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National Council of La Raza 7/18/90 [OA 8314]
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National Council of La Raza 7/18/90 [OA 8314]
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National Council of La Raza 7/18/90 [OA 8314]
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4
NATIONAL COUNCIL OF LA RAZA / OMNI P.M. HOTEL
WEDNESDAY, JULY 18 / 1990, 1:15
THANK YOU. THANK YOU ALL. I'M PROUD TO BE SHARING
STAGE WITH TWO MEMBERS OF MY CABINET TODAY:
THE SECRETARY OF HHS LOUIS SULLIVAN AND SECRETARY OF
EDUCATION LAURO CAVAZOS, WHO ARE DOING SUCH A
JOB FOR THE AMERICAN PEOPLE. AND I ALSO
MAGNIFICENT WANT TO PAY MY RESPECTS TO SENATOR ORRIN HATCH AND
CONGRESSMAN ESTEBAN TORRES.
I
- 2 -
I'M GRATEFUL FOR THIS OPPORTUNITY TO GREET THE
NATIONAL COUNCIL OF LA RAZA, AND PLEASED To SEE so MANY
DISTINGUISHED LEADERS FROM AMERICA'S HISPANIC SERVICE,
EDUCATION AND BUSINESS COMMUNITIES, GATHERED HERE IN
OUR NATION'S CAPITAL.
(AND I WANT TO THANK THE PERSON WHOSE BRILLIANCE,
FORESIGHT AND TENACITY MADE THIS JULY GATHERING IN
WASHINGTON POSSIBLE. 11 THE MAN WHO INVENTED AIR
CONDITIONING!) III
I
- 3 -
(IT WAS SURE HOT IN HOUSTON LAST WEEK. BUT WE
SHOULD HAVE KNOWN IT WAS COMING. THE WEATHERMAN WE
CONSULTED WAS THE SAME GUY WHO SET UP THE SUMMIT IN
MALTA!) III
TODAY, WE ARE VERY PLEASED AND HONORED TO WELCOME
YOU TO WASHINGTON AND TO HAVE THIS OPPORTUNITY TO TELL
YOU JUST HOW IMPORTANT WE BELIEVE YOUR EFFORTS ARE.
I MENTIONED LAURO CAVAZOS, AND I ALSO WANT TO
SALUTE MANUEL LUJAN, OUR SECRETARY OF THE INTERIOR.
- 4 -
As OUTSTANDING CABINET SECRETARIES, THEY REPRESENT NOT
ONLY THE NEW ENERGY AND LEADERSHIP HISPANIC-AMERICANS
ARE BRINGING TO THIS GREAT COUNTRY -- BUT ALSO TWO OF
OUR ADMINISTRATION'S MOST IMPORTANT PRIORITIES: THE
PROTECTION AND USE OF OUR NATURAL RESOURCES, AND
EXCELLENCE IN EDUCATION. III
INDEED, OUR ADMINISTRATION HAS MADE EDUCATIONAL
ASSISTANCE FOR HISPANIC-AMERICANS ONE OF THE TOP
PRIORITIES OF OUR CAMPAIGN To REVIVE EDUCATIONAL
EXCELLENCE.
. 5 -
WE WILL SEEK -- WE WILL DEMAND -- EDUCATIONAL
EXCELLENCE FOR AMERICA. THAT MEANS REFORMS LIKE GIVING
PARENTS A CHOICE IN THEIR CHILDREN'S EDUCATION AND THAT
MEANS EDUCATIONAL EXCELLENCE FOR ALL AMERICANS. III
I KNOW LAURO SPOKE TO YOU YESTERDAY, BUT I'D LIKE
TO TOUCH ON JUST A FEW OF OUR MOST IMPORTANT NEW
EFFORTS. LAST DECEMBER, WE LAUNCHED A NEW EFFORT,
SPECIALLY DESIGNED TO ASSIST HISPANIC-AMERICANS, AND
DEVELOPED IN PART WITH THE ASSISTANCE AND ADVICE WE
RECEIVED FROM MANY OF YOU HERE TODAY.
- 6 -
I DIRECTED THE SECRETARY OF EDUCATION TO FORM AN
HISPANIC EDUCATION TASK FORCE, AIMED AT IDENTIFYING NOT
ONLY EDUCATIONAL OBSTACLES -- BUT ALSO EDUCATIONAL
OPPORTUNITIES.
LAURO HAS TOLD ME THAT THE WORK OF THE TASK FORCE
IS WELL UNDERWAY, SEEKING NEW WAYS TO IMPROVE FEDERAL
EDUCATION PROGRAMS THAT SERVE HISPANIC-AMERICANS -- AND
SEEKING WAYS TO MAKE THEM BETTER. WE NEED TO FOCUS ON
FINDING SOLUTIONS.
- 7 -
AND YOU WHO ARE PART OF THE PROUD LA RAZA
TRADITION, HAVE ALSO BEEN ONE OF THOSE SOLUTIONS.
EFFORTS LIKE PROJECT SECOND CHANCE, THE FAMILY READING
PROGRAM, AND PROJECT EXCEL -- DESIGNED TO HELP HISPANIC
COMMUNITY ORGANIZATIONS BECOME EFFECTIVE PARTNERS WITH
SCHOOLS -- ARE ALREADY MAKING A DIFFERENCE FOR
THOUSANDS OF YOUNG AMERICANS. 1111
- 8 -
(OUR TIME TODAY IS SHORT -- IF I'M NOT OUT OF THE
HOTEL BY TWO CLOCK, THEY CHARGE ME FOR ANOTHER
DAY.) III
BUT LET ME ALSO ADDRESS ONE OF THE MOST IMPORTANT
PRIORITIES OF MY ADMINISTRATION: HELPING TO BUILD A
BETTER AMERICA WHERE THE DOORS OF OPPORTUNITY ARE OPEN
TO EVERY CITIZEN AND EVERY CHILD.
- 9 -
I HOPE YOU KNOW WHERE I HAVE ALWAYS STOOD ON CIVIL
RIGHTS. THE CIVIL RIGHTS COMMISSION HAS BEEN
REAUTHORIZED. THE HATE CRIMES STATISTICS AcT IS NOW
THE LAW. AND I WILL SIGN THE AMERICANS WITH
DISABILITIES Act INTO LAW NEXT WEEK.
AND FOR THE PAST SEVERAL MONTHS, WE HAVE BEEN
WORKING HARD TO MAKE ANOTHER CIVIL RIGHTS LAW A
REALITY.
- 10 - -
I MET WITH MANY OF YOU AT THE WHITE HOUSE IN MAY --
LEADERS LIKE MARIO MORENO OF MALDEF ((MEXICAN AMERICAN
LEGAL DEFENSE AND EDUCATION FUND)), JESS QUINTERO OF
LULAC ((LEAGUE OF UNITED LATIN AMERICAN CITIZENS)), AND
YOUR OWN RAUL YZAGUIRRE [EE-ZA-GEAR-RAY]. BUT I TOLD
RAUL THAT I WANTED TO SIGN THE "CIVIL RIGHTS BILL OF
1990" -- NOT THE "QUOTA BILL OF 1990."
- 11 -
MORRIS ABRAM, WHO MANY OF YOU KNOW AS A CHAMPION OF
CIVIL RIGHTS, RECENTLY WROTE ME ABOUT THIS BILL, URGING
ME TO OPPOSE THE BILL AS IT IS CURRENTLY WRITTEN. HE
TOLD ME, "ALL MY LIFE, EVEN IN THE DARKEST DAYS OF
SEGREGATION IN GEORGIA I FOUGHT AGAINST THE PRINCIPLE
OF COLOR PREFERENCE, THEN KNOWN AS WHITE SUPREMACY."
THIS BILL, HE POINTED OUT, WOULD "ACHIEVE PRECISELY
WHAT THE 1964 CIVIL RIGHTS Act STOOD FOUR-SQUARE
AGAINST."
- 12 -
HE RECALLED FREDERICK DOUGLASS' FAMOUS STATEMENT OF
1871: "EQUALITY OF NUMBERS HAS NOTHING TO DO WITH
EQUALITY OF ATTAINMENT." WE ALL KNOW QUOTAS AREN'T
RIGHT. THEY'RE NOT FAIR. THEY DIVIDE SOCIETY INSTEAD
OF BRINGING PEOPLE TOGETHER.
I DID GIVE RAUL A COMMITMENT BACK IN MAY. I WANT
TO SIGN A NEW CIVIL RIGHTS BILL. 11 I DID THEN. 11
AND I DO NOW. 11 YESTERDAY'S ANNOUNCEMENT MARKED
ONLY THE END OF A CHAPTER -- NOT THE END OF A CAMPAIGN.
- 13 -
WE RENEW THE FIGHT FOR A CIVIL RIGHTS BILL TODAY. I
NEED YOUR HELP -- TO MAKE THE CHANGES NEEDED TO ENSURE
A BILL THAT DOES NOT RESULT IN QUOTAS 11 -- CHANGES
NEEDED To ENSURE A BILL THAT WILL PROTECT THE RIGHTS OF
ALL AMERICANS, AND INJURE THE RIGHTS OF NONE.
