comes to this task as the son of teachers -- as
someone who knows learning is a life-long process. He has served
as a valued member of my Education Policy Advisory Committee --
and, most recently, he's served the students of his home state as
President of the University of Tennessee. Five years ago, as
Chairman of the National Governor's Association, he piloted the
50-state education survey, "Time for Results" -- a report that
put us on the path to the six National Education Goals that guide
our efforts from now to the year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man: a man with great common sense, who knows
what works. He's also one of Tennessee's leading philosophers.
He's got a saying you've probably already heard: "Today a
rooster. Tomorrow a feather duster." [[Think about that one.
Mrs. Bush Lamar, I'm going to make that our 7th National Education Goal --
Invocation Alex Naley Dr. Wm b-in-law J Carl, III 1st Pres. Church
Non-John Minor Wisdom - US Ct of Appeals 5th N.O.
Mrs. Alex the
Will (u), Kathryn (16). Leslee (19)
2
by the year 2000, everyone in America will know what that saying
means. //]]
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal. What we can do on the federal level is serve as a
catalyst for change. We can point the way forward, contribute
ideas and create incentives for change -- and we can start with
freedom of choice.
I know this idea has generated its share of controversy.
But it isn't radical -- it's common sense. It rests on a
principle central to democratic society: the idea that
individuals are capable of making wise decisions for themselves.
In education, freedom of choice recognizes that parents are the
real experts on what's best for their kids.
And let's be clear about who will benefit from greater
freedom of choice. Parents with means -- families in the mid-
to-upper income brackets -- already have choice. They can send
their children to private schools -- or move to districts with
the strongest public schools. Poor parents don't have those
choices. And it's poor families who will benefit most from a
healthy competition that creates real excellence in our schools.
Freedom of choice can spark reform in every school system
and every state. Reform that encourages innovation in our
3
schools -- that rewards excellence in our teachers -- that
challenges our children to learn. Reform that moves us closer
every day to the ambitious goals we've set for our students and
for our nation. //
Some people question whether we can meet our goals --
whether we can lower the drop-out rate, or return to first rank
world-wide in math and science. Well, we can. / Think about
this: The graduating class of the year 2000 is in 3rd Grade
today. Think about what it means to be an eight-year-old --
about the world of learning ahead of you. Let's help those kids
learn all they can on the journey from 8 to 18 -- and then let's
see where they take us in the next century. //
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
than education. America's future walks through the doors of our
schools every day. For the sake of that future, America can
settle for nothing short of excellence in our schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
Alex Haley
Inv.
Pledge w/Haley
Haley intro
POTUS
sw-in
Alex
Goel Bless Am.
Suite 250
Suran Trayman
NGA
#Theserved parking space
car getting allighed in
Space - problem wl Parking
4
*
dog. - lover
couple of dogs that
would drive anybody
crazy.
* Jim Bennett
UT
he spohe to employees
THE WHITE HOUSE
WASHINGTON
Sept.
*
Education Summit 1989
1990 State of the Union
6 natt. edu. goals
launching goab
*
July, 1990 Natl. Educ. Goab
Panel
THE WHITE HOUSE
WASHINGTON
March 20, 1991
MEMORANDUM TO TONY SNOW
FROM:
AUSTEN FURSE A7
SUBJECT:
Lamar Alexander Swearing-In Speech Draft
The language about education choice in this draft is
critical. Indeed, the draft's language about choice
contains the kernel of a powerful strategy applicable to
other issues. At pg. 2, para. 4, line 1, it reads: "I
know this idea [choice in education] has generated its
share of controversy. But choice isn't radical -- it's
common sense."
The key word is "controversy." The more the media is
convinced that what you are offering is controversial, the
more likely they are to consider it newsworthy. For
example, against all expectations, more Americans know
that the President favors cutting the capital gains tax
-- a relatively abstract issue -- than know that he is for
choice in education or a child care tax credit -- two
issues presumably closer to the day-to-day experience of
ordinary Americans, including journalists.
Americans know about the President's position on the
capital gains tax because it's "controversial," that is,
the Democrats vociferously oppose it -- and because the
press plays to a stereotype of Republicans as the party of
plutocracy. Choice in education has its vociferous
opponents, too; many more than does capital gains. Of
course, outside of the organized special interests
opposing it (note: another opportunity for the media to
play to a stereotype -- this time though, of our
opponents), educational choice is also ferociously
popular, even with many of the opinion elite. That is why
we need not fear that acknowledging the controversy over
choice will diminish its popularity.
To the contrary, what we should fear is our own reflex
to reach for the anodyne: to talk about the national
education goals, for example, to the exclusion of talking
about education choice. No one really objects to the
education goals. No reporters ears prick up. Neither do
the goals define, as choice does, a fundamental difference
with our opponents. Thus, while important, the national
2
education goals are not as effective a focus for rallying
support to the President as is the choice theme.
Therefore, as a matter of strategy, we should use the
fact that a policy is controversial to leverage media
attention to that policy whenever we are confident, as
with choice, that that policy is broadly popular and
reflects a fundamental difference between the
Administration and the opposition. Applying this
principle to other issues (e.g., death penalty, term
limitation, drug testing, to name a few) will be
controversial itself, because of the aforementioned
constant temptation to temporize. This Administration
left temporizing behind in Kuwait.
One other comment:
pg. 2, para. 3, line 2
"We can point the way forward,
contribute ideas, and create incentives for change -- and
we can start with freedom of choice."
We suggest adding "remove barriers," " because that is
what choice and other empowerment policies are really
about (in the case of education, removing the barrier of
monopoly control). Thus "We can point the way forward,
remove existing barriers, contribute ideas,
"
###
McGroarty/Dooley
March 19, 1991
5:30 pm
[ED]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
MARCH 22, 1990
XX:00 P.M.??
Thank you,
{------},
for those kind words. It's a pleasure
to be here today to witness the swearing-in of our new Secretary
of Education -- Lamar Alexander. //
{And before I go any farther, let me thank Lauro Cavazos for
his keen commitment to America's schools and students.}
[Additional introductory acknowledgements.]
In a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar has served as a valued member of my Education
Policy Advisory Committee -- and, most recently, he's served the
students of his home state as President of the University of
Tennessee. Five years ago, as Chairman of the National
Governor's Association, he piloted the 50-state education survey,
"Time for Results" -- a report that put us on the path to the six
National Education Goals that guide our efforts from now to the
year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man. He's also one of Tennessee's leading
philosophers. He's got a saying you've probably already heard:
"Today a rooster. Tomorrow a feather duster." [[Think about
2
that one. Lamar, I'm going to make that our 7th National
Education Goal -- by the year 2000, everyone in America will know
what that saying means. //]]
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal: an effort that brings all levels of government,
and all Americans, together in common cause to improve America's
schools. And he knows that the last thing we need is a set of
federal prescriptions, a bureaucratic blueprint from on-high in
Washington. //
What we can do on the federal level is serve as a catalyst
for change. We can point the way forward, contribute ideas and
create incentives for change -- and we can start with freedom of
choice.
I know this idea has generated its share of controversy.
But choice isn't radical -- it's common sense. It rests on a
principle central to democratic society: the idea that
individuals are capable of making wise decisions for themselves.
In education, freedom of choice recognizes that parents are the
real experts on what's best for their kids. Everywhere choice
has been tried, choice has worked -- in large part, because it
brings parents into the process of shaping their children's
education.
3
And let's be clear about who will benefit from greater
freedom of choice. Parents with means -- families in the mid-
to-upper income brackets -- already have choice. They have the
option to choose private schools -- or to live in districts where
the public schools are stronger. It's the families -- the
parents and the children -- at the lower end of the income scale
who find themselves without options. And it's those families who
will benefit from a healthy competition that creates incentives
for each of our schools to improve.
Some say freedom of choice will have to wait while other
reforms go forward. I say: The time for freedom of choice is
now. Let choice be the catalyst that sparks reform in every
school system and every state. //
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
than education. All of us like to speculate about what the
future holds. Well, you don't have to have a crystal ball -- you
just have to visit a classroom: because America's future walks
through the doors of our schools every day. For the sake of that
future, America can settle for nothing short of excellence in our
schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
McGroarty/Dooley
March 19, 1991
5:30 pm
[ED]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
MARCH 22, 1990
XX:00 P.M.??
Thank you,
{------},
for those kind words. It's a pleasure
to be here today to witness the swearing-in of our new Secretary
of Education -- Lamar Alexander. //
{And before I go any farther, let me thank Lauro Cavazos for
his keen commitment to America's schools and students.}
[Additional introductory acknowledgements.]
In a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar has served as a valued member of my Education
Policy Advisory Committee -- and, most recently, he's served the
students of his home state as President of the University of
Tennessee. Five years ago, as Chairman of the National
Governor's Association, he piloted the 50-state education survey,
"Time for Results" -- a report that put us on the path to the six
National Education Goals that guide our efforts from now to the
year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man. He's also one of Tennessee's leading
philosophers. He's got a saying you've probably already heard:
"Today a rooster. Tomorrow a feather duster." [[Think about
2
that one. Lamar, I'm going to make that our 7th National
Education Goal -- by the year 2000, everyone in America will know
what that saying means. //]]
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal: an effort that brings all levels of government,
and all Americans, together in common cause to improve America's
schools. And he knows that the last thing we need is a set of
federal prescriptions, a bureaucratic blueprint from on-high in
Washington. //
What we can do on the federal level is serve as a catalyst
for change. We can point the way forward, contribute ideas and
create incentives for change -- and we can start with freedom of
choice.
I know this idea has generated its share of controversy.
But choice isn't radical -- it's common sense. It rests on a
principle central to democratic society: the idea that
individuals are capable of making wise decisions for themselves.
In education, freedom of choice recognizes that parents are the
real experts on what's best for their kids. Everywhere choice
has been tried, choice has worked -- in large part, because it
brings parents into the process of shaping their children's
education.
3
And let's be clear about who will benefit from greater
freedom of choice. Parents with means -- families in the mid-
to-upper income brackets -- already have choice. They have the
option to choose private schools -- or to live in districts where
the public schools are stronger. It's the families -- the
parents and the children -- at the lower end of the income scale
who find themselves without options. And it's those families who
will benefit from a healthy competition that creates incentives
for each of our schools to improve.
Some say freedom of choice will have to wait while other
reforms go forward. I say: The time for freedom of choice is
now. Let choice be the catalyst that sparks reform in every
school system and every state. //
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
than education. All of us like to speculate about what the
future holds. Well, you don't have to have a crystal ball -- you
just have to visit a classroom: because America's future walks
through the doors of our schools every day. For the sake of that
future, America can settle for nothing short of excellence in our
schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
AMERICAN SURVEY
so that rich districts had more to spend on
schools than poor ones.
Kentucky's Supreme Court agreed. But
it went on, almost melodramatically: "Lest
there be any doubt, the result of our deci-
sion is that Kentucky's entire system of com-
mon schools is unconstitutional." It in-
structed the state's legislature to start all
over again. The subsequent education-re-
form act makes three big changes.
First, school performance is to be care-
fully measured. A state council is drawing up
the tests and other assessment tools. Sec-
ond, decision-making is to be delegated to
individual schools under councils on which
teachers (and the school principal) will be in
a majority. This includes such things as
school hours, homework, the curriculum,
even-within limits-hiring, firing and pay-
ing staff. The act scrapped hundreds of state
regulations and all jobs in the education de-
partment, letting Tom Boysen, the newly ap-
pointed commissioner, start afresh.
The third change is that schools will be
Unaccountable, ineducable,
held accountable for their performance.
They will be set targets, such as increasing
their pass-rate, with a carrot of extra cash
unmanageable, unreformable
and pay if they achieve them. The stick is
that, if a school persistently fails, it will be
declared "in crisis". When this happens,
FRANKFORT, KENTUCKY, AND NASHVILLE, TENNESSEE
outside managers will be sent in, the
school's administrative and teaching staff
IT.
HAS become a routine for American
For one thing, the role of the federal
may be sacked, and parents will be allowed
politicians, from the president down.
government remains tiny. It provides only
to take their children elsewhere. Ultimately
Nothing, they solemnly assure voters, is
6% of the cash for the country's education
the school can be closed down.
more important to them than their coun-
(down from 9% in 1980). The rest comes
Kentucky's act also shakes up teacher
try's (or their state's or their city's) children.
from the states. As for Mr Bush's grandiose
training, including letting outsiders into the
And the key to the children's future lies in
national education goals for 2000-for in-
profession, and it expands pre-school educa-
the schools. The past decade has probably
stance, that America should be first in the
tion. One consequence of the reforms was a
seen more promises to reform America's
world in maths and science-they look like
sharp tax increase for both individuals and
education than to cut its budget deficits. No
pie-in-the-sky. A governors' committee is
businesses. Both welcomed it. Parents
wonder that one recent poll had most re-
admittedly working on a possible national
wanted better schools for their children
spondents agreeing that George Bush was
system of testing. But even if the goals re-
more than low tax bills. And, vitally, busi-
better at talking about American education
main words alone, they could give a deter-
ness groups in Kentucky as elsewhere have
than actually improving it.
mined education secretary an excuse to
been agitating for better-qualified school-
That may change when his new educa-
press states to shape up-and, not least, to
leavers for their workforces.
tion secretary, Lamar Alexander, is in-
learn from each other.
In Tennessee Mr Alexander's successor
stalled. Mr Alexander's confirmation was
Mr Alexander could start
as governor, Ned McWherter,
held up until March 13th by Edward Kenne-
by looking at his own state
devoted his recent state-of-
dy's Senate committee, which was looking
and its neighbour, Kentucky.
the-state message entirely to
into his personal finances. He made several
Last year Kentucky passed
education reform. His plan,
highly profitable business deals both as gov-
America's most radical educa-
like Kentucky's, would dele-
ernor of Tennessee in 1979-87 and, later, as
tion-reform act. It was moti-
gate decision-making and im-
president of the University of Tennessee.
vated by persistently poor re-
prove accountability. It would
He will soon join Mr Bush's three other
sults, especially in the hills of
be paid for by the state's first
recent cabinet appointees, Lynn Martin as
eastern Kentucky. But more
income tax. Since Tennessee's
labour secretary, Edward Madigan as agri-
significant was a court case
changes were not demanded
culture secretary and Bob Martinez as drugs
against the state's system of
by the courts, it may prove
tsar. Most education lobbyists, after all, wel-
school finance. The schools
harder to push them through
comed his appointment. But his fight for
lobby argued that the system
the legislature. But the fact
confirmation will pale beside the task of re-
was unfair because it relied
that such big changes are
forming America's schools.
partly on local property taxes,
Alexander's turn
thought necessary makes one
THE ECONOMIST MARCH 16TH 1991
19
AMERICAN SURVEY
wonder what Mr Alexander achieved. He
French-American relations
doubt French resolve. France, says one of
was hailed as an education governor. Yet he
Mr Bush's closest advisers, was "staunch"
left a state with poor education results and
Rapprochement
throughout.
the country's lowest level of school spending
The love-fest has survived the end of the
per resident. One of the few innovations he
war. On the eve of the meeting in Marti-
made was merit pay for teachers, officially
WASHINGTON, DC
nique, the French were saying they no long-
called a career-ladder programme.
OMETIMES", said a French diplo-
er insisted on an international conference to
Merit pay gets lots of support from
mat, "you want just to grasp a mo-
tackle the Israel-Palestine question. Al-
think-tanks in Washington. In Tennessee it
ment and make it last". As George Bush and
though France would still like such a confer-
is less popular. Even the state education de-
François Mitterrand prepared for a mutually
ence (so does America, in theory), this was
partment admits it has not worked well. Too
congratulatory meeting in Martinique on
by no means to be seen as contradicting any
many teachers find merit pay divisive. Some
March 14th, the French embassy in Wash-
American preference for direct talks be-
refuse to apply for it on principle. For every
ington purred with self-satisfaction.
tween Israel and its neighbours. Perhaps a
teacher who gets a bonus and then works
Not the least surprising side-effect of the
conference would be a useful ceremonial cap
harder, there is another who misses out and
Gulf war has been a remarkable improve-
on agreements reached bilaterally: some-
sinks into gloom. Above all, results in
ment in relations between America and its
thing like that, anyway.
schools where lots of teachers win bonuses
oldest ally. After the Houston summit of in-
The bliss cannot last: France and Amer-
seem little better than those in schools
dustrial countries last July, French diplo-
ica will always find a reason to squabble. The
where few do. Kentucky's system of school-
mats were talking openly of a "malaise" in
square opposite the White House may be
wide bonuses for all staff members, based on
the relationship: President Mitterrand had
named after Lafayette, and French intellec-
school performance not individual merit,
angered the Americans by seeming to be
tuals may evince fascination with everything
may work better.
suspicious of German unification, which
from the western to the blues, but there are
gaps in France's understanding of what
The right to choose
makes America tick.
A big omission from both Kentucky's and
Uniquely among Europeans, the French
Tennessee's school reforms is parental
have never emigrated to the United States
choice. Joe Nathan of the Humphrey Insti-
in large numbers. This pattern continues:
tute in Minneapolis calls this a tragic mis-
between 1980 and 1988 there were 112,000
take. His evaluation of the results of school
British emigrants to America and 56,000
choice in Minnesota shows that it improves
Germans, but only 18,000 from France.
performance-something not yet demon-
Americans are not great world travellers,
strated for school-based management and
but according to a new poll for the Franco-
improved accountability alone.
American Foundation 18% of all Ameri-
Educators in Kentucky and Tennessee
cans have been to France. Only 12% of the
retort that choice means little in their rural
French have been to America. Whereas
eastern counties, many of which have only
66% of the Americans polled thought
one school and little transport. They fear
France's culture was important to America,
that choice, especially if extended to private
only 44% of the French repaid the
schools, could lead to two-tier education or
compliment.
the re-emergence of segregated schools. Ad-
At a conference which brought Michel
vocates of choice say this should not happen
Rocard, the French prime minister, to
so long as it is pupils that choose schools,
Washington just before the Martinique
not the other way round. The best test for
meeting, it was clear that agricultural trade
both sides, as with other much-talked-about
will continue to be a sore point. There will
school reforms, will come when the results
be hard pounding, too, on France's determi-
of change are known.
De Tocqueville defined the differences
nation to find a common European defence
Until then it might be worth watching
and security policy, especially if the Ameri-
Britain, where the 1988 Education Act is us-
President Bush believed was an unequivocal
cans think that will shut them out of Eu-
ing a mixture of local management, in-
victory for western values, and whose con-
rope. Mr Rocard went out of his way to say
creased accountability and greater parental
summation he had made a central part of
America had nothing to fear.
choice to raise standards. By making finance
American diplomacy. The Americans con-
In other respects, the French and the
depend partly on the number of children a
sidered France (not wholly fairly) to be the
Americans at the conference found com-
school can attract-in effect by turning each
only impediment to a deal on agricultural
mon ground-or at least common experien-
pupil into a voucher-and by publishing re-
trade in GATT.
ces-in some suprising fields. Immigration
sults of national tests, the government
Then came the Gulf. Oddly, for one
from the Maghreb to France made some
hopes to channel money to the best schools.
whose reputation in France is mixed, Mar-
French people at the conference anxious to
The federal government loves to say
garet Thatcher did the French a service. Ac-
learn about America's melting-pot. Ameri-
that more money will not solve America's
cording to one story, she told Mr Bush soon
can participants, far from sanguine about
education problems. But reforming states
after Kuwait was invaded that, whatever
their own success in that regard, wanted to
have found that more money is a necessary
they said or did, there was no need to worry
understand how France had forged such a
way of getting entrenched interest groups
about the French: Mr Mitterrand would be
strong sense of national identity.
behind school reform. Even if the money is
"on the boat when it sailed". The Ameri-
Edward Tuck, the president of the Fran-
found at state level, it affects Washington
cans believed her. Not once in the six
co-American Foundation, draws a contrast.
because state income taxes are deductible
months of the Gulf drama, not even in the
The British and the Americans, he says, de-
from federal taxes. If Mr Alexander is to
last days before war, when Mr Mitterrand
fine their friendship by what they have in
make his mark, he may find himself battling
seemed to be pursuing a settlement that
common. The French and the Americans
federal budgeteers as well as state educators.
would include overt "linkage" of the Gulf to
define it by their differences.
the Palestinian question, did the Americans
20
THE ECONOMIST MARCH 16TH 1991
Accomplishments of Lamar Alexander as
President of the University of Tennessee
Lamar Alexander served as President of the University of
Tennessee system (U.T. - the Volunteers). The system is comprised
of four schools and three institutes: campuses at Knoxville
(flagship campus), Memphis (primarily the Medical campus),
Chattanooga, and Martin; the U.T. Space Institute, the Center for
Agricultural Studies, and Institute for Public Service.
The University points to the following as President Alexander's
significant accomplishments:
*
Formulation of Five Year Plans for all seven of the
university's institutions. After identifying a need for
such goal setting, President Alexander provided the
necessary leadership to establish the system's first
true master plan for continued development over the
next five years. Areas of concentration included: the
establishment of academic standards and goals for each
of the institutions, a broad fundraising and budgetary
plan of action, raising admissions standards, and
growth and development goals for the university.
*
President Alexander was instrumental in establishing
closer ties in between the University and Oak Ridge
Institute. See THE PRESIDENT'S remarks during visit to
U.T. last year.
*
President Alexander hired the University's first woman
vice president and the University's first two African-
American vice presidents in his short three years
there.
*
President Alexander's efforts were instrumental in
establishing closer ties in between the University's
Memphis medical campus and the other medical
institutions that make up the sophisticated area
medical community. His leadership provided the impetus
to begin the planning of the Memphis Health Institutes.
LAMAR ALEXANDER
Lamar Alexander is President of The University of Tennessee. His
comments on education are featured regularly on cable television's "American
Magazine." He is a member of President Bush's Education Policy Advisory
Committee.
Mr. Alexander was Governor of Tennessee from 1979 to 1987. As Chairman
of the National Governors' Association he led the 50-state education survey, "Time
for Results." In 1988 the Education Commission of the States gave him the James
B. Conant Award for "distinguished national leadership in education." He was
Chairman of President Reagan's Commission on Americans Outdoors and in 1987
was one of the NCAA's six Silver Anniversary scholar-athletes.
Mr. Alexander is a classical and country pianist and author of three books,
the most recent being Six Months Off (William Morrow & Co., Inc.), the story of his
family's "escape" to Australia after eight years in the Tennessee Governor's
Mansion. He is a Phi Beta Kappa graduate of Vanderbilt University and was a law
review editor at New York University Law School. He was born July 3, 1940.
His wife, Honey, is a member of the Corporation for Public Broadcasting and
the board of directors of Family Services of America. With Bob Keeshan,
television's "Captain Kangaroo," the Alexanders helped to found Corporate Child
Care, Inc., which helps companies solve their employees' child care problems.
The Alexanders have four children: Andrew, 19; Leslee, 17; Kathryn, 15;
and Will, 10.
November, 1989
a speechwiden
5yr goals.
put us on The path.
to goals.
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
December 12, 1990
REMARKS BY THE PRESIDENT
AT JOBS FOR AMERICA'S GRADUATES AWARDS CEREMONY
The National Press Club
12:35 P.M. EST
THE PRESIDENT: Thank you, Governor McKernan for those
very kind words. And let me also thank you, given all you have on
your plate to -- for your responsibilities and services, Chairman. I
also want to single out just a few here. I noticed you commented on
the former Governor, now Senator Chuck Robb's participation --
Chairman now, to those who don't know this, of the Executive
Committee of Jobs for America's Graduates; Ken Smith, who -- for the
President. Julie Nixon Eisenhower, who's done an awful lot to make
this day possible through her commitment.
And, of course, I want to salute the others that are with
us -- Governor Wilder of Virginia and Governor Castle is here from
Delaware; Governor Stevens of Montana. And then Kit Bond, a former
Governor, I understand is with us -- and there he is over here. And
then especially to salute Pete du Pont, the former Governor of
Delaware, who really presided over the genesis and really with a
stimulating word and thought behind all of this. And I'm delighted
to be with all of you distinguished people who have made such a
contribution.
Also I saw earlier Bill Brock, a former Senator, and I
know of his interest in all of this, too. And I want to congratulate
those governors not here -- it all adds up to a total of 19 governors
being honored here today. And then again, I see a lot of those in
town who do the heavy lifting when it comes to supporting all these
worthy causes. And I want to thank each and every one of you and
your foundations and your companies for seeing the light and getting
out front on this important one.
My own interest, as Jock says, dates back to the very
beginning -- not really the beginning because Pete gets the credit
for that -- but back to my time on the Board of Directors, when the
JAG -- Jobs for America's Graduates -- was nothing more than this
idea with plenty of promise. And that's why it is with special pride
that I meet with all of you -- the ones, literally, who have taken
the idea and put it into action with, I think, spectacular results.
One of my great pleasures as President is to shine the
spotlight on the success stories. Barbara calls it being a
cheerleader. Well, she's darn good at it, too, I might add. But I
think we are advantaged in having this special forum from which we
can point out to the country the great successes that are taking
place. And certainly today, JAG -- Jobs for America's Graduates --
deserves to be center stage. This organization has enjoyed lasting
support from state officials, governors and from the business
community. And it's all for one simple reason: It works. JAG
works.
Take a look at the statistics -- 92 percent of the young
people in this program were able to complete their high school
diploma or their GED last year -- 92 percent. And it doesn't stop
there. That's what Pete impressed on me and Jock has reimpressed on
me. The program assists these new graduates during that critical
school-to-work transition. Eighty-three percent of the young people
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- 2 -
participating made a successful transition -- into the working world,
the Armed Services, or on to their next level of education. And JAG
accomplished all this at half the average cost of other youth
employment programs.
You've been especially effective, I'd say, in the inner
cities. Kids from low-income households, whose plans for the future
don't include college -- and may not even include finishing high
school. JAG takes aim at these at-risk kids: the ones who, without
the right help, without the right encouragement, might find
themselves out of school, on their own, no hope, no prospects,
without a future, if you will. JAG catches these kids before they
drop through the cracks -- 20,000 last year alone.
And since I know a little about this organization, I know
that you're not resting on your laurels. I'm especially pleased
that, with what Jock said here, that JAG has joined this nationwide
points of light movement with today's announcement that each
participant will be expected to engage in community service
activities. JAG's been especially effective -- I said the urban area
-- also in the urban schools. And I urge you to extend this inner
city outreach, expand this proven program to as many cities and
schools as possible. It's my hope that before long, there will be a
Jobs for America's Graduates program in every state in this country.
Because as great as it is to see these award winners here today --
and I met with them upstairs -- there's a place in this room for all
50 governors to be here. And it's no surprise to me that this
success is taking place then at the state and local level.