FROM THE TIME IT WAS FIRST LAUNCHED IN 1968, THE
NATIONAL COUNCIL OF LA RAZA HAS PLAYED A UNIQUE ROLE IN
WORKING TO IMPROVE OPPORTUNITIES FOR AMERICANS OF
HISPANIC DESCENT.
- 14 -
THE SUCCESS OF YOUR EFFORTS IS EVIDENT IN THE MANY
SUCCESS STORIES REPRESENTED THROUGHOUT THIS ROOM. AND
so I'M HERE TO SALUTE YOU FOR THE IMPORTANT WORK YOU
DO. By WORKING TODAY FOR HISPANIC-AMERICANS -- YOU'RE
BUILDING A BETTER TOMORROW FOR ALL AMERICANS. III
THANK YOU. AND GOD BLESS THE UNITED STATES OF
AMERICA.
#
#
#
THE WHITE HOUSE
WASHINGTON
SCHEDULE OF THE PRESIDENT
FOR
WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990
EVENTS:
Drop By National Council of La Raza Luncheon
DRESS:
Men
- Business Suit
Women
- Day Dress
CONTACT:
Office of Presidential Advance
John G. Keller, Jr.
- 202/456-7565
Trip Coordinator
Peggy Hazelrigg
- 202/456-7565
ADVANCE:
John Gibbons
- LEAD
Mike Busch
- PRESS
Don Gambatesa
- USSS
Bruce Caughman
- MIL. AIDE
Bill Lord
- WHCA
WEATHER:
Partly cloudy/mid 90's
SCHEDULE OF THE PRESIDENT
FOR
WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990
1:00 pm
THE PRESIDENT departs White House en route the
Omni Shoreham Hotel.
MOTORCADE ASSIGNMENTS:
Lead
Spare
T. McBride
Doctor
LIMO
THE PRESIDENT
Sec. Cavazos
Follow Up
Control
A. Card
Mil. Aide
Support
M. Fitzwater
J. Parmer
Official Photographer
Medic
WHCA
Staff Van
All Remaining Staff
Press Van I
J. Allison
Press Van II
(Drive Time: 10 Minutes)
1:10 pm
THE PRESIDENT arrives Omni Shoreham Hotel and,
accompanied by The Honorable Lauro Cavazos,
Secretary of Education, proceeds to Regency Ballroom
Off-Stage Announcement Area.
Met by:
Mr. Norman MacLeod
Vice President and Managing Director
Omni Shoreham Hotel
1:13 pm
THE PRESIDENT, accompanied by Secretary Cavazos,
arrives Regency Ballroom Off-Stage
Announcement Area and holds briefly.
Met by:
Mr. Tony Salazar
Chairman
National Council of La Raza
Mr. Raul Yzaguirre
President and Chief Executive Officer
National Council of La Raza
Ms. Rita DiMartino
Executive Committee
National Council of La Raza
Ms. Patricia Asip
Executive Committee
National Council of La Raza
EVENT:
DROP BY NATIONAL COUNCIL OF LA RAZA LUNCHEON
OPEN PRESS
OFF-STAGE ANNOUNCEMENT
BRIEF REMARKS
1:15 pm
THE PRESIDENT, accompanied by Secretary Cavazos, is
announced onto Stage and proceeds to Podium.
Page Two
1:17 pm
THE PRESIDENT makes Brief Remarks.
1:22 pm
THE PRESIDENT concludes Brief Remarks, departs
Ballroom and proceeds to Motorcade.
1:25 pm
THE PRESIDENT boards Motorcade and departs Omni
Shoreham Hotel en route White House.
MOTORCADE ASSIGNMENTS:
Same as on Arrival, except:
LIMO
THE PRESIDENT
(Drive Time: 10 Minutes)
1:35 pm
THE PRESIDENT arrives White House.
Page Three
JUL 17 '90 15:36 LBC OMNI SHOREHAM
P.3
1:15
WEDNESDAY LUNCHEON JULY 18, 1990
FROM MY LEFT
1.
The President of Inter America Research Associates, from McLean, VA, MR.
JUAN GUTIERREZ.
2.
The Former Treasurer of the United States MS. CATHERINE ORTEGA.
3.
Executive Director of Campesinos Unidos, Inc. and member of the board of
directors from Brawley, CA MR. ADALBERTO RAMIREZ.
4.
The Executive Director of Idaho Migrant Council an NCLR affiliate from
Caldwell, Idaho, MR. HUMBERTO FUENTES.
5.
The Special Assistant to the President, Office of Presidential
Personnel, from Washington, D.C., MR. JOSE MARTINEZ.
6.
Secretary of the U.S. Department of Health and Human Services, THE
HONORABLE LOUIS SULLIVAN.
7.
The Executive Director of the Association for the Advancement of Mexican
Americans, an NCLR affiliate from Houston, Texas, site of next years
conference, MR. RICHARD FARIAS.
8.
The Director of the Office of Civil Rights of the Department of
Education, MR. EDWARD MERCADO
9.
The Director of Hispanic Marketing of the Miller Brewing Company, a
Golden Circle Sponsor of the Conference, from Milwaukee, Wisconsin, MR. JOSE
RUANO
10. The Associate Director of the Office of Public Liaison at the White
House, MS.SHERRIE SANCHEZ
11. The Director of Hispanic Marketing for the Phillip Morris Companies, a
Golden Circle Sponsor of this years conference and one of our hosts today,
from New York City, MR. FRANK GOMEZ.
12. The Chairman of the NCLR Board of Directors and a partner in the firm of
McCormack, Baron & Associates, from St. Louis, Missouri, MR. TONY SALAZAR
JUL 17 '90 15:36 LBC OMNI SHOREHAM
P.4
PODIUM
1.
MISTRESS OF CEREMONIES, RITA DIMARTINO
2.
The President and Chief Executive Officer of the National Council of La
Raza, MR. RAUL YZAGUIRRE.
3.
The Senator of the great state of Utah, and Chairman of the United
States Republican Task Force on Hispanics Affairs, the HONORABLE ORRIN
G. HATCH.
4.
U.S. Congressman from Los Angeles, California, the HONORABLE ESTEBAN
TORRES.
5.
Secretary of Education, DR. LAURO CAVAZOS
6.
The Executive Director of the Hispanic Women's Council, an NCLR
affiliate from Los Angeles, California, MS. LOURDES SAAB.
7.
The Manager of Special Segment Marketing, and a member of the Executive
Committee of the NCLR Board of Directors, from Dallas, Texas, MS.
PATRICIA ASIP.
8.
The Executive Director of the Trinity Coalition, an NCLR Affiliate from
El Paso, Texas, MS. PATRICIA ROYBAL SUTTON.
9.
Former White House Special Assistant to the President and now Senior
Staff Representative at the Coca-Cola Company, a Platinum Sponsor of
this years conference, from Atlanta, Georgia, MR. RUDY BECERRA.
10.
Texas State Senator and a member of the board of NCLR from Corpus
Christi, Texas THE HONORABLE CARLOS TRUAN.
11.
The Executive Director of the Commission for Hispanic Affairs for the
State of Michigan, Ms. Marylou Olivares Mason.
12.
Representing the ARCO Corporation MR. ALBERT C. ZAPANTA.
JUL 16 '90 16:28 LBC OMNI SHOREHAM
arnoldo
P.2
Resendey
HEADTABLE LIST
234-0700
(not final)
WEDNESDAY LUNCHEON
Rm. 374 or booth reg.
*
Secretary of the U.S. Department of Education THE HONORABLE LAURO
CAVASOS.
Secretary of the U.S. Department of Health and Human Services, THE
HONRABLE LOUIS SULLIVAN.
*
The President of Inter America Reasearch Associates, from McLean, VA,
MR. JUAN GUTIERREZ.
The Director of Hispanic Marketing for the Phillip Morris Companies, a
Golden Circle Sponsor of this years confernce and one of our hosts
today, from New York City, MR. FRANK GOMEZ.
JOSE RUANO from Miller Brewing Company
OFFICE OF PRESIDENTIAL PERSONNEL
Special Assistant to the President ) of the United States for Hispanic
MR. JOSE MARTINEZ
SHERRIE SANCHEZ ABSOCIATE DIRECTOR OFFICE OF Public LIAISON
The Former Treasurer of the United States MS. CATHERINE ORTEGA.
ALBERT c. ZAPANTA
Executive Director of Campesinos Unidos, Inc. and member of the board of
directors from Brawley, CA MR. ADALBERTO RAMIREZ.
EDUARDO MERCADO Department of Education
The Executive Director of the Comission for Hispanic Affairs for the
State of Michigan, Ms. Marylou Olivares Mason.
The Executive Director of The Trinity Coalition an NCLR affiliate from
El Paso Texas, Ms. Patricia Roybal Sutton.
*
Texas State Senator and a member of the board of NCLR from Corpus
Christi, Texas THE HONORABLE CARLOS TRUAN.
*
The Vice Mayor of the City of Phoenix and a member of the board of
directors of NCLR, from Phoenix, Arizona, THE HONRABLE MARY ROSE WILCOX.
*
A man who needs no introduction, the President and Chief Executive
Officer of the National Council of La Raza, our leader MR. RAUL
YZAGUIRRE.
*
The Executive Director of Idaho Migrant Council an NCLR affilaite from
Caldwell, Idaho, MR. HUMBERTO FUENTES.
*
The Executive Director of the Hispanic Women's Council, an NCLR
affiliate from Los Angeles, California, MS. LOURDES SAAB.
*
The Executive Director of the Association for the Advancement of Mexican
Americans, an NCLR affiliate from Houston, Texas, site of next years
conference, MR. RICHARD FARIAS.
*
Congressman Esteban Torres
*
Senator Orrin Hatch
*
M.C. Rita DiMartino
7/18
DRAFT INSERT: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
9 am
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 1:15 P.M.
Finally, let me also address one of the most important
priorities of my Administration: helping to build a better
America where the doors of opportunity are open to every citizen
and every child.
You know where I have always stood on civil rights. The
Civil Rights Commission has been reauthorized. The Hate Crimes
Statistics Act is now the law. And I will sign the Americans
with Disabilities Act into law next week.
And for the past several months, we have been working hard
to make another civil rights law a reality. I met with many of
you at the White House in May -- leaders like Mario Moreno of
MALDEF ( (Mexican American Legal Defense and Education Fund)),
DD
Jess Quintero of LULAC ( (League of United Latin American
Citizens) ) and your own Raul Yzaguirre [EE-za-gee-ray]. But I
told Raul that I wanted to sign the "Civil Rights Bill of 1990"
edits
-- not the "Quota Bill of 1990." Quotas aren't right. Quotas
abram insert
aren't fair. And quotas aren't the American way
did
a commitment
back in May
I Agave Raul my word on something else, too. I want to
sign a new civil rights bill. 11 I did then. 11 And I do now.
You have my word on it.
Yesterday's announcement marked only the end of a chapter
-- not the end of a campaign. We renew the fight for a civil
rights bill today. A bill that will protect the rights of all
Americans -- and injure the rights of none.
#
#
#
[[INSERT ON PAGE THREE -- BEFORE THE LAST TWO PARAGRAPHS]]
Phone calls
Hooks
Vernon
Coleman
mouis Abraha, who many of you
how as a changion of civil
rights, recently wrote me about
this bill to say that "it is not
a-cirt reguts bill but a goota
bill mging Are to oppose the
bill as it is currently written, He
goid told me that att. 'all my
life, even against in the dackest
fought against the punciple of
days of segregation in Georgia, d
white signemacy. This bill, he
color preference, then known as
pointed out would "achieve
precisely what the 1969 -
Civil Reghts Act Ntoad from
Frederich Douglass famous to do with of
square against " He statement recalled
1811 "Egality all know giotas fattaining
of numbers has nothing equality
aren't H mght They n not
fair. They are division
field brinosity divide society
instead of bringing people
together.
I need your help civil -
to get the benefits 1990 without of a
rights bill
the uniptended consequences of
McNally/Simon
July 18, 1990
Draft Three (B:LA-RAZA)
PRESIDENTIAL REMARKS: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 1:15 P.M.
Thank you. Thank you all. I'm proud to be sharing the
stage with two members of my Cabinet today: Secretary of HHS
Louis Sullivan and Secretary of Education Lauro Cavazos, who are
doing such a magnificent job for the American people. And I also
want to pay my respects to Senator Orrin Hatch and Congressman
Esteban Torres.
I'm grateful for this opportunity to greet the National
Council of La Raza, and pleased to see so many distinguished
leaders from America's Hispanic service, education and business
communities, gathered here in our Nation's capital.
(And I want to thank the person whose brilliance, foresight
and tenacity made this July gathering in Washington possible. 11
The man who invented air conditioning!) III
(It was sure hot in Houston last week. But we should have
known it was coming. The weatherman we consulted was the same
guy who set up the summit in Malta!) III
Today, we are very pleased and honored to welcome you to
Washington and to have this opportunity to tell you just how
important we believe your efforts are.
I mentioned Lauro Cavazos, and I also want to salute Manuel
Lujan, our Secretary of the Interior. As outstanding Cabinet
secretaries, they represent not only the new energy and
leadership Hispanic-Americans are bringing to this great country
2
-- but also two of our Administration's most important
priorities: The protection and use of our natural resources, and
excellence in education.
Indeed, our Administration has made educational assistance
for Hispanic- Americans one of the top priorities of our campaign
to revive educational excellence. We will seek -- we will demand
-- educational excellence for America. That means reforms like
giving parents a choice in their children's education and that
means educational excellence for all Americans. III
I know Lauro spoke to you yesterday, but I'd like to touch
on just a few of our most important new efforts. Last December,
we launched a new effort, specially designed to assist Hispanic-
Americans, and developed in part with the assistance and advice
we received from many of you here today. I directed the
Secretary of Education to form an Hispanic Education Task Force,
aimed at identifying not only educational obstacles -- but also
educational opportunities.
Lauro has told me that the work of the Task Force is well
underway, seeking new ways to improve federal education programs
that serve Hispanic-Americans -- and seeking ways to make them
better. We need to focus on finding solutions.
And you who are part of the proud La Raza tradition, have
also been one of those solutions. Efforts like Project Second
Chance, the Family Reading Program, and Project EXCEL -- designed
to help Hispanic community organizations become effective
3
partners with schools -- are already making a difference for
thousands of young Americans. 1111
(Our time today is short -- If I'm not out of the hotel by
two o'clock, they charge me for another day.) III
But let me also address one of the most important priorities
of my Administration: helping to build a better America where
the doors of opportunity are open to every citizen and every
child.
You know where I have always stood on civil rights. The
Civil Rights Commission has been reauthorized. The Hate Crimes
Statistics Act is now the law. And I will sign the Americans
with Disabilities Act into law next week.
And for the past several months, we have been working hard
to make another civil rights law a reality. I met with many of
you at the White House in May -- leaders like Mario Moreno of
MALDEF ((Mexican American Legal Defense and Education Fund) ) ,
Jess Quintero of LULAC ((League of United Latin American
Citizens) ) and your own Raul Yzaguirre [EE-za-gee-ray]. But I
told Raul that I wanted to sign the "Civil Rights Bill of 1990"
-- not the "Quota Bill of 1990.' "
Morris Abram, who many of you know as a champion of civil
rights, recently wrote me about this bill, urging me to oppose
the bill as it is currently written. He told me, "All my life,
even in the darkest days of segregation in Georgia I fought
against the principle of color preference, then known as white
JC/DD change10.00 AM
4
supremacy." This bill, he pointed out, would "achieve precisely
what the 1964 Civil Rights Act stood four-square against."
He recalled Frederick Douglass' famous statement of 1871:
"Equality of numbers has nothing to do with equality of
attainment. We all know quotas aren't right. They're not fair.
They divide society instead of bringing people together.
I need
to make thechanges needed to ensure the bill does not result in
your help -- to get the benefits of the Civil Rights bill without gootas
unintended negative consequences
changes to eneme
I did give Raul a commitment back in May. I want to sign a
new civil rights bill. 11 I did then. 11 And I do now. 11
You have my word on it.
Yesterday's announcement marked only the end of a chapter
-- not the end of a campaign. We renew the fight for a civil
rights bill today.
A
bill that will protect the rights of all
Americans -- and injure the rights of none.
From the time it was first launched in 1968, the National
Council of La Raza has played a unique role in working to improve
opportunities for Americans of Hispanic descent. The success of
your efforts is evident in the many success stories represented
throughout this room. And so I'm here to salute you for the
important work you do. By working today for Hispanic-Americans
-- you're building a better tomorrow for all Americans. III
Thank you. And God bless the United States of America.
#
#
#
McNally/Simon
July 18, 1990
a:00 am
Draft Three (B:LA-RAZA)
PRESIDENTIAL REMARKS: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 1:15 P.M.
Thank you. Thank you all. I'm proud to be sharing the
stage with two members of my Cabinet today: Secretary of HHS
Louis Sullivan and Secretary of Education Lauro Cavazos, who are
doing such a magnificent job for the American people. And I also
want to pay my respects to Senator Orrin Hatch and Congressman
Esteban Torres.
I'm grateful for this opportunity to greet the National
Council of La Raza, and pleased to see so many distinguished
leaders from America's Hispanic service, education and business
communities, gathered here in our Nation's capital.
(And I want to thank the person whose brilliance, foresight
and tenacity made this July gathering in Washington possible. 11
The man who invented air conditioning!) III
(It was sure hot in Houston last week. But we should have
known it was coming. The weatherman we consulted was the same
guy who set up the summit in Malta!) III
Today, we are very pleased and honored to welcome you to
Washington and to have this opportunity to tell you just how
important we believe your efforts are.
I mentioned Lauro Cavazos, and I also want to salute Manuel
Lujan, our Secretary of the Interior. As outstanding Cabinet
secretaries, they represent not only the new energy and
leadership Hispanic-Americans are bringing to this great country
2
-- but also two of our Administration's most important
priorities: The protection and use of our natural resources, and
excellence in education.
Indeed, our Administration has made educational assistance
for Hispanic- Americans one of the top priorities of our campaign
to revive educational excellence. We will seek -- we will demand
-- educational excellence for America. That means reforms like
giving parents a choice in their children's education and that
means educational excellence for all Americans. III
I know Lauro spoke to you yesterday, but I'd like to touch
on just a few of our most important new efforts. Last December,
we launched a new effort, specially designed to assist Hispanic-
Americans, and developed in part with the assistance and advice
we received from many of you here today. I directed the
Secretary of Education to form an Hispanic Education Task Force,
aimed at identifying not only educational obstacles -- but also
educational opportunities.