Last fall, as the governors and I forged our historic
partnership at the Education Summit, we recognized that excellence in
education required an effort that was not federal, but national --
one that brought all levels of government together in common cause to
improve America's schools. We've got to follow through on those
goals.
I might say parenthetically just a word about a very new
development. This morning, Secretary Cavazos, the Secretary of
Education, my dear friend, resigned as Secretary. And I think of the
contribution he made to establishing these national schools. And I
think the country will always be very, very grateful to him for his
service to country.
Since then -- since that get-together, we've made real
progress. A set of six national goals are now in place -- as is this
target date still in place for the year 2000. Efforts to expand,
flexibility, and also accountability in education are underway.
These efforts are underway. And at that summit, as Jock well knows
-- Governor McKernan -- the governors also committed to undertake a
major, state-by-state effort to restructure the education system.
And I want to turn now to this challenge -- the need for
a reform effort that results in nothing less than the restructuring
of American education. The people in this room are critical to this
reform effort. Corporate leaders -- who know education is the key to
competitiveness. Governors -- from Maine to California, along with
top education officials from each state. Teachers and principals,
whose daily dedication and commitment will mold tomorrow's citizens.
And finally, students -- young people for whom the word education
means hope and happiness, opportunity and achievement.
Let me explain to all of you about what I mean, just
briefly, about restructuring our schools. I'll limit myself to the
broad principles because the last thing we need if we want real
restructuring is a set of prescriptions, a bureaucratic blueprint
from on-high Washington, mandating the states.
One of the keys to this approach is empowering people,
not the bureaucracies. And central to empowerment is this concept of
choice -- empowering parents to decide which school is best for their
children. Choice, you see, is the catalyst for change -- the
fundamental reform that drives forward all the others.
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- 3 -
Let me lay out five principles that should guide our
efforts to restructure our schools -- principles that empower
parents, expand choice, and encourage excellence in education. High
expectations, decentralized authority, schools that are responsive,
market-oriented, and performance tested.
Take the first: high expectations. We've got to raise
our sights -- for our students, for our schools. We've seen the
statistics. American kids already rank too low compared to our chief
industrial competitors. America can't settle for a C average if we
really mean to compete and get ahead. America's schools must, and
will, aspire to world-class standards.
Secondly, we've got to decentralize authority. It
wouldn't be fair to raise expectations -- to ask more of our schools
and our students -- if we tie the hands of the teachers and the
principals, particularly those who make the difference. After all,
the secret to our schools' success isn't the size of the bureaucracy.
We succeed -- or fail -- one student at a time. And the secret is
the principal who commands respect and cares deeply about each and
every kid who walks into that school -- and that special teacher, who
starts with the same tests and books and blackboard and then makes
learning come alive.
For years we've stifled our schools with requirements and
red tape. Let's give our schools something teachers and principals
don't have enough of -- authority. And then let's hold them
accountable for the results.
Third, we need responsive schools -- customer-driven, if
you will. Schools that involve and engage students and their parents
-- the real experts on what's best for their kids. That's central to
the concept of choice. Everywhere choice has been tried, choice has
worked -- in large part because it has brought parents into the
process, into that whole process of shaping their kids education. We
need schools that are open to the input from the business community
-- real-world institutions that can work with our schools to educate
the kind of employees they'll need tomorrow. If we want schools that
work we've got to realize that there isn't any centralized monopoly
on wisdom.
Fourth, restructuring means making our schools more
market-oriented. We know what competition means in the business
world. It's time we recognize that competition can spur excellence
in our schools. Let them open their doors to experts from outside
the teaching profession who are willing to share their wisdom in the
schools. We've got to expand what they call alternative
certification -- and tap the wealth of teaching in our society.
There's a lot of talent out there that's precluded by mindless
regulation from participating in our schools as teachers. Tap the
wealth of that teaching talent that's been kept our of the classroom
simply because they lack a teaching certificate.
Fifth and finally, we need to make sure the yardstick we
use to measure our achievement is performance-based. All the
necessary attention to rules and regulations and procedures -- all
the measures of dollars spent -- all the hardware and software --
statistics and studies cannot be allowed to obscure the one measure
that matters. And what matters is what works. Results. What kind
of kid walks out of that classroom and into society -- what our kids
know, whether we've taught them how to learn.
And one thing more while the subject is performance: We
hold students accountable for their own failure. Well, let's do the
same then for our schools.
These five principles -- high expections, decentralized
authority, schools that are responsive, market-oriented and
performance-based -- these five can guide our efforts as we
restructure American education to meet the ambitious, goals that have
been set for our nation's students and for our schools -- first set
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- 4 -
by the governors of the 50 states -- as we lead America forward to
what I hope will be an education renaissance, a system that can
compete with any in the world. We've got to redouble our efforts to
achieve these goals. This restructuring must take place. I don't
have to tell the corporate leaders in this room that America can't
expect to remain a first-class economy if we settle for second-rate
schools. And let me assure you, there is a role in this
restructuring for everybody here -- for your energy, for your ideas,
for your commitment to educational excellence.
Before I close, let me just thank once again the
companies and the foundations and the individuals whose contributions
help keep Jobs for America's Graduates going strong. The help you
provide to each young person literally lasts a lifetime. And to
those students here with us today let me recognize your
accomplishments -- but let me ask something else as well. Just as
you've been helped along the way, make it your mission to reach out
your hand to all the other kids like you who have everything they
need to succeed except encouragement.
so once again, I really wanted to come over here, Jock,
to thank you, to thank the other governors and senators that are with
us here today -- thank you for all you're doing to help the kids of
this country. May you all have a wonderfully merry Christmas. And
may God bless the United States. Thank you very, very much.
(Applause.)
END
12:50 P.M. EST
Office of the Press Secretary
(Knoxville, Tennessee)
EMBARGOED FOR RELEASE
UNTIL 3:05 P.M. EST
FRIDAY, FEBRUARY 2, 1990
TEXT OF REMARKS BY THE PRESIDENT
TO THE UNIVERSITY OF TENNESSEE COMMUNITY
Alumni Memorial Gymnasium
The University of Tennessee
knoxville, Tennessee
February 2, 1990
It's great to be back in Tennessee. I'm very proud of this
State, and this University. And I hear some of you noticed the
T-shirt I had on while jogging down in Texas in December - the
"Big Orange" colors of the Tennessee Volunteers.
I got the shirt in Washington when Pat Summitt came to the Rose
Garden last April with Tennessee's Lady Volunteers - the 1989
NCAA National Champions.
I am proud of Tennessee, and your great sports traditions. But
the truth is, what makes this university SO special says a lot
about what makes America SO special. It's not the winner's
trophy at the end of the quest. It's the quest itselt. And in
Tennessee, as in America, that means the quest for excellence.
At U.T., the quest for excellence starts not on the basketball
court or the football field but in the classroom. Maybe you
heard that at the Wnite House, I bragged as much about the Lady
Vols' 14 years with a 100 percent graduation rate as I did about
their basketball championship.
Earlier this week, I issued my tirst tormal budget as President,
a blueprint for the year ahead. And two days ago, I stood in the
U.S. Capitol -- stood before the American people - and reported
to you on the State of the Union.
At the heart of my address was a sense of confidence that America
today is second to none - and a sense of commitment, a plan to
keep America second to none in the years ahead. The foundation
for our plan - the foundation for our future - is anchored by a
cornerstone we call "Educational Excellence."
Education is our most enduring legacy, vital to everything we are
and can become. And my budget calls for record funding,
reflecting this belief. But as I said Wednesday night, real
improvement in our schools is not simply a matter of spending
more. It is a matter of asking more - expecting more - of our
schools, our teachers, our kids - and of ourselves.
You in Tennessee know that goals and high expectations work.
Five years ago, Governor Alexander told Tennessee's eighth
graders: "If you want to go to State universities - you're
going to have to take more math and science."
There was a good deal of grumbling at first. But today, almost
all freshmen are meeting those requirements. ÀS a result,
admission scores are up. Retention rates are up. And best of
all - 41 percent more students are taking science and math in
the high schools than were taking those subjects five years ago.
I believe what worked for Tennessee will work for America. And
Wednesday night, I announced America's education goals - goals
developed with the Governors.
Part of the answer means getting back to basics. Recently one
kid was asked if he knew what the "Three R's" were. He said,
"Sure: Reading, 'Riting, and Remote Control."
Well, just as we're re-doubling our efforts to boost education,
so we've doubled the "Three R's" as well. We have six goals -
"Six R's" for education in the 90's.
The first is Readiness. By the Year 2000, every child in America
will start school ready to learn. And we've called for a record
increase - an extra half-billion dollars to ensure a fair start
- through project Head Start.
Our next goal might be called "Search and Rescue." we will
target America's most at-risk youth, and get them the help they
need - the help they deserve. Our 10-year goal -- to raise
America's high school graduation rate to at least 90 percent.
Third, it's time to Re-establish Excellence. By the new century,
American students will leave grades 4, 8, and 12 having
demonstrated competency over the world in which they live -- the
world of math, English, science, history and geography.
And we're calling for a new Renaissance in science and math, to
make America's students first in the world by the Year 2000.
Next - Reading. A competitive America must be a literate
America, where every man and woman possesses the knowledge and
skills necessary to succeed in a global economy.
Last - and most fundamental - in every school in America, we've
got to create an environment conducive to learning. That means
disciplined schools. That means drug-free schools.
The solution to chaos in our classrooms is no mystery. Franklin
had a word for it. Not Ben Franklin - Aretha Franklin. She
calls it: "R-E-S-P-E-C-T." Kids need respect for teachers;
respect for learning; respect for themselves.
All six goals are important. And Lamar, I was thrilled to learn
that Tennessee - a major research university and a pillar of the
science-rich, Oak Ridge Corridor - has already taken the lead in
responding to our challenge to use science and technology to
boost America's cumpetitiveness. And thanks to Governor
McWherter, Martin Marietta, and the Department of Energy -
you'll have a new Summer School for Math and Science - and a new
academy for America's top elementary and high school teachers.
Unbelievably, it was all put together in a week. And the speed
of Tennessee's response proves what we've been saying since I
first sent my Educational Excellence package to Congress last
spring. The time for study is past. The time for action is now.
Building America's competitive strength today also means that we
need quick Congressional action on our other proposals for
investing in new capital - intellectual capital. That includes
everything from reforming product liability laws to doubling the
budget of the National Science Foundation.
It means a record-high increase in funds for Research and
Development - R&D. New help for R&E - Research and
Experimentation - by making the R&E Tax Credit permanent. And
funds to improve education: The Eisenhower Education Grants for
math and science would grow by 70 percent, to $230 million.
In science and technology, the United States is today the
undisputed heavyweight champion of the world. We produce more
scholarly works, more breakthroughs, more international prizes.
But like any champion, we cannot rest on our reputation. More
than 30 years ago, Dwight Eisenhower used his State of the Union
speech to address a similar challenge. "Our real problem," said
Ike, "is not our strength today. It is rather the vital
necessity of action today to ensure our strength tomorrow."
Today, I am taking action by appointing the members of the
President's Council of Advisers on Science and Technology.
Indeed, Vice President Dan Quayle - who's doing such an
outstanding job as chairman of both the National Space Council
and the Competitiveness Council -- is swearing in the members of
this new council this afternoon. Comprised of some of the best
scientific minds in the country, we will meet tomorrow at Camp
David to discuss ways to maintain U.S. supremacy in these fields.
One way to do that is by challenging the impossible. And that
brings to mind another challenge that will probably mean more to
strengthening our educational system and competitive edge than
any other single endeavor. I'm talking about space. For in the
coming century, first in space will mean first on Earth. And
America intends to stay No. 1.
We need to tind ways to do things faster and more efficiently in
space. That's why NASA and our Space Council have called on
America's great universities and research centers to put their
brightest engineers and scientists to work on coming up with
bold, innovative ideas - new technologies for a new tomorrow in
space.
Tennessee has already made important contributions to the space
program. Rhea Seddon, one of America's first women astronauts,
is a graduate of U.T.'s College of Medicine. And researchers at
U.T.'s Space Institute in Tullahoma are working with NASA to
develop advanced space propulsion systems for the next generation
of manned and unmanned missions.
In the new century - your century - those new systems may help
take Americans back to the Moon and beyond. Our goal: To place
Americans on Mars - and to do it within the working lifetimes of
scientists and engineers who will be recruited for the effort
today. And just as Jefferson sent Lewis and Clark to open the
continent, our commitment to the Moon/Mars initiative will open
the Universe. It's the opportunity of a lifetime - and offers a
lifetime of opportunity.
Yet, some wonder if America has lost its competitive edge, and
ask if we must now look overseas tor the answer. They point to
last week's launch in Japan - a new satellite sent to orbit the
Moon. They torget that 26 years ago today - long before many of
you were born - America's Ranger 6 landed on the Moon.
The United States is the "detending world champion." but, we
have to defend our title day-by-day, week-by-week, year-in and
year-out. The Tennessee of Bob Neyland and Johnny Majors, of
Wade Houston and Pat Summitt, knows something about defending
athletic dynasties. Here it's done the old-iashioned way, the
Tennessee way, the American way.
You can play smart. But there are no shortcuts. It takes hard
work and grit. It demands the constant renewal of new talent and
new ideas - always tempered by veteran coaching. And it means
sweating harder, reaching higher, and seeing farther than the
other guy.