Lauro has told me that the work of the Task Force is well
underway, seeking new ways to improve federal education programs
that serve Hispanic-Americans -- and seeking ways to make them
better. We need to focus on finding solutions.
And you who are part of the proud La Raza tradition, have
also been one of those solutions. Efforts like Project Second
Chance, the Family Reading Program, and Project EXCEL -- designed
to help Hispanic community organizations become effective
3
partners with schools -- are already making a difference for
thousands of young Americans.
(Our time today is short -- If I'm not out of the hotel by
two o'clock, they charge me for another day.) III
But let me also address one of the most important priorities
of my Administration: helping to build a better America where
the doors of opportunity are open to every citizen and every
child.
You know where I have always stood on civil rights. The
Civil Rights Commission has been reauthorized. The Hate Crimes
Statistics Act is now the law. And I will sign the Americans
with Disabilities Act into law next week.
And for the past several months, we have been working hard
to make another civil rights law a reality. I met with many of
you at the White House in May -- leaders like Mario Moreno of
MALDEF ((Mexican American Legal Defense and Education Fund)),
Jess Quintero of LULAC ( (League of United Latin American
GEAR
Citizens) ) and your own Raul Yzaguirre [EE-za-gee-ray]. But I
told Raul that I wanted to sign the "Civil Rights Bill of 1990"
-- not the "Quota Bill of 1990. "
Morris Abram, who many of you know as a champion of civil
rights, recently wrote me about this bill, urging me to oppose
the bill as it is currently written. He told me, "All my life,
even in the darkest days of segregation in Georgia I fought
against the principle of color preference, then known as white
4
supremacy." This bill, he pointed out, would "achieve precisely
what the 1964 Civil Rights Act stood four-square against."
He recalled Frederick Douglass' famous statement of 1871:
"Equality of numbers has nothing to do with equality of
attainment." We all know quotas aren't right. They're not fair.
They divide society instead of bringing people together. I need
your help -- to get the benefits of the Civil Rights bill without
unintended negative consequences.
I did give Raul a commitment back in May. I want to sign a
new civil rights bill. 11 I did then. 11 And I do now. 11
You have my word on it.
Yesterday's announcement marked only the end of a chapter
-- not the end of a campaign. We renew the fight for a civil
rights bill today. A bill that will protect the rights of all
Americans -- and injure the rights of none.
From the time it was first launched in 1968, the National
Council of La Raza has played a unique role in working to improve
opportunities for Americans of Hispanic descent. The success of
your efforts is evident in the many success stories represented
throughout this room. And so I'm here to salute you for the
important work you do. By working today for Hispanic-Americans
-- you're building a better tomorrow for all Americans. 111
Thank you. And God bless the United States of America.
#
#
#
DRAFT INSERT: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 1:15 P.M.
Finally, let me also address one of the most important
priorities of my Administration: helping to build a better
America where the doors of opportunity are open to every citizen
and every child.
You know where I have always stood on civil rights. The
Civil Rights Commission has been reauthorized. The Hate Crimes
Statistics Act is now the law. And I will sign the Americans
with Disabilities Act into law next week.
And for the past several months, we have been working hard
to make another civil rights law a reality. I met with many of
you at the White House in May -- leaders like Mario Moreno of
MALDEF ((Mexican American Legal Defense and Education Fund) )
Jess Quintero of LULAC ( (League of United Latin American
Citizens) ) and your own Raul Yzaguirre [EE-za-gee-ray]. But I
told Raul that I wanted to sign the "Civil Rights Bill of 1990"
-- not the "Quota Bill of 1990.' Quotas aren't right. Quotas
aren't fair. And quotas aren't the American way.
And I gave Raul my word on something else, too. I want to
sign a new civil rights bill. I did then. 11 And I do now.
11 You have my word on it.
Yesterday's announcement marked only the end of a chapter
-- not the end of a campaign. We renew the fight for a civil
rights bill today. A bill that will protect the rights of all
Americans -- and injure the rights of none.
#
#
#
[ [INSERT ON PAGE THREE -- BEFORE THE LAST TWO PARAGRAPHS]
abrains
insert
Sir:
Gov. Sununu has
cleared this
letter.
jim
THE WHITE HOUSE
WASHINGTON
Dear Morris:
Thank you for your insights and thoughtful comments
about the "Civil Rights Act of 1990. Your letter
captured the essence of our concerns about this
bill.
As you know, we are in the midst of conversations
with Senator Kennedy and others in hopes of
resolving our problems with the bill. I am sincere
when I say that I want to sign a civil rights bill.
The corollary is equally true, though: I will not
sign a quota bill -- that would be neither right
nor good for the Nation.
Warmest best wishes to you, in which Barbara joins.
Sincerely,
I hope you are ag Bl
crijoying this All your reports month as expected, are
The Honorable Morris B. Abram
The Representative of the
"A+".
United States of America to the
European Office of the United Nations
Geneva
3, plateau de Frontenex
1208 Geneva
DOWN P2:
June 7, 1990
The President
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Mr. President:
If I were still practicing law, I would love the "Civil
Rights Act of 1990.' While it may enrich some lawyers, it will
impoverish the principle of equality of all Americans. All my
life, even in the darkest days of segregated Georgia, I fought
against the principle of color preference, then known as "white
supremacy. " This bill institutionalizes that principle under the
false flag of civil rights. It is not a civil rights bill but a
quota bill because it will achieve precisely what the landmark
1964 Civil Rights Act stood foursquare against.
Proportionality of result, not equality of opportunity, is
the touchstone of this flawed legislation:
- it eliminates the longstanding requirement that a
plaintiff identify a specific employment practice
causing a racial, ethnic, or gender imbalance;
- it holds the employer guilty until proven innocent
by forcing him to justify any racial, gender, or
ethnic statistical imbalance in his workforce;
- it creates a presumption of guilt so difficult to
overcome and so costly to fight that employers will
simply capitulate and hire by the numbers, impairing
not only the principle of American equality but,
inevitably, American efficiency and productivity;
- it denies individuals their day in court by
effectively barring challenges to civil rights
consent decrees to which they were not parties.
Page Two
June 7, 1990
Abraham Lincoln's great friend Frederick Douglass understood
the divisive and destructive influence of proportional
representation based on race. "Equality of numbers,' he wrote in
1871, "has nothing to do with equality of attainments."
This legislation, despite its flaws, has meritorious
portions, including further sanctions on racial and sexual
harrassment in the workplace. There is no reason why these
advances should be held hostage by the objectionable aspects of
the bill -- particularly since its race- and gender-conscious
elements are easily deleted or modified.
You have the opportunity, perhaps more so than any other
president in recent years, to forge a new and lasting civil
rights consensus. Every opinion poll confirms that the American
people, including blacks, share the goals of equal opportunity
and color blindness and will support the vision of Martin Luther
King, Jr., who urged that we judge ourselves "not by the color of
our skin but by the content of our character."
Mr. President, my own participation in the civil rights
struggle has shaped my deepest moral and political beliefs. It
is because of this that I urge you to refuse your concurrence to
this bill as it stands.
Most respectfully,
Morris B. Abram
Document No. 158120
WHITE HOUSE STAFFING MEMORANDUM
DATE: 7/17/90
ACTION/CONCURRENCE/COMMENT DUE BY:
SUBJECT: PRESIDENTIAL REMARKS: NATIONAL COUNCIL OF LA RAZA
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
ROGICH
CARD
UNTERMEYER
CICCONI
ROGERS
DEMAREST
WINSTON
FITZWATER
PINKERTON
GRAY
HAGIN
HOLIDAY
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
THE WHITE HOUSE
WASHINGTON
July 16, 1990
1990 JUL 15 PM 7: 03
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON
FROM:
EDWARD E. McNALLY gun
SUBJECT:
BRIEF REMARKS FOR NAT'L. COUNCIL OF LA RAZA
I. SUMMARY
Attached are draft remarks for Wednesday's appearance
at the annual convention of the National Council of La Raza, an
umbrella organization of Hispanic community organizions.
II. DISCUSSION
On Wednesday, July 18, at noon, you will drop by La
Raza's convention at the Omni Shoreham Hotel to speak to an
audience of about 1,000.
This draft (6 minutes, on cards) cites the
Administration's action to create a Hispanic Education Task
Force. Also, there is a call for the House of Representatives to
restore parts of your anti-crime initiative that were deleted by
the Senate.
McNally/Simon
July 11, 1990
Draft One (B:LA-RAZA)
PRESIDENTIAL REMARKS: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 11:45 A.M.
Thank you. Thank you all. I'm grateful for this
opportunity to greet the National Council of La Raza, and pleased
to see so many distinguished leaders from America's Hispanic
service, education and business communities, gathered here in our
Nation's capital.
(And I want to thank the person whose brilliance, foresight
and tenacity made this July gathering in Washington possible. 11
The man who invented air conditioning!) III
(It was sure hot in Houston last week. But we should have
known it was coming. The weatherman we consulted was the same
guy who set up the summit in Malta!) III
Today, we are very pleased and honored to welcome you to
Washington and to have this opportunity to tell you just how
important we believe your efforts are.
And in saluting you, I also want to salute two outstanding
Hispanic leaders -- Manuel Lujau an Lauro Cavazos who, as
outstanding Cabinet secretaries, represent not only the new
energy and leadership Hispanic-Americans are bringing to this
great country -- but also two of our Administration's most
important priorities: The protection and use of our natural
resources, and excellence in education. 111
Indeed, our Administration has made educational assistance
for Hispanic- Americans one of the top priorities of our campaign
2
to revive educational excellence. We will seek -- we will demand
-- educational excellence for America. That means reforms like
giving parents a choice in their children's education and that
means educational excellence for all Americans. 111
I know Lauro spoke to you yesterday, but I'd like to touch
on just a few of our most important new efforts. Last December,
we launched a new effort, specially designed to assist Hispanic-
Americans, and developed in part with the assistance and advice
we received from many of you here today. I directed the
Secretary of Education to form an Hispanic Education Task Force,
aimed at identifying not only educational obstacles -- but also
educational opportunities.
Lauro has told me that the work of the Task Force is well
underway, seeking new ways to improve federal education programs
that serve Hispanic-Americans -- and seeking ways to make them
better. We need to focus on finding solutions.
And you who are part of the proud La Raza tradition, have
also been one of those solutions. Efforts like Project Second
Chance, the Family Reading Program, and Project EXCEL -- designed
to help Hispanic community organizations become effective
partners with schools -- are already making a difference for
thousands of young Americans.
(Our time today is short -- If I'm not out of the hotel by
one o'clock, they charge me for another day.) III
insert
But I wanted to mention one other effort that is of intense
interest to Mispanic-Americans -- and to all decent Americans
3
concerned not only with equality of opportunity -- but also with
quality of life.
14 months ago I stood before the U.S. Capitol and announced
America's determination to "Take Back The Streets."
The process that began on that day has now produced a crime
bill that cleared the Senate last week. There are still some
improvements to be worked out in the House -- improvements needed
to stop the endless abuse of the appeals process, to limit the
size of gun magazines, and to ensure that evidence gathered by
good cops acting in good faith isn't barred by technicalities
that let bad people go free. In this effort, too, we're calling
for support from you and those you represent. III
From the time it was first launched in 1968, the National
Council of La Raza has played a unique role in working to improve
opportunities for Americans of Hispanic descent. The success of
your efforts is evident in the many success stories represented
throughout this room. And so I'm here to salute you for the
important work you do. By working today for Hispanic-Americans
-- you're building a better tomorrow for all Americans. III
Thank you. And God bless the United States of America.
#
#
#
JUL 12 '90 00:58 LA RAZA
P.1
EE-24-6EER-Vay
NCLR
National Office
EE-za - geer-ray
810 First Street, N.E.
NATIONAL COUNCIL OF LA RAZA
Suite 300
Raul Yzeguirre, President
Washington, D.C. 20002
(202) 289-1380
FAX COVER MEMO
DATE 7-12-70
TIME 11:20
COST CENTER 15
BOB SIMON
TO: NAME
COMPANY
THE WHITE HOUSE
CITY
D.C.
FAX# 456-6218
NAME
LISO NAVANNETE
FROM:
FAX # (202) 289-8173
PHONE # (202) 289-1380
# of pages in transmission, including cover 10
Message
PSAS ARE AVAILABLE on JAPE. we
CAN PROVIDE THEM TO you IF you LIKE,
CALL ME 'F you NEED MORE INFORMATION.
NCLR 1/90
LOM ORAN and Lise Navarrete
JUL 12 '90 00:58 LA RAZA
P.2
roject EXC..'
A National Hispanic Organization seeks to improve the American
educational system for Hispanic children.
The American educational system
major American subgroup. (See
are few Hispanics in the nations's
is often portrayed as a pipeline,
Sidebar on "Workforce 2000.")
teaching force (only 2.6 percent of
successfully transporting individu-
Dropout rates for Hispanics are
elementary school teachers and 1.7
als from childhood to college or the
much higher than those for either
percent of secondary school teach-
work. However, it is increasingly
Blacks or Whites, ranging from 35
ers) and a similarly small propor-
clear that this "pipeline" more
to 80 percent depending upon the
tion among administrators (2
closely resembles a sieve where His-
community; nationally about half
percent of principals) and guidance
panic children are concerned. His-
of Mexican American and Puerto
counselors (2.7 percent). Thus,
panics slip out of this pipeline at
Rican youth leave school without a
there are few role models among
disproportionately high rates. From
diploma. College completion rates
school personnel and few persons
kindergarten through college, pro-
for Hispanics are low as well: only
who are intimately familiar with the
portionately fewer Hispanics than
10 percent of Hispanic 25 years of
Spanish language and the cultures
either Blacks or Whites are enrolled
age and over had completed college
of Hispanic children.
in school, and those who are en-
in 1988 compared to 21 percent of
Despite the consistent pattern of
rolled are often prepared for very
non-Hispanics.
undereducation and the rapid
different futures than non-Hispanic
National studies and local expe-
growth of Hispanics as a propor-
children. (See Figure 1.)
rience document several particu-
tion of the school population, edu-
Because of its concern about His-
larly critical points at which
cational policies and programs
panic undereducation, in 1985 the
Hispanic children fall through the
continue to be developed and im-
National Council of La Raza
pipeline. A higher percentage of
plemented with scant attention to
(NCLR) launched Project EXCEL,
Hispanic children are enrolled be-
the needs of Hispanics and with rel-
which stands for Excellence in
low grade level than are non-His-
atively little effort to use commu-
Community Educational Leader-
panics, a particularly disturbing
nity resources. If this situation is to
ship. Project EXCEL was devel-
statistic since early school failure is
change, effective, low-cost commu-
oped both to contribute experiences
perhaps the greatest predictor of a
nity-based educational efforts must
and input from the community level
child's later dropping out of school.
be available to supplement what
to the school reform process and to
In high school, Hispanics are dis-
public and parochial schools are
address some of the short-term
proportionately enrolled in general
able to do for Hispanic children,
needs of students currently enrolled
and vocational educational tracks,
their parents, and the teachers serv-
in school systems unresponsive to
both of which make college enroll-
ing them. Moreover, such local ef-
those needs. It was designed to help
ment unlikely.
forts must be paired with national
Hispanic community-based organi-
Moreover, two groups which
education policy initiatives which
zations become effective partners
should be helping students, teach-
provide policy makers at the fed-
with the schools, tapping their
ers and parents, are also experienc-
eral, state, and local levels with
unique ability to combine social
ing problems. English illiteracy
timely, fact-based analyses on the
service approaches with educational
among Hispanic adults, which has
educational needs of Hispanics and
programming for students and fam-
been reported as high as 56 per-
the likely effects of various policy
ilies that schools have traditionally
cent, makes it difficult for Hispanic
alternatives on this community.
had difficulty serving well.
parents to be effective participants
NCLR believes that fundamental
in their children's education. There
changes in the philosophy, struc-
The Educational Status Of
ture, and practices of schooling are
Hispanics
Lori Ortan is Director of Project EXCEL
necessary if the public schools are
Hispanics are the youngest, fastest
and Lisa Navarrete is Director of Public
information, both for the National Council
to do a better job of educating His-
growing, and most undereducated
of La Raza.
panic and other minority group
Deemmrich/Uniphoio
Electric Perspectives / Jan.-Feb. 1990
JUL 12 '90 01:00 LA RAZA
P.3
students. Equity and excellence in
Figure 1
education must be viewed as twin
and inseparable goals. However,
Educational Pipeline: Participation Rates by Race and Ethnicity
given the resistance to change in-
Percent
herent in most bureaucratic sys-
100
tems, systematic restructuring of
the schools must be realistically
viewed as a critical but long-term
80
objective.