It's never easy, keeping that No. 1 ranking. Pat Summitt said it
in 1984, just before bringing the U.S. women's basketball team to
an Olympic Gold medal. She said: "We're expected to win
That's a greater challenge than when you're expected to tinish
second."
Pat's right. We are going to need as never before the "can-do"
attitude that brought our ancestors to America - and that
brought America to greatness. In World War I, when they asked
your own Sergeant York how he captured 132 enemy prisoners and 32
machine guns all by himself, he answered: "I surrounded 'em."
That's what I'd expect from a Tennessean. And that kind of
spirit is going to carry us into the 21st Century and beyond.
And as we approach the challenges or tomorrow, in a world
increasingly hungry for yesterday's values, I hope you'll
continue to give voice to Tennessee's frontier virtues: Hard
work. Loyalty. Love of faith, family and the Volunteer State.
When we hear America singing, it is often the sound of Tennessee
- the bluegrass riddling of the mountains; the gospel and
country sound of Nashville; the jazz, the blues, of Memphis. It
is the stuff of legend - the spirit of raith and hope. And with
spirit like that - America's going to do a Tennessee waltz, all
over the competition.
# # #
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01. List
Re: The University of Tennessee, February 2 Event Planning
n.d.
P-6, (b)(6)
Group; personal information redacted. (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Speechwriting, White House Office of
Series:
Speech File, Backup
Subseries:
WHORM Cat.:
File Location:
Swearing In Ceremony Lamar Alexander 3/22/90 [1]
Date Closed:
10/14/2004
OA/ID Number:
06854
FOIA/SYS Case #:
Re-review Case #:
2004-2265-S
P-2/P-5 Review Case #:
MR Case #:
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MR Disposition:
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RESTRICTION CODES
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Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advise between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
THE UNIVERSITY OF TENNESSEE
February 2 Event Planning Group
CHAIR
Mr. Homer S. Fisher
Mr. John C. Parker
Senior Vice President
Executive Director, Physical Plant
810 Andy Holt Tower
2233 Volunteer Drive
Knoxville, TN 37996
Knoxville, TN 37996
(615) 974-3211
(615) 974-2178
3213 TAX
COCHAIR
Mr. Bert Sams
Ms. Sammie Lynn Puett
Associate Vice Chancellor, Student Affairs
Vice President, Institute for Public Service
521 Andy Holt Tower
109 Student Services Building
Knoxville, TN 37996
Knoxville, TN 37996
(615) 974-3061
(615) 974-6621
Dr. Gary Sayler
COCHAIR
Professor, Microbiology and Director,
Mr. Philip A. Scheurer
Center for Environmental Biotechnology
Vice Chancellor, Student Affairs
Suite 200, 10515 Research Drive
523 Andy Holt Tower
Knoxville, TN 37932
Knoxville, TN 37996
(615) 675-9450
(615) 974-3061
Dr. Joseph Trahern
Mr. Edward K. Bennett
Executive Assistant to the Chancellor
Associate Vice President, Personnel
533 Andy Holt Tower
102 Alumni Hall
Knoxville, TN 37996
Knoxville, TN 37996
(615) 974-2268
(615) 974-5151
Mr. Ed Yovella
Mr. James W. Bennett
Chief of Police
Assistant Vice President, University Relations
Security Building
467 Communications Building
1115 UT Drive
Knoxville, TN 37996
Knqxville, TN 37996
(615) 974-2225
(615) 974-6631
Mr. David L Bower
Associate Director, Center for
Telecommunications and Video
61 Communications Building
Knoxville, TN 37996
(615) 974-1313
Mr. John Clark
Executive Director, News Center
460 Communications Building
Knoxville, TN 37996
(615) 974-2225
Mr. Jay A. Diskey
Special Assistant, President's Office
800 Andy Holt Tower
Knoxville, TN 37996
(615) 974-2241
Mr. Walter N. Lambert
Associate Vice President, State & Federal Relations
605 Andy Holt Tower
Knoxville, TN 37996
(615) 974-2206
Ms. Lauren Murphy
Executive Director, Radio Center
460 Communications Building
Knoxville, TN 37996
(615) 974-2225
McGroarty/Dooley
March 21, 1991
1:30 pm
[ED.2]
PRESIDENTIAL REMARKS: SWEARING-IN OF SECRETARY ALEXANDER
AIR AND SPACE MUSEUM
MARCH 22, 1990
10:00 A.M.
Thank you,
{------},
for those kind words. It's a pleasure
to be here today to witness the swearing-in of our new Secretary
of Education -- Lamar Alexander. //
[Additional introductory acknowledgements.]
In a challenge of this magnitude, it is my good fortune to
be able to call on a man with Lamar Alexander's considerable
expertise. Lamar comes to this task as the son of teachers. He
has served as a valued member of my Education Policy Advisory
Committee -- and, most recently, he's served the students of his
home state as President of the University of Tennessee. Five
years ago, as Chairman of the National Governor's Association, he
piloted the 50-state education survey, "Time for Results" -- a
report that put us on the path to the six National Education
Goals that guide our efforts from now to the year 2000. //
As a public servant, educator, author -- Lamar Alexander is
a true renaissance man: a man with great common sense, who knows
what works. He's also one of Tennessee's leading philosophers.
He's got a saying you've probably already heard: "Today a
rooster. Tomorrow a feather duster." [[Think about that one.
Lamar, I'm going to make that our 7th National Education Goal --
by the year 2000, everyone in America will know what that saying
means. //]]
2
Lamar Alexander understands that real reform -- real
restructuring of American education -- can only take place on the
state and local level. That's one of the key reasons I asked
Governor Alexander to become Secretary Alexander. He knows the
key to success is to make certain education reform is national -
- not federal. Nationally, we have established goals -- and we
can raise our standards and expectations. We must bring all
levels of government and all Americans together -- parents,
teachers, students, civic and business leaders and all interested
citizens -- to work toward our goals. //
What we can do on the federal level is serve as a catalyst
for change. We can point the way forward, contribute ideas and
create incentives for change -- and we can start with freedom of
choice.
I know this idea has generated its share of controversy.
But it isn't radical -- it's common sense. It rests on a
principle central to democratic society: the idea that
individuals are capable of making wise decisions for themselves.
In education, freedom of choice recognizes that parents are the
real experts on what's best for their kids.
And let's be clear about who will benefit from greater
freedom of choice. Parents with means -- families in the mid-
to-upper income brackets -- already have choice. They can send
their children to private schools -- or move to districts with
the strongest public schools. Poor parents don't have those
choices. And it's poor families who will benefit most from a
3
healthy competition that creates real excellence in our schools.
With Lamar as the sparkplug, we're going to move forward
towards our national goals on many fronts. We're going to make
our schools better and more accountable. To reward excellence in
our teachers. To challenge our children to learn -- and all
American adults recognize that learning is a life-long process.
We've got to recognize that learning isn't something that
happens only in school. Lamar likes to talk about something he
calls the 91% factor: the fact that by the time the average
American youth reaches the age of 18, he's spent 9% of his time
in the classroom, and 91% outside of it. We must work as a
society to support the kind of values, culture -- the vital sense
of community and, yes, citizenship -- that gives real meaning to
all that our children learn. //
I know some people question whether we can meet the
ambitious goals we've set ourselves -- whether we can lower the
drop-out rate, or rise to first rank world-wide in math and
science. Well, we can. / Think about this: The graduating
class of the year 2000 is in 3rd Grade today. Think about what
it means to be an eight-year-old -- about the world of learning
ahead of you. Let's help those kids learn all they can on the
journey from 8 to 18 -- and then let's see where they take us in
the next century. / /
Mr. Secretary, let me say to you and to all the dedicated
people of this Department: there is no single issue that
determines more about America -- about our dreams and destiny --
4
than education. America's future walks through the doors of our
schools every day. For the sake of that future, America can
settle for nothing short of excellence in our schools.
I thank you all for this warm welcome. / Now, it is with
great pleasure that I witness the swearing-in of Secretary
Alexander.
# # #
Research
Crime" wedge issue -
House, San. Judiany
Marianne
fast track 11 mid My June
Stave Forev
OTR Maricine -
Education - timing on roll-out
April teaser i N'GA (SeatHE)
Royer, Charlie 666, Rae Nelson
Department of Education - II-151
not
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a
b
©Federal Yellow Book
10/5/90
Nat Ctr for Educ Stats
219-2050
Chris cross
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:26PM ;
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XEROX
FAX COVER SHEET
Date :
3-21-281 MAR 21 P3 : 39
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Lucy
P.S. I S plit The transmission
10/24/
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:27PM ;
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TOWARD LASTING PARTNERSHIPS:
GOVERNORS, CEO'S AND
EDUCATION RESTRUCTURING
REMARKS BEFORE THE
NATIONAL GOVERNORS
ASSOCIATION
BY
DAVID T. KEARNS
CEO AND CHAIRMAN OF THE BOARD
XEROX
FEBRUARY 25, 1990
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:27PM ;
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MR. GOVERNOR, DISTINGUISHED
(PAUSE)
GUESTS, THANK YOU FOR THE
GRACIOUS INTRODUCTION AND
THE BUSINESS ROUND TABLE
WARM WELCOME.
CONSISTS OF 201 CHIEF EXECUTIVE
OFFICERS OF MANY OF AMERICA'S
IT IS A PLEASURE TO BE WITH YOU.
LEADING CORPORATIONS.
FIRST, I WANT TO TELL YOU THAT I
IT HAS A VERY SMALL STAFF THAT
WEAR TWO HATS TODAY -- IN MY
IS SUPPORTED AND AUGMENTED
FORMAL CAPACITY, I AM HONORED
BY A VARIETY OF TASK FORCES
TO REPRESENT THE UNITED STATES
FORMED BY MEMBER COMPANIES.
BUSINESS ROUNDTABLE, A
MEMBERSHIP GROUP OF LEADING
LAST JUNE, PRESIDENT BUSH
CEO'S FROM ACROSS THE
CHALLENGED THE BRT TO HELP HIM
COUNTRY.
FULFILL HIS GOAL OF BECOMING
THE EDUCATION PRESIDENT.
BUT I AM ALSO HERE AS A SINGLE
BUSINESSMAN, ONE WHO IS
IN LATE SEPTEMBER WE MET WITH
DEEPLY CONCERNED ABOUT THE
THE PRESIDENT AND TOLD HIM OF
PLIGHT OF AMERICAN EDUCATION.
OUR PLAN TO SUPPORT NATIONAL
GOALS, BUT WORK WITH YOU AT
I'D LIKE TO SPEND JUST A FEW
THE STATE LEVEL -- WHERE THE
MINUTES WEARING MY BRT HAT
ACTION IS.
AND EXPLAINING WHAT THE
BUSINESS ROUND TABLE IS, HOW
SINCE THEN OUR TASK FORCE HAS
WE CAME TO BE INVOLVED IN
BEEN HARD AT WORK PUTTING
EDUCATION REFORM AND WHAT
SOME MEAT IN THE BONE.
WE ARE DOING ABOUT.IT.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:27PM ;
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-2-
I JOIN YOU TODAY TO TELL YOU
158 CHIEF EXECUTIVE OFFICERS
THAT THE BRT IS COMMITTED TO
COVERING ALL 50 STATES AND THE
HELPING YOU.
DISTRICT OF COLUMBIA HAVE
ALREADY SIGNED UP.
WE INTEND TO GO BEYOND
RHETORIC.
AND IF I KNOW JOHN AKERS HE
WON'T REST UNTIL ALL 201 BRT
WE INTEND TO ACT.
MEMBERS ARE ON BOARD.
UNDER THE LEADERSHIP OF JOHN
EACH CEO HAS MADE A TEN-YEAR
AKERS -- CHIEF EXECUTIVE OFFICER
COMMITMENT.
OF THE IBM CORPORATION -- WE
ARE COMMITTED TO A TEN YEAR
WE BELIEVE IT WILL TAKE THAT
PLAN, ONE THAT TRANSCENDS
LONG TO INSTITUTIONALIZE TRUE
INDIVIDUAL CEO'S AND INDIVIDUAL
EDUCATION REFORM.
CORPORATIONS, ONE THAT WILL
PUT THE NATION'S CORPORATE
AND THAT IS WHAT WE ARE AFTER
RESOURCES BEHIND THE CAUSE OF
-- NOT TINKERING AT THE
REFORM UNTIL THE NEXT CENTURY.
MARGINS.
AS A FIRST STEP, JOHN AKERS HAS
NOT WHAT I CALL FEEL-GOOD
ASKED EACH BRT CEO TO FORM A
PARTNERSHIPS THAT DO LITTLE BUT
PARTNERSHIP WITH A GOVERNOR.
SHORE UP A BAD SYSTEM.
I AM PLEASED TO REPORT THAT
BUT FUNDAMENTAL REFORM AND
SUCH PARTNERSHIPS ARE BEING
RESTRUCTURING OF OUR PUBLIC
FORMED ACROSS THE NATION.
EDUCATION SYSTEM.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:28PM ;
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-3-
IN CASE YOU ARE WONDERING,
YOU WILL BE INVITED TO THAT
XEROX CHOSE TO WORK WITH THE
PROGRAM BY A CEO WHO HAS
DISTRICT OF COLUMBIA WHICH
CHOSEN YOUR STATE AND I URGE
MAY SAY MORE ABOUT OUR
YOU TO MAKE THE TIME TO
NERVE THAN OUR JUDGEMENT.
ATTEND.