60
The Barriers To Equity and
Excellence
While some school districts, or-
40
more commonly-individual schools,
are highly effective in meeting the
20
needs of Hispanic students, the ma-
jority can be more fairly described
as "underachieving" schools. These
0
are the schools which most His-
Elementary
High School
HS Grads
College
College Grads
panic students attend. Either
Source: Current Population
through lack of will, training, or
Whites
Blacks
Hispanics
Survey, 10/84
resources (or some combination
thereof), these schools have not suc-
ceeded well in providing an equita-
dren, and most concentrate on the
to pull together community resources
ble and excellent education for their
basic educational skills necessary
to meet these needs for students, few
Hispanic students.
for parents to learn English or se-
schools have discovered or utilized a
Even when commitment is high,
cure General Education Develop-
valuable resource that already exists
sufficient resources are available, and
ment certificates, rather than skills
in many Hispanic communities-
teachers and administrators are will-
which might help them help their
Hispanic community-based organi-
ing to tinker with the structure of the
children with school. Those parent
zations, or CBOs. These organiza-
school, the schools face a formidable
programs which are run through el-
tions have several advantages in
challenge in effectively serving His-
ementary and secondary schools are
reaching Hispanic families, espe-
panic students and their families. Bi-
too often viewed as a "frill," and
cially low-income, non-English-
lingual personnel are in notoriously
when budgets must be cut, they are
speaking families. They are located
short supply in most schools, and the
usually among the first casualties.
in the community, are staffed by bi-
shortage of bilingual counselors,
Few schools have the resources to
lingual personnel, and generally
psychologists, health personnel, and
address the non-academic needs of
offer a variety of services which are
parent outreach workers is even more
students and their families, al-
used by low-income, limited-English
pronounced.
though those needs can frequently
proficient parents. These organiza-
The segmented nature of public
interfere with a student's ability to
tions are designed to serve the very
education also makes it difficult for
be an effective learner. Lack of af-
people the schools have often had
schools to plan for or coordinate
fordable and safe housing, unem-
difficulty reaching-the poor, the
family-wide learning programs.
ployment, emergency cash needs for
non-English speaking, the recent
Few elementary and secondary
food and heat, lack of affordable
immigrant, and families in crisis.
schools are able to offer education
health care, and needs for counsel-
and training to parents either to
ing or assistance in times of crisis
reject
EXCEL
help them become partners in their
can all cause formidable barriers to
Originally known as the Innovative
children's education or to upgrade
education for low-income Hispanic
Education Project, Project EXCEL
their own skills. Adult education
families.
was launched in 1985 to improve
programs are generally not con-
Although several approaches have
Hispanic educational opportunities
nected to programs serving chil-
been developed in recent years to try
and achievement through the devel-
Electric Perspectives / Jan.-Feb. 1990
JUL 12 '90 01:01 LA RAZA
P.4
opment and testing of low-cost,
needs of Hispanics. Three of the six
educationally "at-risk." The re-
replicable community-based educa-
models since developed are de-
maining three models address the
tion models, and complementary
signed to address the school-age
needs of parents and teachers,
applied research, policy analysis,
populations that both national re-
whose informed assistance is essen-
and dissemination of information
search and local community expe-
tial to improve children's educa-
about the educational status and
rience indicate are among the most
tional outcomes. Currently, Project
EXCEL is in the second year of
implementation of a five-year dem-
Spencer Grant/Uniphoto
onstration project. This program
year, 26 sites are running 42 sepa-
rate programs.
Academia del Pueblo
The Academia del Pueblo model
addresses the problems of early ac-
ademic failure and grade retention
faced by many Hispanic children in
elementary school. After-school and
summer "academies" are estab-
lished to provide reinforcement and
supplemental educational assistance
to help children meet and exceed
grade promotion requirements in
elementary school. During the
school year the program can be of-
fered from two to five afternoons
per week, depending on local re-
sources and needs.
Children may be recommended
for the Academia by either parents
or teachers, and teacher assessment
of areas in which a child needs ad-
ditional skills are solicited. While
the programs typically charge a
very minimal fee for participation,
the real "cost" to the parent is time
for parental involvement. A parent
contract is required for each child,
stipulating that the parent will at-
tend at least 50 percent of the
monthly parent education activi-
ties, read with the child at home for
a contracted amount of time (or, in
the case of parents with limited
reading skills, have the child read
aloud to the parent), establish and
enforce rules for homework and
school attendance, review and sign
From kindergarten through college, pro-
portionately fewer Hispanics than either
Blacks or Whites are enrolled in school.
7
JUL 12 '90 01:02 LA RAZA
P.5
the child's homework, and ensure
that the child has a library card.
ORKFORCE 2000:
Instruction for the children cen-
THE URGENT NEED FOR HISPANIC
ters around language arts and
INVOLVEMENT
reading (English as a Second Lan-
guage where necessary), mathe-
W
hen the National Council of La Raza began to serve the Hispanic com-
matics and problem solving skills,
munity, there were 9.1 million Hispanics in the United States according
and enrichment activities such as
to the 1970 Census. As of March of 1989, there were 20.1 million Hispanics in the
computer education and, in some
United States. The tremendous growth has been one of the most dramatic demo-
sites, Spanish. Instruction is pro-
graphic phenomena of the last decade. While the population at large grew by 7
percent in the 1980s, Hispanics grew by over a third since 1980. Hispanics now
vided by teachers (the head teacher
constitute 8.1 percent of the total U.S. population and are expected to be the
is to be a certified teacher experi-
largest minority in the U.S. by the middle of the next century.
enced in working with Hispanic
children) and cross-age tutors. The
The vast majority of Hispanics, 62.3 percent, are of Mexican descent, followed
by Puerto Ricans (12.7 percent), Central and South Americans (11.5 percent) and
core curriculum for the project
Cubans (5.3 percent). While there are Hispanics in every state, the population
makes use of cooperative learning
remains highly concentrated geographically. Fifty-five percent of all Hispanics live
techniques and a student writing
in Texas and California, and 89 percent live in those two states plus New York,
project which links students with a
Florida, Illinois, New Jersey, New Mexico, Arizona, and Colorado. Hispanics are
"sister" site in another community.
also the youngest major subpopulation. The median age for Hispanics is 25.1
The belief that all the children can
years compared to 32.6 for non-Hispanics.
learn given the appropriate instruc-
Economically, Hispanics are not faring as well as non-Hispanics. For much of
tion is the credo of the program.
the 1980s, Hispanic unemployment rates were in the double digits. Their unem-
Some of the sites where Acade-
ployment rate tends to be almost two-thirds higher than the rate for whites.
mia del Pueblo is being imple-
Moreover, Hispanics tend to be concentrated in low-skill, low-paying occupations
mented this program year include
such as laborers, operators, and fabricators, and they are less likely than non-
El Comite Hispano and United
Hispanics to hold managerial, professional, or technical jobs.
Community Ministries in coopera-
Nonetheless, Hispanics have very high labor force participation rates. In 1988,
tion with Fairfax County Schools,
65 percent of Hispanics were in the labor force compared to 64.5 percent of non-
Fairfax County, Virginia; Friendly
Hispanics. Seventy nine percent of Hispanic men are in the labor force compared
House, Phoenix, Arizona; Guadal-
to 74 percent of non-Hispanic men. Only Hispanic women have lower labor force
upe Center, Kansas City, Missouri;
participation rates than their counterparts, 52 percent versus 55.7 percent, but this
and the United Community Center,
rate has increased from 48 percent in 1982.
Milwaukee, Wisconsin. The Col-
Despite such high labor force participation rates, Hispanic median family in-
lege of St. Thomas in St. Paul,
come is lower than that for non-Hispanics. The average Hispanic household in-
Minnesota, is developing a project
come is $20,300 compared to $31,600 for non-Hispanic families. In fact, 25.8
for a spring or summer start.
percent of Hispanic families live below the poverty level, two-and-a-half times the
rate for non-Hispanic families. Thus, Hispanics are over-represented among the
working poor.
Project Success
Project Success is designed primar-
Clearly, the growing Hispanic population presents a challenge to America. In
ily to help Hispanic youth in mid-
its 1987 study of the future of the American economy, Workforce 2000, the Depart-
dle or junior high schools increase
ment of Labor stated that one of the major challenges for policy makers was to
integrate Black and Hispanic workers fully into the economy. It noted "the shrink-
their high school completion and
ing numbers of young people, the rapid pace of industrial change, and the ever-
college entrance rates by providing
rising skill requirements of the emerging economy make the task of fully utilizing
them with academic enrichment,
minority workers particularly urgent between now and 2000." While the popula-
career and academic counseling,
tion at large will grow slowly, non-whites will make up 29 percent of new entrants
and other special opportunities. In
into the workforce, twice their current share of the workforce.
most cases, the project is specifi-
However, the study warns that minority workers are less likely to have the
Academia del Pueblo helps elementary
education or job training these new jobs required. The report concludes that it is
school students keep up with their non-
time to begin investing in education, training, and other assistance to ensure a
Hispanic classmates by providing instruc-
qualified workforce for 2000 and beyond.
tion in after-school and summer
"academies."
Electric Perspectives / Jan.-Feb. 1990
JUL 12 '90 01:04 LA RAZA
cally concerned with equipping
is to increase academic success, re-
youth with the skills and interest to
duce limiting curriculum tracking,
enroll and succeed in college-pre-
lead to higher rates of high school
paratory curriculum tracks when
graduation, and increase the possi-
they reach high school. It is de-
bility of post-secondary education
signed to operate from two to five
and/or training. In fact, several of
days per week after school and in
this year's program sites work with
the summers, depending on local
high school youth, and one serves
resources. Project Success offers ac-
youth preparing to enter junior
ademic instruction and career
high.
awareness and personal develop-
As in the Academia, referral may
ment activities since youth need to
come from parents or teachers and
be not only encouraged but also
participation requires both a signed
enabled.
parent contract and a teacher as-
While the research literature and
sessment. However, given the much
all the communities included in the
higher level of choice available to
project to date have identified mid-
adolescents-who typically vote
dle school/junior high school as a
with their feet-the programs must
critical point for intervention, the
also reflect student-perceived needs
model does not have to be used ex-
and design activities to meet the in-
clusively for that age group. Project
terests of the young people.
Success may also be used with
Because many of the students
younger or older students if the aim
participating in Project Success will
THE NATIONAL COUNCIL OF LA RAZA:
20 YEARS OF COMMITMENT TO HISPANICS
T
he National Countril
cated
Hispanic descess.