THE GOAL OF THE BRT IS TO WORK
EACH CEO HAS ALSO DESIGNATED
WITH YOU AND WITH THE
ONE OR MORE PEOPLE TO PROVIDE
EDUCATORS IN YOUR STATES TO
STAFF SUPPORT AND THESE PEOPLE
HELP YOU DEVELOP A REFORM
WILL ALSO ATTEND A SEMINAR TO
AGENDA AND TO IMPLEMENT IT IN
BRING THEM UP THE LEARNING
ALL 50 STATES.
CURVE ON EDUCATION REFORM.
THIS WILL CLEARLY TAKE A
THE EDUCATION COMMISSION OF
DIFFERENT SHAPE IN EACH STATE
THE STATES IS WORKING WITH US
BUT THE BRT WILL ALSO PROVIDE
TO DEVELOP A HANDBOOK ON
SOME UMBRELLA ACTIVITIES.
COALITION BUILDING AND
EDUCATION REFORM.
WE ARE WORKING WITH THE ASPEN
INSTITUTE TO DEVELOP A DAY-
ALTHOUGH THIS EFFORT IS BEING
AND-A-HALF DIALOGUE WHICH
DRIVEN BY THE BUSINESS ROUND
WILL BRING TOGETHER
TABLE, WE ARE WORKING CLOSELY
GOVERNORS, CEOS AND EXPERTS
WITH THE COMMITTEE FOR
ON EDUCATION REFORM.
ECONOMIC DEVELOPMENT, THE
NATIONAL ALLIANCE OF BUSINESS
AND THE U.S. CHAMBER OF
COMMERCE.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:28PM ;
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-4-
ONE OF THE THINGS THAT WE
YOU'LL GET NO SECOND-GUESSING
BELIEVE WE CAN PROVIDE YOU IS
FROM THE BRT.
INCREASED PUBLIC AWARENESS
AND POLITICAL CLOUT.
THEY'RE YOUR GOALS AND WE'LL
SUPPORT THEM.
FOR STARTERS I'M HERE TODAY TO
TELL YOU THAT WE ARE 100
I'LL MAKE YOU ONE OTHER
PERCENT BEHIND YOUR EFFORTS TO
PROMISE.
ESTABLISH NATIONAL GOALS AND
PERFORMANCE STANDARDS TO
WE ARE READY AND ANXIOUS TO
BACK THEM UP.
ROLL UP OUR SLEEVES AND WORK
SIDE-BY-SIDE WITH YOU TO
EDUCATION IN THIS COUNTRY IS A
IMPLEMENT THESE GOALS STATE-
$200 BILLION ENTERPRISE.
BY-STATE.
TO INVEST THAT AMOUNT OF
I WOULD BE THE FIRST TO ADMIT
RESOURCES WITHOUT A NATIONAL
THAT WE DO NOT HAVE ALL THE
CONSENSUS ON WHAT WE EXPECT
ANSWERS.
IN RETURN IS FLAT OUT WRONG.
BUT WE DO HAVE SOME AND
WE WOULDN'T DO IT IN BUSINESS
WE'RE WILLING TO WORK WITH
AND YOU WOULDN'T DO IT STATE
YOU TO DEVELOP MORE.
GOVERNMENT.
I AM SOMETIMES ASKED WHY
so WE LOOK FORWARD TO THE
BUSINESS IS so FIRED UP ABOUT
GOALS YOU WILL ISSUE LATER
EDUCATION REFORM.
TODAY.
AND I'LL MAKE YOU A PROMISE.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:28PM ;
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-5-
THE ANSWER IS DECEPTIVELY
WE MUST DO so BECAUSE, AS
SIMPLE:
CLEMENCEAU OBSERVED ABOUT
WAR, EDUCATION IS TOO
WE CANNOT COMPETE IN A
IMPORTANT TO BE LEFT TO
WORLD CLASS ECONOMY
EDUCATORS ALONE.
WITHOUT A WORLD CLASS
WORK FORCE.
IN A GREAT DEMOCRACY,
EDUCATION IS EVERYONE'S
AND WE CANNOT HAVE A
BUSINESS.
WORLD CLASS WORK FORCE
WITHOUT WORLD CLASS
BUT IT IS OF SPECIAL IMPORTANCE
SCHOOLS.
TO GOVERNMENT AND BUSINESS
LEADERS TODAY BECAUSE OF THE
I BELIEVE THAT THE NGA AND THE
WAY IN WHICH WEALTH IS
BRT HAVE A UNIQUE
CREATED IN THE MODERN WORLD.
OPPORTUNITY.
IT IS THE PRODUCT OF APPLIED
TOGETHER WE MUST ORGANIZE
HUMAN INTELLIGENCE.
AND LEAD A NATIONAL CRUSADE,
NOT FOR EDUCATION REFORM
THE ERA OF STRONG BACKS AND
ALONE, BUT FUNDAMENTAL
DEFT HANDS IS BEHIND US.
EDUCATION RESTRUCTURING.
THE FUTURE BELONGS TO THE
WE MUST DO so BECAUSE, IF WE
EDUCATED.
DO NOT, OUR ECONOMY AND OUR
WAY OF LIFE WILL FALTER.
WE MUST DO IS TO EDUCATE OUR
WORKERS BEFORE THEY ENTER THE
WE MUST DO so BECAUSE I BELIEVE
WORK FORCE.
NO ONE ELSE WILL.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:29PM ;
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-6-
BUSINESS CAN'T DO THE SCHOOLS
LET ME REPEAT: BUSINESS WILL
PRODUCT RECALL WORK.
TRAIN IF SCHOOLS WILL EDUCATE.
THE JAPANESE ARE PROUD OF
NO ONE NEEDS TO GO TO PUBLIC
SAYING THEY HAVE THE "BEST
SCHOOL TO LEARN HOW TO REPAIR
BOTTOM HALF IN THE WORLD,"
A XEROX MACHINE.
FOR TOO LONG WE HAVE GOTTEN
THAT'S A COST THAT XEROX IS
BY WITH THE "BEST TOP HALF."
WILLING AND ABLE TO BEAR.
ONCE THAT WAS GOOD ENOUGH.
AT ISSUE IS THE CAPACITY OF
NO LONGER.
AMERICAN WORKERS AND
MANAGERS TO CONTINUE
WHAT DO AMERICAN YOUNGSTERS
LEARNING OVER THEIR LIFETIME.
NEED TO KNOW AND BE ABLE TO
DO TO PREPARE FOR THE FUTURE?
SURVEYS, CONDUCTED BY THE
COMMITTEE FOR ECONOMIC
DOES AMERICA NEED TO TURN OUR
DEVELOPMENT, REVEAL ALMOST
SCHOOLS INTO VOCATIONAL
TOTAL AGREEMENT AMONG
TRAINERS?
EMPLOYERS.
THE ANSWER IS A RINGING AND
THE MOST IMPORTANT
AUTHORITATIVE "NO."
KNOWLEDGE AND SKILLS THE NEW
EMPLOYEE CAN BRING TO THE JOB
BUSINESS IS PREPARED TO PROVIDE
ARE "LEARNING TO LEARN" SKILLS,
VOCATIONAL AND TECHNICAL
PROBLEM SOLVING, AND
TRAINING IF WORKERS ARE FIRST
COMMUNICATION SKILLS.
EDUCATED.
SENT BY:Xerox Telecopier 7021 : 3-21-91 ; 3:29PM ;
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-7-
(PAUSE)
THE WORKER OF THE FUTURE
NEEDS TO BOTH KNOW HOW TO
HOW DO WORKERS ACQUIRE SUCH
THINK AND HOW TO CONTINUE
KNOWLEDGE AND SKILLS?
LEARNING.
THEY ACQUIRE THEM THROUGH A
TO PREPARE FOR THE FUTURE WE
BROAD AND DEEP CURRICULUM,
NEED TO BEGIN NOW.
WHAT WE USED TO THINK OF AS
THE LIBERAL ARTS.
I BELIEVE WE HAVE A HISTORIC
OPPORTUNITY.
THEY ARE THE BUILDING BLOCKS
OF THE KNOWLEDGE-BASED
THE CURRENT ISSUE OF AMERICAN
SOCIETY.
HERITAGE HAS AN EXCELLENT
ARTICLE ON THE HISTORY OF
BUSINESS IS NOT ASKING THE
EDUCATION REFORM,
SCHOOLS TO PREPARE A DOCILE
AND COMPLIANT WORK FORCE.
IT POINTS OUT THAT ALL PREVIOUS
ATTEMPTS AT REFORM HAVE
TO THE CONTRARY, WE WANT A
FALLEN FAR SHORT OF THEIR
WORK FORCE WHICH IS CURIOUS,
GOALS.
EVEN IMPATIENT; A WORK FORCE
THAT KNOWS HOW TO THINK, TO
WE CANNOT LET THAT
ASK QUESTIONS, TO WORK
HAPPEN AGAIN.
TOGETHER, TO INNOVATE, AND TO
SOLVE PROBLEMS.
THE CLOCK IS TICKING.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:29PM ;
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-8-
THIS MAY BE OUR LAST
THEY ARE NOT SUBJECT TO THE
OPPORTUNITY TO DRAMATICALLY
PRESSURES OF CONSUMERS.
IMPROVE THE QUALITY OF PUBLIC
EDUCATION IN AMERICAI
IN THE CASE OF SCHOOLS, THERE
ARE NUMEROUS SMALL
(PAUSE)
MONOPOLIES CALLED SCHOOL
DISTRICTS--15,500 OF THEM.
I SAID EARLIER THAT I WAS
WEARING TWO HATS TODAY -- MY
IF YOU'RE SMART AND WELL-OFF,
BRT HAT AND MY DAVID KEARNS
YOU CAN CHOOSE A GOOD
HAT.
MONOPOLY AND AVOID A BAD
ONE.
I'M PUTTING ON MY DAVID KEARNS
HAT NOW TO TALK FOR A FEW
YOU BUY INTO A "GOOD"
MINUTES ABOUT A
NEIGHBORHOOD OR PAY TUITION
CONTROVERSIAL SUBJECT IN
AT A PRIVATE SCHOOL.
EDUCATION REFORM AND ONE
THAT I KNOW SOME OF YOU
IT'S NO SURPRISE THAT THE POOR
DISAGREE WITH ME ON.
CAN'T.
I'M REFERRING TO "CHOICE" AND I
BUT THINK OF IT.THE PEOPLE MOST
BELIEVE ITS THE CENTER PIECE --
IN NEED OF GOOD SCHOOLS ARE
THE LYNCH-PIN -- OF TRUE
LEAST ABLE TO FIND THEM.
EDUCATION REFORM.
THEY'RE STUCK WITH
TODAY'S PUBLIC SCHOOLS ARE BY
"GOVERNMENT ISSUE"
AND LARGE MONOPOLY
EDUCATION.
PROVIDERS.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:30PM ;
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-9-
I'LL HAZARD THE GUESS THAT
EVERYONE CHOOSES THE SCHOOL
EVERY SINGLE PERSON IN THIS
THEY ATTEND.
AUDIENCE--INDEED EVERY FRIEND
AND RELATIVE OF EVERY PERSON IN
so POPULAR IS THIS APPROACH
THIS AUDIENCE--THINKS THEY
THAT WELL-TO-DO WHITE
HAVE THE WIT, INTELLIGENCE, AND
YOUNGSTERS ARE NOW APPLYING
SENSITIVITY TO CHOOSE A SCHOOL
TO THE DISTRICT.
FOR THEIR CHILDREN.
IT'S NOT SURPRISING TO ME.
AND TO DO so WISELY.
ANY BUSINESS LEADER COULD
IF IT WORKS FOR YOU, IT WILL
HAVE FORECAST SUCH A
WORK FOR EVERYONE.
RESPONSE.
INDEED, THAT'S WHAT
CHOICE AND MARKETS WORK
DEMOCRACY IS ALL ABOUT.
AMONG SCHOOLS AS WELL AS
AMONG FIRMS.
ONE OF THE MOST INTERESTING
SCHOOL DISTRICTS IN THE NATION
SY FLEIGEL, UNTIL RECENTLY,
IS NEW YORK'S "SPANISH
DEPUTY SUPERINTENDENT IN
HARLEM."
SPANISH HARLEM, WAS ASKED
WHY CHOICE WORKS IN A
IT IS A 100 PERCENT CHOICE
POVERTY-STRICKEN COMMUNITY.
DISTRICT.
HE HAS A SIMPLE ANSWER:
THERE IS NO COMPULSORY
"WHAT'S GOOD ENOUGH FOR RICH
ASSIGNMENT OF STUDENTS TO
KIDS IS GOOD ENOUGH FOR POOR
SCHOOLS.
KIDS."
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:30PM ;
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- 10 -
IT IS INTERESTING THAT TALKING
SCHOOLS DON'T.
ABOUT CHOICE IN EDUCATION
STILL ELICITS STRONG REACTIONS.
CHOICE PUTS POWER WHERE IT
BELONGS: IN THE HANDS OF
WHY?
CONSUMERS.
PEOPLE IN MONOPOLY POSITIONS
AND IT WILL FORCE SCHOOLS TO
LIKE IT THAT WAY.
"STAND AND DELIVER."
MANY BUSINESSMEN--IN WEAK
BUT MAKING IT A REALITY WON'T
MOMENTS--WOULD JUST AS SOON
BE EASY.
SEE COMPETITION DIE DOWN.
AS MR. GORBACHEV IS FINDING
WHY?
OUT, PERESTROIKA--WHILE
NECESSARY AND DESIRABLE--IS
IT MAKES THE PROVIDER'S LIFE
PAINFUL.
EASIER.
BUT IT IS WORTH IT.
SIMILARLY, SCHOOLS PREFER TO
STICK TO THE STATUS QUO.
THE KEY-STONE OF
RESTRUCTURING IS TO CREATE A
WE MUST ALL REMEMBER ONE
"PUBLIC MARKET," A SET OF
HARD FACT: INSTITUTIONS WILL
RELATIONSHIPS IN THE PUBLIC
NOT CHANGE WITHOUT OUTSIDE
SECTOR THAT MIRROR THE BEST OF
PRESSURE.
THE PRIVATE SECTOR.
BUSINESSES DON'T.
POLITICIANS DON'T.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:30PM ;
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2024566218;#13
-11-
THAT MEANS CHOICE AMONG
REAL RESTRUCTURING OF THIS TYPE
SCHOOLS--FOR TEACHERS AS WELL
IS ESSENTIAL.
AS STUDENTS-TO CREATE
VOLUNTARY COMMUNITIES OF
I URGE YOU NOT TO LOOK FOR
SCHOLARSHIP.
EASY SOLUTIONS OR QUICK FIXES.
THE GREAT SECRET OF THE
THERE AREN'T ANY.
MARKET, OF CHOICE AND
WE MUST HAVE PATIENCE AND
DIVERSITY, IS THAT MARKETS
COMMITMENT BEFORE WE GET
HARNESS INDIVIDUAL EFFORT AND
RESULTS.
ENTHUSIASM ON BOTH SIDES OF
THE EQUATION.
WE MUST BE WILLING TO TRY NEW
CONCEPTS AND STRATEGIES.
BOTH BUYER AND SELLER ARE
INVESTED IN THE PROCESS.
WE MUST BE WILLING TO RISK
FAILURE TO ACHIEVE SUCCESS.
PUBLIC EDUCATION MUST TAKE
ANOTHER PAGE FROM AMERICAN
OUR FUTURE--ECONOMIC AS WELL
BUSINESS AND PUSH DECISION-
AS POLITICAL--DEPENDS AS NEVER
MAKING DOWN TO THE PRINCIPAL
BEFORE ON THE QUALITY OF OUR
AND TEACHER LEVEL.
CITIZENS' EDUCATION.
LET THEM RUN THEIR CLASSROOMS
OUR ECONOMIC WELL BEING IN THE
AND SCHOOLS AND TURN THE
FUTURE IS DIRECTLY LINKED TO THE
DISTRICTS AND THE
QUALITY OF THE AMERICAN
BUREAUCRACIES INTO SERVICE
WORKFORCE.
CENTERS.
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 3:31PM ;
2033291385->
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-12-
WE STAND AT AN IMPORTANT
TRADE, AND THE SECURITY OF THE
CROSSROADS. WE CAN MAKE A
U.S.
DIFFERENCE.
THAT'S WHY THE BRT IS
IT WILL TAKE REAL EFFORT, BUT IT
REPRESENTED HERE.
WILL PAY RICH DIVIDENDS.
THAT'S WHY WE WANT TO FORM
WE ARE NOT ON A CRUSADE TO
LASTING, PRODUCTIVE, RESULTS-
SAVE OUR SCHOOLS.
ORIENTED PARTNERSHIPS WITH
YOU.
WE ARE ON A CRUSADE TO SAVE
OUR NATION.
WE APPLAUD YOUR COURAGE IN
STEPPING UP AND ISSUING
THERE IS NOTHING MORE
NATIONAL GOALS.
IMPORTANT ON THE NATIONAL
AGENDA.
AND WE LOOK FORWARD TO
WORKING WITH YOU TO
LET ME REPEAT THAT.
IMPLEMENT THEM.
NO DOMESTIC ISSUE IS MORE
THANK YOU.
IMPORTANT THAN EDUCATION
-###-
IMPROVING OUR SCHOOLS IS NOT
JUST ANOTHER NATIONAL
PRIORITY.
i SEE IT AS UNDERPINNING TO A
WHOLE SET OF OTHER ISSUES -
DRUGS, ECONOMY -- BALANCE OF
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:38PM ;
2033291385-
2024566218:# 1
XEROX
FAX COVER SHEET
Date : 3-21-91
91 MAR 21 P | : 56
Drew Mrs. Alexander
Carl
FAX MESSAGE FOR:
Name: Peggy DOOLEY
FAX 202-456-6218 Number:
Firm:
Location: OEOB
Room 111/2
wash. DC. 20500
FROM:
Name:
Firm:
FAX Number:
XEROX CORPORATION
203-329-1385
Address:
800 Long Ridge Road, P.O. Box 1600, Stamford, Ct. 06904
Sender:
Sender Phone Number
Lucy Clark
203-968-3202
Total Number Of Pages Including Cover Sheet:
$
38
Please Contact Sender Immediately If All Pages Were Not Received
COMMENTS:
Peggy 4 speaches attached
I'LL send the book
AI ASTD_ 5/6/90 - 18 "ages
overnite.
Harvard- 3/8/90 - 19 pages.
ATII AT II
Natl. Govs- 2/25/90- 13 pages
standard- 16 pages.
Lucy
P.S. I $ plit The transmission
10/24/
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:39PM ;
2033291385->
2024566218;# 2
REFORMING AMERICAN PUBLIC EDUCATION
DAVID T. KEARNS
CHAIRMAN AND CHIEF EXECUTIVE OFFICER
XEROX CORPORATION
HARVARD UNIVERSITY
MARCH 8, 1990
CAMBRIDGE MASSACHUSETTS
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:39PM ;
2033291385-
2024566218:# 3
GOOD AFTERNOON.
ALL OF YOU HERE TODAY KNOW
DEAN GRAHAM, DISTINGUISHED
HOW SERIOUS OUR EDUCATION
FACULTY AND GUESTS, LADIES AND
PROBLEM IS.
GENTLEMEN, IT IS A SPECIAL
PLEASURE TO BE WITH YOU TODAY.
I AM NOT GOING TO CITE CHAPTER
AND VERSE OF OUR EDUCATION
IT'S FAIR TO SAY THAT OUR
SYSTEM'S FAILURES.
GATHERING TODAY IS "UNIQUE."
BUT I DO WANT TO TALK ABOUT
RARE INDEED IS A CONVOCATION
THE INTERRELATIONSHIP BETWEEN
ON A UNIVERSITY CAMPUS THAT
SCHOOLS AND A HEALTHY,
INCLUDES MEMBERS OF MORE
COMPETITIVE ECONOMY.
THAN ONE FACULTY.
THE INTEREST OF BUSINESS
IT IS MY HOPE THAT IT WILL BE THE
LEADERS IN EDUCATION IS HARDLY
FIRST OF MANY SUCH GATHERINGS,
NEW.
NOT JUST AT HARVARD, BUT IN
OTHER FLAGSHIP INSTITUTIONS
MORE THAN TWO CENTURIES AGO
ACROSS THE NATION.
ADAM SMITH OBSERVED THAT THE
WEALTH OF A NATION IS ITS
THAT WOULD BE THE MOST
PEOPLE.
IMPORTANT OUTCOME OF THIS
MEETING -- IF, BY THIS EXAMPLE,
NEVER HAS THAT BEEN MORE TRUE
WE STIMULATE OTHER
THAN TODAY.
DISTINGUISHED INSTITUTIONS TO
EMULATE THIS CONVOCATION, TO
WE CANNOT COMPETE IN A
BRING TOGETHER SCHOOLS OF
WORLDCLASS ECONOMY
BUSINESS, EDUCATION, AND
WITHOUT A WORLDCLASS
PUBLIC POLICY.
WORKFORCE.
-1-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:39PM ;
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2024566218:# 4
$
AND WE CANNOT HAVE A
THAT IS WHY I WANT TO
WORLDCLASS WORKFORCE
EXPLICITLY DEVELOP A BUSINESS
WITHOUT WORLDCLASS
"METAPHOR" TODAY.
SCHOOLS.
TO DO so, I WANT TO RAISE FOUR
ONE OF HARVARD'S MOST
QUESTIONS:
DISTINGUISHED ALUMNI KNEW
THIS WELL.
1. WHO IS OUR COMPETITION?
2. WHAT DOES IT MEAN TO BE
IN 1961 PRESIDENT JOHN F.
EDUCATED FOR THE ECONOMY
KENNEDY TOLD THE CONGRESS:
OF THE FUTURE?
"OUR PROGRESS AS A NATION CAN
3. WHAT SHOULD OUR SCHOOLS
BE NO SWIFTER THAN OUR
LOOK LIKE TO ACCOMPLISH OUR
PROGRESS IN EDUCATION.
OBJECTIVES?
THE HUMAN MIND IS OUR
4. AND WHAT DO WE NEED TO DO
FUNDAMENTAL RESOURCE."
TO GET FROM HERE TO THERE?
WE SHOULD HAVE LISTENED.
IN DOING SO, I WANT TO SEND A
MOST PEOPLE AGREE THAT OUR
MESSAGE TO THE NATION'S
EDUCATION SYSTEM AND OUR
BUSINESS, GOVERNMENT AND
ECONOMY ARE LINKED AND THAT
EDUCATION LEADERS: WE MUST
OUR SCHOOLS ARE IN TROUBLE.
ORGANIZE AND LEAD A NATIONAL
CRUSADE, NOT FOR EDUCATION
BUT WHAT IT MEANS -- AND WHAT
REFORM ALONE, BUT
WE DO ABOUT IT -- ARE STILL THE
FUNDAMENTAL EDUCATION
SUBJECT OF SPIRITED DEBATE.
RESTRUCTURING.
-2-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:40PM ;
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2024566218:# 5
WE MUST DO SO BECAUSE IF WE
TODAY, PHYSICAL CAPITAL IS THE
DO NOT, OUR ECONOMY AND OUR
LEAST OF IT.
WAY OF LIFE WILL FALTER.
IN FACT, PHYSICAL PLANTS AND
WE MUST DO so BECAUSE NO ONE
GOODS ARE THEMSELVES THE
ELSE WILL.
PRODUCTS OF BRAIN POWER.
THE ERA OF STRONG BACKS AND
WE MUST DO so BECAUSE AS
DEFT HANDS IS BEHIND US.
CLEMENCEAU OBSERVED ABOUT
WAR, EDUCATION IS TOO
THE FUTURE BELONGS TO THE
IMPORTANT TO BE LEFT TO
EDUCATED.
EDUCATORS ALONE.
LET ME TURN TO THE COMPETITION
IN A DEMOCRACY, EDUCATION IS
TO ILLUSTRATE THE POINT.
EVERYONE'S BUSINESS.
AS AMERICAN BUSINESS LEADERS
BUT IT IS OF SPECIAL IMPORTANCE
KNOW ONLY TOO WELL, THE
TO BUSINESS LEADERS TODAY
JAPANESE ARE AMONG OUR MOST
BECAUSE OF THE WAY IN WHICH
FORMIDABLE COMPETITORS OF THE
WEALTH IS CREATED IN THE
MODERN ERA.
MODERN WORLD.
IN EVERY MARKET IN WHICH THE
IT IS THE PRODUCT OF APPLIED
JAPANESE COMPETE THEIR
HUMAN INTELLIGENCE.
PRODUCTS ARE WORLD CLASS.
IT IS THE PRODUCT OF BRAIN
IN MANY AREAS THEIR PRODUCTS
POWER, OF ENTREPRENEURSHIP, OF
SET THE WORLD STANDARD OF
IMAGINATION, OF INNOVATION.
QUALITY.
-3-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:40PM ;
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THE JAPANESE HAVE
THAT'S NOT A COINCIDENCE.
DEMONSTRATED ANEW THE
VIRTUE OF HARD WORK,
THERE IS A POWERFUL
ENTERPRISE, AND COMMITMENT
CONNECTION BETWEEN THE
TO QUALITY.
QUALITY OF THE WORK FORCE AND
THEY HAVE DONE so WITHOUT
THE QUALITY AND QUANTITY OF
RAISING AN ARMY.
OUTPUT.
THEY HAVE DONE so WITH
THE TYPICAL JAPANESE WORKER
ALMOST NO NATURAL RESOURCES.
ENTERS THE WORK FORCE WITH A
HIGH SCHOOL DIPLOMA,
ITS WEALTH IS ITS PEOPLE.
EQUIVALENT TO A FOUR YEAR
AMERICAN COLLEGE DEGREE.
THE JAPANESE ARE DOING
PRECISELY WHAT COMPETITORS
NINETY-SIX PERCENT OF JAPANESE
ARE SUPPOSED TO DO -- MAKE US
YOUNGSTERS HOLD HIGH SCHOOL
ALL WORK SMARTER, FOR THE
DIPLOMAS IN SPITE OF THE FACT
BENEFIT OF THE CONSUMER AND
THAT COMPULSORY ATTENDANCE
THE SHAREHOLDER.
ONLY GOES THROUGH AGE 16 AND
MOST JAPANESE PUBLIC HIGH
IF THE JAPANESE ECONOMIC
SCHOOLS CHARGE TUITION.
MIRACLE HAS A SINGLE CAUSE, IT IS
THE QUALITY OF THE JAPANESE
IN THE UNITED STATES WE HAVE A
WORK FORCE.
DIFFERENT STORY TO TELL.
NO NATION HAS A BETTER
EACH YEAR 700,000 AMERICANS
QUALIFIED WORK FORCE AND NO
DROP OUT OF HIGH SCHOOL
NATION HAS HAD A LONGER OR
WITHOUT GRADUATING.