La Raza, NCLR served
zations in the area, organizal
the Mexican Ameri Unity
gan providing technical
like housing, community
One of the aims of Project Success is to
boost Hispanics' college entrance rates
affiliates in 32 SERNET,
by offering career and academic counsel-
Providing capacity
ing. Here, high school students partici-
tions is just one of
pate in Career Day.
Hispanic concerns
be the products of low-level ability
Research Advocac
tracks, the projects are to pay par-
lished in 1980 to
Hispanica and to
ticular attention to the development
public and privall
of higher-order thinking and ana-
and the media. Amount
lytic skills and problem-solving
housing, civil rights
skills in math rather than simply
NCLR also carries
computation skills. They are also
activities which mean?
asked to employ cooperative learn-
tional Projects who
ing techniques whenever possible.
activities NAME
Curricula available through
Histreash:
NCLR reflect these needs.
maderos.
Through a partnership with Time,
Inc., one local project uses the
Electric Perspectives / Jan.-Feb. 1990
JUL 12 '90 01:07 LA RAZA
Onize
/
Daemmrich/Uniphoto
"Time to Read" program as a part
The Project Success core aca-
The core curriculum uses a the-
of its efforts. The program uses
demic curriculum is cross-curricu-
matic approach and also makes use
high interest materials, features
lar and uses Law-Related Education
of problem-solving exercises devel-
small "study group" style instruc-
as a vehicle for improving students'
oped for the project by the American
tion, involves adults from local
oral language and analytic and rea-
Association for the Advancement of
businesses who also serve as role
soning skills. Through a partner-
Science. Students also participate in
models and sources of information
ship with the Constitutional Rights
the De Orilla a Orilla student writ-
about the world of work, and pro-
Foundation, a special set of mate-
ing project, an approach recognized
vides students with their own sub-
rials has been developed for use in
as effective by the Congressional Of-
scriptions to magazines-ensuring
EXCEL projects. Evidence that
fice of Technology Assessment. Via
that high-interest reading materials
Law-Related Education has a posi-
computers or via mail, sites are
are available at home. (Three other
tive influence on delinquency re-
matched with "sister" sites and reg-
"Time To Read" programs placed
duction also makes the program
ularly exchange materials and con-
by NCLR work through Project
popular with communities which
duct projects together. Computers
Second Chance programs, which
have identified delinquency, drug
provided by Apple computers greatly
are discussed next, or as stand-
use, and gang activity as major
help this effort.
alone reading projects for youth.)
concerns for youth of this age.
Overall, career education is to be
JUL 12 '90 01:09 LA RAZA
P.8
addressed by involving as many vol-
As with Project Success, Project
these programs as one facet of the
unteers in the program as possi-
Second Chance programs must deal
program.
ble-either as subject matter tutors,
with the fact that most students will
Project Second Chance sites in-
guest speakers, or mentors for stu-
be products of low-level curriculum
clude the Gulf Coast Council of La
dents in specific fields. Groups are
tracks and, consequently, will need
Raza, Corpus Christi, Texas, and
free to select their own materials for
assistance in developing higher-order
the Association for the Advance-
personal development. This year's
thinking and reading skills and
ment of Mexican Americans, Hous-
seven sites were trained to use
problem-solving abilities. The cur-
ton, Texas.
Quest International's Skills for Ado-
ricular materials and approaches
lescence and report good progress
outlined for Project Success are
Parents as Partners
with these materials.
available to these projects, plus what-
The Parents as Partners model rec-
Sites for Project Success this pro-
ever other materials and subjects
ognizes that Hispanic parents are
gram year include Harvest Amer-
are required by local accrediting
their children's most important
ica, Garden City, Kansas; El
agencies. Several computer-assisted
teachers but often lack the skills
Centro de Servicios Sociales, Lo-
instructional curricula are also be-
necessary to help their children
rain, Ohio; Council for the Spanish
ing evaluated for possible use by
progress successfully through
Speaking, Stockton, California;
Mujeres Latinas de Stanislaus, Mo-
desto, California; El Hogar del
Nino, Chicago, Illinois; Nebraska
Association of Farmworkers, North
Platte, Nebraska; Michigan Eco-
nomics for Human Development,
Lansing, Michigan; and Siete del
Norte, Embudo, New Mexico, and
Rochester City Schools, Rochester,
New York.
Project Second Chance
Project Second Chance was de-
signed to address the needs of the
large proportion of Hispanic youth
who have already left school with-
out diplomas. Because funding
sources for these types of endeavors
vary tremendously, the program
may operate in a variety of ways.
Local programs may be full- or
part-time, and with or without job
training and placement. However,
the basic aim of the project is to
provide educational services and
counseling SO that youth can either
gain a high school equivalency cer-
tificate or diploma and continue on
with some type of education-tra-
ditional post-secondary or special-
ized training.
Hispanics' enrollment in vocations/ adu-
cation tracks is disproportionately high,
limiting their post-secondary educational
Daemmrich/Uniphoso
opportunities.
Electric Perspectives / Jan.-Feb. 1990
12
'90
01:10
RAZA
sity of California at Berkeley.
This year's Parents as Partners
sites include El Centro de Servicios
Sociales, Lorain, Ohio; Association
House, Chicago, Illinois; Associa-
tion for the Advancement of Mexi-
can Americans, Houston, Texas;
Minnesota Hispanic Education Proj-
ect, St. Paul, Minnesota; Council
for the Spanish Speaking, Stockton,
California; Friendly House, Phoe-
nix, Arizona; Commission on Cath-
olic Community Action, Cleveland.
Ohio; El Hogar del Nino, Chicago,
Illinois; Guadalupe Center, Kansas
City, Missouri; Spanish Speaking
Unity Council, Oakland, Califor-
nia; Latino Resource Organization,
Santa Monica, California: and Har-
vest America, Garden City, Kansas.
Family Reading Program
The Family Reading Program is
designed to help parents support the
educational efforts of their children
by developing their own literacy
skills. Its objectives are to increase
English Literacy skills of Hispanic
parents with limited English profi-
ciency and to improve their ability
to help their children improve their
English reading skills.
The Family Reading Program
consists of activities which involve
parents in producing stories and de-
veloping chronicles based on family
school. It provides training and as-
parents can use at home in every-
themes. In most sites Apple com-
sistance to parents so that they can
day life to help their children, to
puters have been made available to
become active partners in their
developing skills to help parents un-
edit, revise, and generate finished
children's education. The program
derstand test scores and report
stories. Parents then have the op-
is a required component of the Ac-
cards, school budgets, policy mak-
portunity to become acquainted
ademia, Project Success, and Pro-
ing procedures, and the structure of
with the uses of the computer while
ject Second Chance, but it also may
other entities which influence the
practicing writing skills and creat-
be operated as a free-standing pro-
quality of life in the community.
ing word lists. The program typi-
gram by organizations which do not
Because of the need to involve par-
cally meets five hours per week and
operate educational programs for
ents in helping children improve
parents participate over the course
children or youth but are interested
math abilities, training has also
of a school year and summer
in parent leadership development.
been provided to demonstration
session.
The program offers a variety of
sites on the use of the Family Math
Family Reading Models are being
educational seminars to parents,
approach developed by the Lawr-
tested at United Community Center,
with topics ranging from activities
ence Hall of Science at the Univer-
Milwaukee, Wisconsin; Centro La-
13
Dosmmrich/Uniphoto
With the help of Project EXCEL, fow-cost,
positive linkages between the teach-
ated local projects. To that end,
community-based educational models are
helping "at risk" students In 42 separate
ers and Hispanic communities, and
Project EXCEL is designed to
programs at 26 different sites across the
to make them more effective teach-
demonstrate and evaluate low-cost
country.
ers of Hispanic children.
models which communities can use
tino de San Francisco, San Fran-
The projects may use a variety of
to help improve educational out-
cisco, California; El Hogar del Nino,
approaches to achieve these aims,
comes for Hispanics. Support
Chicago, Illinois; Centro de Accion
including providing workshops for
comes from a combination of pri-
Social, Pasadena, California; Gua-
teachers, helping to recruit class-
vate and public sources.
dalupe Center, Kansas City, Mis-
room volunteers, initiating a spe-
When the models have been eval-
souri; KACHA, Topeka, Kansas;
cial mini-grant programs for
uated and refined, the project will
Washington State Migrant Council,
teacher-generated enrichment pro-
disseminate the evaluation findings
Sunnyside, Washington; Latino Re-
grams, and providing recognition
so that education policy makers can
source Organization, Santa Monica,
for teachers making outstanding ef-
incorporate effective approaches
California; Michigan Economics for
forts. This model is in its second
into public and parochial school
Human Development, Lansing, Mi-
year of demonstration at Associa-
programs. The project also plans to
chigan, and El Centro de Servicios
tion House in Chicago, Illinois.
produce implementation guides and
Sociales, Lorain, Ohio.
curriculum materials to facilitate
What's Next
the replication of effective models
The Teacher Support Network
While NCLR continues to work at
by additional community-based or-
The Teacher Support Network is
the national level to advocate sys-
ganizations. In this way, NCLR
designed to bring together commu-
temic reforms and adequate fund-
hopes to continue to contribute to
nity resources to provide training
ing for teacher training, parent and
the restructuring and reform of
and assistance to Hispanic teachers
adult education, effective school
public and private school policies
and other teachers working with
practices and programs, and appro-
and to increase the level of Hispanic
Hispanic children. The aim of this
priate programs for at-risk chil-
community involvement in provid-
project is to increase the expecta-
dren, NCLR also believes that
ing high quality educational serv-
tions that these teachers hold for
much change can be effectively ini-
ices to Hispanic students, their
Hispanic students, to strengthen the
tiated through community-gener-
families, and teachers.