MORE IMPRESSIVE RECORD OF
ECONOMIC GROWTH.
-4-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:40PM ;
2033291385-
2024566218:# 7
AND ANOTHER 700,000 "EARN" A
THE JAPANESE CREATED THEIR
DIPLOMA WITHOUT POSSESSING
SCHOOL SYSTEM THE SAME WAY
THE BASIC LITERACY SKILLS
THEY CREATED THEIR MODERN
NEEDED TO SUCCEED IN THE
INDUSTRIAL EMPIRE.
MODERN WORLD.
THEY LOOKED AROUND THE
THE REAL COMPETITION WE FACE IS
WORLD TO FIND THE BEST
AN EDUCATED WORK FORCE.
EXAMPLES AVAILABLE --
BENCHMARKING WE WOULD CALL
IMAGINE WHAT IT WOULD BE LIKE
IT AT XEROX -- AND THEN ADAPTED
IF AMERICAN EMPLOYERS WERE
THE BEST PRACTICES TO JAPANESE
ASSURED OF A STREAM OF HIGH
REALITIES.
SCHOOL GRADUATES WHO COULD
NOT ONLY READ AND WRITE, BUT
THE RESULT IS A UNIQUE HIGH-
WHO COULD FOLLOW COMPLEX
BRED -- PART JAPANESE, PART NON-
INSTRUCTIONS.
JAPANESE IN ORIGIN, AND TOTALLY
JAPANESE IN ITS FINAL FORM.
THAT'S THE WORK FORCE THE
JAPANESE BEGIN WITH.
SHOULD WE COPY THE JAPANESE?
THE TYPICAL JAPANESE
NOT FOR A MINUTE.
YOUNGSTER GOES TO SCHOOL 240
DAYS A YEAR AND THE TYPICAL
BUT WE SHOULD LEARN FROM
AMERICAN YOUNGSTER GOES 180
THEM.
DAYS.
WE SHOULD DO AS THEY DID, AND
JAPANESE YOUNGSTERS DO TWICE
CREATE THE BEST WORK FORCE IN
AS MUCH HOMEWORK AS THEIR
THE WORLD.
AMERICAN COUNTERPARTS.
-5-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:41PM :
2033291385->
20245662181# 8
AND ONE THING THEY DO THAT WE
THE ANSWER IS A RINGING AND
MUST DO IS TO EDUCATE OUR
AUTHORITATIVE "NO."
WORKERS BEFORE THEY ENTER THE
WORK FORCE.
BUSINESS IS PREPARED TO PROVIDE
VOCATIONAL AND TECHNICAL
BUSINESS CAN'T DO THE SCHOOLS'
TRAINING IF WORKERS ARE FIRST
PRODUCT RECALL WORK.
EDUCATED.
THE JAPANESE ARE PROUD OF
BUSINESS WILL TRAIN IF SCHOOLS
SAYING THEY HAVE THE "BEST
WILL EDUCATE.
BOTTOM HALF IN THE WORLD."
NO ONE NEEDS TO GO TO PUBLIC
FOR TOO LONG WE HAVE GOTTEN
SCHOOL TO LEARN HOW TO REPAIR
BY WITH THE "BEST TOP HALF."
A XEROX MACHINE.
THAT'S A COST THAT XEROX IS
ONCE THAT WAS GOOD ENOUGH.
WILLING AND ABLE TO BEAR.
NO LONGER.
HOW MUCH IS SPENT BY BUSINESS
AND INDUSTRY ON TRAINING?
AND THAT BRINGS ME TO THE
SECOND QUESTION I WANT TO
ANTHONY CARNAVALE -- SENIOR
DISCUSS: WHAT DO AMERICAN
ECONOMIST AT THE AMERICAN
YOUNGSTERS NEED TO KNOW AND
SOCIETY FOR TRAINING AND
BE ABLE TO DO TO PREPARE FOR
DEVELOPMENT - ESTIMATES THAT
THE FUTURE?
THE TOTAL PRICE TAG IS OVER $200
BILLION PER YEAR.
DOES AMERICA NEED BETTER
VOCATIONAL EDUCATION?
-6-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:41PM ;
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THE ISSUE IS THE CAPACITY OF
HOW DO WORKERS ACQUIRE SUCH
AMERICAN WORKERS AND
KNOWLEDGE AND SKILLS?
MANAGERS TO CONTINUE
LEARNING OVER THEIR LIFETIME.
THEY ACQUIRE THEM THROUGH A
BROAD AND DEEP CURRICULUM,
PAT CHOATE OF TRW ESTIMATES
WHAT WE USED TO THINK OF AS
THAT THE WORKER WHO ENTERS
THE LIBERAL ARTS.
THE JOB MARKET TODAY CAN
EXPECT TO HOLD FIVE TO SEVEN
DIFFERENT JOBS OVER HIS OR HER
THE WORKER OF THE FUTURE
CAREER.
NEEDS TO BOTH KNOW HOW TO
THINK AND HOW TO CONTINUE
THE MOST IMPORTANT
LEARNING.
KNOWLEDGE AND SKILLS THE NEW
EMPLOYEE CAN BRING TO THE JOB
IT IS TRUE, OF COURSE, THAT THE
ARE "LEARNING TO LEARN" SKILLS,
SPECIALIZED WORKER OF THE
PROBLEM SOLVING, AND
FUTURE WILL NEED SPECIALIZED
COMMUNICATIONS SKILLS.
EDUCATION AND TRAINING.
BUSINESS DOES NOT NEED A
WE WILL CONTINUE TO NEED
DOCILE AND COMPLIANT
PHYSICISTS, ENGINEERS,
WORKFORCE.
MATHEMATICIANS, AND
STATISTICIANS.
BUSINESS DOES NEED PROBLEM
SOLVERS, CLEAR THINKERS,
BUT UNDERGIRDING THEIR STUDIES
WORKERS WHO CAN TROUBLE
MUST BE A SOLID FOUNDATION IN
SHOOT, DRAW INFERENCES,
THE BASICS: ENGLISH GRAMMAR
COMMUNICATE WITH EACH OTHER
AND COMPOSITION, HISTORY AND
AS WELL AS THEIR SUPERIORS AND
GEOGRAPHY, AN UNDERSTANDING
SUBORDINATES.
OF THE NATURAL SCIENCES AND
-7-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:41PM ;
2033291385-
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MATHEMATICS, THE GREAT
SCHOOLS COULD NOT ESCAPE THE
DOCUMENTS OF CITIZENSHIP
TASK OF TEACHING VALUES IF THEY
INCLUDING THE MAGNA CARTA,
WANTED TO.
THE BILL OF RIGHTS, AND MARTIN
LUTHER KING'S LETTER FROM
IMAGINE A SCHOOL IN WHICH
BIRMINGHAM JAIL,
YOUNGSTERS ARE PROMOTED
WHETHER OR NOT THEY ATTEND
IN ADDITION TO PROVIDING THE
CLASS, WHETHER OR NOT THEY
ACADEMIC AND INTELLECTUAL
STUDY, AND WHETHER OR NOT
FOUNDATIONS FOR WORK AND
THEY DO WELL IN THEIR CLASS
CITIZENSHIP, SCHOOLS MUST ALSO
WORK.
TEACH THE VALUES OF
DEMOCRACY AND WORK.
SCHOOLS THAT TREAT STUDENTS
THAT WAY SEND A MESSAGE: GET
THEY MUST STRESS HUMBLE
BY, ANYTHING GOES, NO ONE
VIRTUES -- PUNCTUALITY,
CARES.
RELIABILITY, AND NEATNESS.
MESSAGES OF THIS KIND DO GREAT
THEY MUST ALSO TEACH MORE
HARM.
PROFOUND VALUES: HONESTY,
LOYALTY, INTEGRITY.
THEY PROGRAM YOUNGSTERS FOR
FAILURE.
THIS IS NOT JUST THE STUFF OF
GRADUATION HOMILIES.
BY WAY OF CONTRAST, IMAGINE A
SCHOOL THAT SETS HIGH
IT IS CENTRAL TO A FUNCTIONING
STANDARDS AND HOLDS
SOCIAL ORDER AND TO A
STUDENTS TO THEM.
VIGOROUS ECONOMY.
-8-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:42PM ;
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IN SUCH SCHOOLS ACHIEVEMENT IS
THE QUESTION HERE IS ONE OF
REAL, MASTERY HAS MEANING,
MATCH, AND IT IS AT THIS POINT
AND ITS GRADUATES ARE
THAT I WANT TO MAKE THE
ACCOMPLISHED MEN AND WOMEN
BUSINESS "METAPHOR" EXPLICIT.
WHO CAN HOLD THEIR HEADS UP
WITH PRIDE.
MOST BUSINESS LEADERS HAVE
BEEN CAUTIOUS ABOUT TELLING
AND THEY CAN TAKE THEIR PLACE
SCHOOLS HOW TO GO ABOUT
IN THE WORK FORCE OR HIGHER
THEIR BUSINESS.
EDUCATION.
WE'RE NOT EDUCATORS.
NO SCHOOL CAN BE VALUE FREE,
JUST AS NO BUSINESS CAN.
AND I DON'T PROPOSE TO BREAK
THIS TRADITION.
WE DO A DISSERVICE TO A
YOUNGSTER WHEN WE GRANT A
EDUCATORS SHOULD BE IN
BOGUS DIPLOMA FROM A SCHOOL
CHARGE.
THAT REFUSES TO IMPART THE
VALUES WE ADULTS KNOW TO BE
ESSENTIAL.
MY JOB, AND THE JOB OF ANY
SUCCESSFUL CEO IN THE MODERN
IF THIS IS WHAT OUR SCHOOLS
WORLD, IS TO HIRE THE BEST
MUST DO -- IMPART BOTH
PEOPLE I CAN FIND; SET GOALS
KNOWLEDGE AND VALUES -- WHAT
AND OBJECTIVES; ESTABLISH
SHOULD THEY LOOK LIKE?
INCENTIVES; AND TURN THE
PEOPLE LOOSE.
THERE ARE MANY ANSWERS.
AND WE KNOW WHAT WORKS --
THERE IS NO ONE BEST SYSTEM.
INCENTIVES TO PERFORM,
STANDARDS TO MEET, REWARDS
-9-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:42PM ;
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20245662181#12
WHEN THOSE STANDARDS ARE
WOULD CHANGE THEM IF THEY
MET.
COULD.
THAT IS THE POWER OF
THE INVENTIVE AND RESOURCEFUL
CAPITALISM. ALONE AMONG
"CLIENT" CAN ESCAPE A BAD
ECONOMIC SYSTEMS, CAPITALISM
MONOPOLY AND JOIN A BETTER
-- FREE MARKETS -- ELIMINATES
ONE.
INAPPROPRIATE, INEFFICIENT, OR
ANACHRONISTIC PRACTICES.
IF YOU'RE LUCKY AND
PROSPEROUS IT'S EVEN EASIER.
THAT, INDEED, IS THE PURPOSE OF
MARKETS AND THE PURPOSE OF
YOU BUY INTO A "GOOD"
COMPETITION.
NEIGHBORHOOD OR YOU PAY
TUITION AT A PRIVATE SCHOOL.
NOT TO SERVE THE OWNERS OF
CAPITAL, NOT TO SERVE THE
THE POOR OBVIOUSLY CAN'T DO
MANAGERS, BUT TO SERVE THE
THAT.
CUSTOMER.
THINK OF IT.
IT IS THIS LESSON THAT THE
SCHOOLS MUST ABSORB IF THEY
THE PEOPLE MOST IN NEED OF
ARE TO SERVE US IN THE FUTURE.
GOOD SCHOOLS ARE LEAST ABLE
TO FIND THEM.
THE HARD TRUTH IS THAT TODAY'S
PUBLIC SCHOOLS ARE
AND IF THEY COULD FIND THEM,
MONOPOLIES.
THEY WOULD NOT BE FREE TO
CHOOSE THEM.
THEY ARE NOT SUBJECT TO THE
PRESSURES OF CONSUMERS WHO
-10-
SENT BY:Xerox lelecopier 7021 ; 3-21-91 ; 1:42PM ;
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PEOPLE ARE FORCED TO ATTEND A
THE CAPACITY -- BOTH FINANCIAL
SCHOOL THEY DON'T CHOOSE.
AND INTELLECTUAL -- TO CHOOSE
SCHOOLS, AND TO CHOOSE THEM
THINK ABOUT IT.
WISELY.
ONE OF THE BEST THINGS WE CAN
ONE OF THE MOST INTERESTING
DO IS ASK OURSELVES THIS
SCHOOL DISTRICTS IN THE NATION
QUESTION: IS THERE A SCHOOL IN
IS NEW YORK'S "SPANISH
MY STATE OR LOCALITY THAT IS
HARLEM," DISTRICT 4.
UNSUITABLE FOR CHILDREN?
WE ALL KNOW THE ANSWER.
IT IS A 100 PERCENT CHOICE
DISTRICT.
IN SOME JURISDICTIONS, IN FACT,
WE KNOW HOW TEACHERS
THERE IS NO COMPULSORY
ANSWER THAT QUESTION.
ASSIGNMENT OF STUDENTS TO
SCHOOLS.
IN CHICAGO, FOR EXAMPLE, 20
PERCENT OF THE PUBLIC SENDS
EVERYONE CHOOSES THE SCHOOL
THEIR CHILDREN TO PRIVATE
THEY ATTEND.
SCHOOL.
so POPULAR IS THIS APPROACH
45 PERCENT OF PUBLIC SCHOOL
THAT WELL-TO-DO WHITE
TEACHERS IN CHICAGO MAKE THE
YOUNGSTERS ARE NOW APPLYING
SAME CHOICE.
TO DISTRICT 4.
IT'S EASY TO ACCUSE THEM OF
IT'S NOT SURPRISING TO ME.
BEING HYPOCRITES.
CHOICE AND MARKETS WORK,
I PREFER TO THINK OF THEM AS
AMONG SCHOOLS AS WELL AS
DISCERNING CONSUMERS, WITH
AMONG FIRMS.
-11-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:43PM ;
2033291385-
20245662181#14
SY FLEIGEL (FLY-GEL), ONCE
ENTHUSIASM ON BOTH SIDES OF
DEPUTY SUPERINTENDENT OF
THE EQUATION.
DISTRICT 4, WHEN ASKED WHY
CHOICE WORKS IN SPANISH
BOTH BUYER AND SELLER ARE
HARLEM HAS A SIMPLE ANSWER:
INVESTED IN THE PROCESS.
"WHAT'S GOOD ENOUGH FOR RICH
KIDS IS GOOD ENOUGH FOR POOR
HOW DO WE GET FROM THERE TO
KIDS."
HERE?
I OPENED MY REMARKS BY TELLING
TO GET THERE WE NEED BUSINESS
YOU I WOULD DEVELOP A
LEADERS IN EACH OF THE NATION'S
BUSINESS METAPHOR FOR SCHOOL
COMMUNITIES TO INSIST THAT
REFORM AND RESTRUCTURING.
PUBLIC EDUCATION BEGIN TO
LEARN ITS LESSONS FROM
THE KEYSTONE IS TO CREATE A
SUCCESSFUL FIRMS IN THE MARKET,
"PUBLIC MARKET," A SET OF
THAT "CHOICE," "DIVERSITY," AND
RELATIONSHIPS IN THE PUBLIC
"COMPETITION" ARE TERMS AS
SECTOR THAT MIRROR THE BEST OF
WELL SUITED TO THE PUBLIC AS THE
THE PRIVATE SECTOR.
PRIVATE SECTORS.
THAT MEANS CHOICE AMONG
A PRIMARY VEHICLE THAT
SCHOOLS --- FOR TEACHERS AS
BUSINESS IS USING TO GET
WELL AS STUDENTS -- TO CREATE
INVOLVED IN EDUCATION IS THE
VOLUNTARY COMMUNITIES OF
BUSINESS ROUNDTABLE.
SCHOLARSHIP.
THE BUSINESS ROUND TABLE
THE GREAT SECRET OF THE FREE
CONSISTS OF 201 CHIEF EXECUTIVE
MARKET, OF CHOICE AND
OFFICERS OF MANY OF AMERICA'S
DIVERSITY, IS THAT MARKETS
LEADING CORPORATIONS.
HARNESS INDIVIDUAL EFFORT AND
-12-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 1:43PM ;
2033291385->
20245662181#15
LAST JUNE, PRESIDENT BUSH
AS A FIRST STEP, EACH BRT CEO
CHALLENGED THE BRT TO HELP HIM
HAS BEEN ASKED TO FORM A
FULFILL HIS GOAL OF BECOMING
PARTNERSHIP WITH A GOVERNOR.
THE EDUCATION PRESIDENT.
I AM PLEASED TO REPORT THAT
IN LATE SEPTEMBER WE MET WITH
SUCH PARTNERSHIPS ARE BEING
THE PRESIDENT AND TOLD HIM OF
FORMED ACROSS THE NATION.
OUR PLAN TO SUPPORT NATIONAL
GOALS, BUT WORK WITH THE
158 CHIEF EXECUTIVE OFFICERS
GOVERNORS AT THE STATE LEVEL --
COVERING ALL 50 STATES AND THE
WHERE THE ACTION IS.
DISTRICT OF COLUMBIA HAVE
ALREADY SIGNED UP.
SINCE THEN OUR TASK FORCE HAS
BEEN HARD AT WORK PUTTING
EACH CEO HAS MADE A TEN-YEAR
SOME MEAT IN THE BONE.
COMMITMENT FOR HIS COMPANY.
WE INTEND TO GO BEYOND
WE BELIEVE IT WILL TAKE THAT
RHETORIC.
LONG TO INSTITUTIONALIZE TRUE
WE INTEND TO ACT.
EDUCATION REFORM.
WE ARE COMMITTED TO A TEN
AND THAT IS WHAT WE ARE AFTER
YEAR PLAN, ONE THAT
-- NOT TINKERING AT THE
TRANSCENDS INDIVIDUAL CEO'S
MARGINS.
AND INDIVIDUAL CORPORATIONS,
ONE THAT WILL PUT THE NATION'S
NOT WHAT I CALL FEEL-GOOD
CORPORATE RESOURCES BEHIND
PARTNERSHIPS THAT DO LITTLE BUT
THE CAUSE OF REFORM UNTIL THE
SHORE UP A BAD SYSTEM.
NEXT CENTURY.
-13-
SENT BY:Xerox Telecopier 7021 ; 3-21-91 1:43PM ;
2033291385-
20245662181#16
BUT FUNDAMENTAL REFORM AND
HOW OFTEN DO MEMBERS OF ONE
RESTRUCTURING OF OUR PUBLIC
FACULTY TALK TO MEMBERS OF
EDUCATION SYSTEM.
ANOTHER?
WE BELIEVE EDUCATION REFORM
EVERYONE MUST PULL TOGETHER
IS OUR BUSINESS, NOT BECAUSE IT
IF WE ARE TO SOLVE THESE
MAKES us FEEL GOOD -- THOUGH
PROBLEMS, AND HIGHER
IT WILL.
EDUCATION MUST SET THE
EXAMPLE.
NOT FOR REASONS OF ALTRUISM
AND PHILANTHROPY EVEN
AS A BUSINESSMAN, I'M
THOUGH THEY ARE IMPORTANT.
FREQUENTLY ASKED, "WHAT DO
YOU KNOW ABOUT EDUCATION?"
BUT FOR THE BEST, MOST
HARDHEADED BUSINESS REASON:
THAT'S A FAIR QUESTION.
THE BOTTOM LINE.
THE ANSWER IS THAT I'M NOT AN
GOOD EDUCATION IS GOOD
EDUCATOR, BUT I DO KNOW A
BUSINESS.
GOOD DEAL ABOUT LARGE,
COMPLEX ORGANIZATIONS WHICH
IT'S GOOD FOR THE NATION, GOOD
EMPLOY LARGE NUMBERS OF VERY
FOR WORKERS, AND GOOD FOR
SMART PEOPLE.
INTERNATIONAL
COMPETITIVENESS.
AND TWO LESSONS FROM XEROX
HAVE DIRECT APPLICATION TO
I WANT TO ISSUE A CHALLENGE TO
YOU.
MY HOSTS HERE TODAY-THE
SCHOOLS OF PUBLIC POLICY,
ONE IS OUR INTERDISCIPLINARY
EDUCATION, AND BUSINESS.
TRADITION.
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SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:44PM :
2033291385-
2024566218;#17
WE DELIBERATELY MIX PEOPLE OF
XEROX ALONE SPENDS ABOUT $800
DIFFERENT BACKGROUNDS AND
MILLION PER YEAR.
INTERESTS BECAUSE IT RELEASES
CREATIVE ENERGY.
BY WAY OF CONTRAST, THE
FEDERAL GOVERNMENT--THE
IN OUR RESEARCH FACILITIES, FOR
PRINCIPAL SOURCE OF EDUCATION
EXAMPLE, WE NOT ONLY EMPLOY
RESEARCH FUNDING-SPENDS LESS
ELECTRICAL ENGINEERS AND
THAN $100 MILLION PER YEAR.
COMPUTER SCIENTISTS.
IT IS SIMPLY NOT ENOUGH.
EVERYONE MUST PULL TOGETHER--
WE ALSO HAVE
STATES, LOCALITIES, AND THE
ANTHROPOLOGISTS,
FEDERAL GOVERNMENT AS WELL
PSYCHOLOGISTS, SOCIOLOGISTS,
AS THE PRIVATE SECTOR-IF WE ARE
MATHEMATICIANS, AND POLITICAL
TO SOLVE THESE PROBLEMS, AND
SCIENTISTS.
HIGHER EDUCATION MUST SET THE
EXAMPLE.
THERE IS REAL SYNERGY IN SUCH
COMBINATIONS IN THE BUSINESS
WHAT DOES THE BUSINESS WORLD
WORLD, AND WHAT WORKS FOR
KNOW THAT MIGHT BE USEFUL TO
US MAY WORK FOR YOU.
EDUCATORS?
THE OTHER IDEA IS RESEARCH AND
ONE THING WE KNOW A LOT
DEVELOPMENT.
ABOUT IS MARKETS AND
COMPENSATION.
IT'S OUR LIFE BLOOD.
WHAT DOES THIS HAVE TO DO
WITHOUT IT WE WOULD DIE.
WITH SCHOOLS?
A LOT.
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SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:44PM ;
2033291385-
2024566218;#18
AS A BUSINESS LEADER LOOKING
AT THE WORK FORCE, I SEE AN
WHAT DOES THIS HAVE TO DO
INCREDIBLE ANOMALY.
WITH TEACHERS?
THE BEST TEACHER IS PAID WHAT
IF YOU CAN'T FIND MATH, OR
THE WORST IS.
SCIENCE, OR FRENCH TEACHERS
YOU CAN'T FOR A REASON.
THE DISCIPLINES IN GREATEST
ABUNDANCE ARE PAID WHAT THE
IMPROVE THEIR WORKING
MOST SCARCE ARE PAID.
CONDITIONS.
IF BUSINESS APPROACHED
PAY THEM MORE.
COMPENSATION THIS WAY WE
WOULD SOON BE OUT OF
PAY BY DISCIPLINE.
BUSINESS.
PAY FOR PERFORMANCE.
TEACHING WILL NEVER BE A TRUE
TODAY I HAVE TRIED TO PAINT A
PROFESSION IF EVERYONE WHO
BROAD PICTURE OF EDUCATION
TEACHES IS PAID SIMPLY ON THE
AND COMPETITIVENESS, BUT I
BASIS OF LONGEVITY.
HAVE ALSO TRIED TO PROVIDE
SOME SENSE OF WHAT IT IS WE
DOING TIME AND DOING WELL ARE
CAN ALL DO TO IMPROVE OUR
NOT THE SAME.
SCHOOLS.
AS A BUSINESS MAN I KNOW THERE
THIS IS A TASK WE MUST
IS A WAY TO GET QUALIFIED
UNDERTAKE BECAUSE THERE IS NO
PEOPLE TO WORK FOR ME -- PAY,
MORE IMPORTANT ISSUE BEFORE
WORKING CONDITIONS, A SENSE
THE NATION.
OF PROFESSIONAL EFFICACY, AND
A SENSE OF ACCOMPLISHMENT.
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SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:45PM ;
2033291385-
20245662181#19
I URGE YOU NOT TO LOOK FOR
IT WILL TAKE REAL EFFORT, BUT IT
EASY SOLUTIONS OR QUICK FIXES.
WILL PAY RICH DIVIDENDS.
THERE AREN'T ANY.
WE ARE NOT ON A CRUSADE TO
SAVE OUR SCHOOLS.
WE MUST HAVE PATIENCE AND
COMMITMENT BEFORE WE GET
WE ARE ON A CRUSADE TO SAVE
RESULTS.
OUR NATION.
WE MUST BE WILLING TO TRY NEW
THERE IS NOTHING MORE
CONCEPTS AND STRATEGIES.
IMPORTANT ON THE NATIONAL
AGENDA.
WE MUST BE WILLING TO RISK
FAILURE TO ACHIEVE SUCCESS.
LET ME REPEAT THAT.
OUR FUTURE--ECONOMIC AS WELL
NO DOMESTIC ISSUE IS MORE
AS POLITICAL--DEPENDS AS NEVER
IMPORTANT THAN EDUCATION
BEFORE ON THE QUALITY OF OUR
CITIZENS' EDUCATION.
IMPROVING OUR SCHOOLS IS NOT
JUST ANOTHER NATIONAL
OUR ECONOMIC WELL BEING IN THE
PRIORITY.
FUTURE IS DIRECTLY LINKED TO THE
QUALITY OF THE AMERICAN
I SEE IT AS UNDERPINNING TO A
WORKFORCE.
WHOLE SET OF OTHER ISSUES area
DRUGS, ECONOMY -- BALANCE OF
WE STAND AT AN IMPORTANT
TRADE, AND THE SECURITY OF THE
CROSSROADS.
U.S.
WE CAN MAKE A DIFFERENCE.
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SENT BY:Xerox Telecopier 7021 ; 3-21-91 ; 1:45PM ;
2033291385-
20245662181#20
TWO CENTURIES AGO THOMAS
JEFFERSON SAID "IF A NATION
EXPECTS TO BE IGNORANT AND
FREE, IT EXPECTS WHAT NEVER
WAS AND NEVER WILL BE."
IT IS OUR TASK TO MAKE SURE
THAT ALL AMERICANS
UNDERSTAND THAT JEFFERSON'S
WORDS ARE AS TRUE TODAY AS
WHEN HE UTTERED THEM.
THANK YOU.
I WELCOME YOUR QUESTIONS.
XXX
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