Electric Perspectives / Jan.-Feb. 1990
Administration of George Bush, 1989 / Dec. 6
eigh-
paign. They are helping to build a better
As part of this effort, and in accordance
over-
future for our Nation-a future that is drug-
with the Support for East European De-
rams,
free.
mocracy (SEED) Act of 1989, President
S pay
The Congress, by Senate Joint Resolution
Bush today has named Deputy Secretary of
drug
205, has designated the week of December
State Lawrence S. Eagleburger as Coordina-
oll in
3 through December 9, 1989, as "National
tor of United States support to Eastern
S de-
Cities Fight Back Against Drugs Week" and
Europe. In that position, Secretary Eagle-
re-
has authorized and requested the President
burger will be responsible for overseeing
to issue a proclamation in observance of this
and coordinating all SEED programs and
able
week.
activities, which pertain specifically to
raffic
Now, Therefore, I, George Bush, Presi-
Poland and Hungary. The President also has
ties—
dent of the United States of America, do
named Michael J. Boskin, Chairman of the
this
hereby proclaim the week of December 3
Council of Economic Advisers, and John E.
tion's
through December 9, 1989, as National
Robson, Deputy Secretary of the Treasury,
ts in
Cities Fight Back Against Drugs Week. I
as Deputy Coordinators.
hind
invite the Governors of the several States,
United States assistance to Poland and
spital
the chief officials of local governments, and
Hungary is designed to contribute to the
fants
the people of the United States to observe
development of democratic institutions and
this week with appropriate programs, cere-
political pluralism in those countries, as well
prob-
monies, and activities.
as to promote the development of free
very
In Witness Whereof, I have hereunto set
market economies. Such assistance includes
back.
my hand this fifth day of December, in the
food aid, labor programs, environmental
tion's
year of our Lord nineteen hundred and
projects, educational and cultural ex-
con-
eighty-nine, and of the Independence of
changes, assistance for democratic institu-
their
the United States of America the two hun-
tions, trade benefits, investment guarantees,
dred and fourteenth.
and structural adjustment and technical as-
gov-
George Bush
sistance programs. Secretary Eagleburger
livid-
will be responsible both for overseeing
houl-
front
[Filed with the Office of the Federal Regis-
these U.S. initiatives as well as for coordi-
ter, 11:59 a.m., December 6, 1989]
nating them with similar initiatives by other
rugs.
Western nations and by international insti-
rting
tutions.
ving
INVOICE n on
cure
The United States is also prepared to
are
work closely with our Western partners in
Statement by Press Secretary Fitzwater
assisting other Eastern European countries
ilant
on the Naming of the Coordinator and
that make meaningful progress toward eco-
nuni-
Deputy Coordinators of United States
nomic reform and democratic change.
e to
Support for Eastern Europe
hese
December 6, 1989
just
We are witnessing dramatic and historic
local
events in Eastern Europe that were scarce-
Memorandum on Education of
gen-
ly imaginable a year ago. The formation in
Hispanic Americans
Poland of the first non-Communist govern-
December 6, 1989
rned
ment in Eastern Europe in more than 40
rugs.
years hopefully represents only the begin-
Memorandum for the Secretary of
this
ning of a more profound systemic transfor-
Education
per-
mation in the region. The political and eco-
Subject: Education of Hispanic Americans
must
nomic reforms in Hungary are further evi-
rally
dence of this phenomenon. The United
All children in America should have the
not.
States has encouraged and promoted these
opportunity to achieve their fullest poten-
is in
changes, which offer the prospect of a
tial as human beings. And, as you know,
ving
Europe whole and free, and a more peace-
much of that opportunity depends on edu-
cam-
ful world.
cation.
1903
Dec. 6 / Administration of George Bush, 1989
Sadly, Hispanic Americans are especially
cial advisor to work closely with representa-
undereducated. As Hispanics become the
tives of the Hispanic community.
largest minority group in the United States
We must step up our efforts to ensure the
early in the next century, it becomes more
education of Hispanic Americans as a vital
and more important to overcome the crisis
part of our overall commitment to excel-
in Hispanic education.
lence in education.
Indeed, the statistics that you have pro-
George Bush
vided to me compel attention:
Between 9 and 11 percent of Hispanic
students drop out of high school each
year-the highest dropout rate of any
major ethnic or racial group.
Nomination of David E. Jeremiah To
Among Hispanics over the age of 25,
Be Vice Chairman of the Joint Chiefs
an alarming 52 percent have not com-
of Staff
pleted high school, compared to 24
December 6, 1989
percent of non-Hispanics.
Only 10 percent of Hispanics over the
The President today announced his inten-
age of 25 have completed 4 or more
tion to nominate Adm. David E. Jeremiah,
years of college, compared to 21 per-
USN, to be Vice Chairman, Joint Chiefs of
cent of non-Hispanics.
Staff. Admiral Jeremiah will succeed Gen.
Every major report on adult illiteracy
Robert T. Herres, who is retiring.
has found that the rate for Hispanics is
Admiral Jeremiah is presently serving as
much higher than the rate for the non-
commander in chief of the U.S. Pacific
Hispanic population.
Fleet, Pearl Harbor, HI. He was born Feb-
The Working Group on Education of the
ruary 25, 1934, in Portland, OR.
Domestic Policy Council, which you chair,
is already addressing important education
issues. I am directing you to form a Task
Force within that Working Group to focus
Remarks to Hispanic and Corporate
on Hispanic education. The Task Force on
Leaders
Hispanic Education will report to me
December 6, 1989
through the Domestic Policy Council and
its Education Working Group.
I hope I didn't interrupt our wonderful
Specifically, the Task Force on Hispanic
Secretary of Education, Larry Cavazos.
Education should:
Every time I hear him speak, I learn a lot,
Assess the participation of Hispanics in
and I'm just delighted that he's here. To
Federal education programs.
Rod DeArment: thank you for the ideas and
Identify barriers that may limit Hispan-
inspiration. Alfredo Estrada, the publisher
ic participation in education programs
of Hispanic Magazine, I want to thank you
and suggest remedies.
and your staff for your suggestions. And I'm
Suggest goals and strategies for the
especially delighted to be among so many
education of Hispanics (e.g., reducing
Hispanic and business leaders. Welcome to
the dropout rate, increasing enroll-
the White House. Barbara and I have both
ment in higher education, and promot-
been looking forward to this meeting.
ing adult literacy). These goals should
I, as you know, am just back, having
be considered in conjunction with the
spent several days on ships in the Mediter-
process of setting national education
ranean Sea. And I must say that I must
goals as called for at our Education
have left my sea legs in the Navy, because
Summit.
walking over here I found myself tilting to
I also understand that you will be ap-
starboard. [Laughter]
pointing a special advisor on dropouts-a
It was a good meeting, a wonderful meet-
new position in your office. Because of the
ing there, one that I hope sets the basis for
problem of dropout rates in the Hispanic
future progress: building peace and advanc-
community, I urge you to direct your spe-
ing freedom for a new century. And yet no
1904
Administration of George Bush, 1989 / Dec. 7
matter how far I travel, who I meet, or
American education, mandated by our edu-
what I see, nothing can beat the thrill of
cation summit with the Nation's Governors.
coming back to the United States.
The corporate leaders here today under-
I asked you here today to thank you for
stand that supporting education and train-
what you've done. As you know, our grow-
ing is good business as well as good citizen-
ing Hispanic community will soon form the
ship. Look at the National Hispanic Scholar-
largest minority in our Nation. And if this is
ship Fund, which has sent almost 10,000
to remain the land of opportunity, then all
young Hispanic men and women to college.
the citizens of America must be well edu-
This means 10,000 highly educated and
cated, must be well prepared for the chal-
highly skilled Americans will bring their
lenges of the future.
talent and energy to American business and
There was a time in this country when
their leadership to a new.generation.
you could prosper without a high school
degree or a special skill. But we're entering
By contributing to the many programs
an age of specialization. And in the 1990's,
and funds that advance the cause of Hispan-
those who do not learn will not earn.
ic youth, you have truly made an invest-
They'll find it hard to contribute. They'll
ment in this generation and in the future of
find it hard to advance. And it's just as
our country. But education is more than an
simple as that.
investment, and the cause of education
Sadly, almost 11 percent of Hispanic stu-
transcends the many prosaic matters that
dents drop out of high school each year.
I've discussed today. Education is, as Will
And more than half of all Hispanic-Ameri-
and Ariel Durant wrote, not just "the pain-
cans over the age of 25 have not completed
ful accumulation of facts and dates and
high school. And when it comes to higher
reigns nor merely the necessary preparation
education, too many Hispanics just never
of the individual to earn his keep in the
get the chance, never have a fighting
world." It is the "transmission of our
chance to go to college.
mental, moral, technical, and aesthetic her-
Solutions are coming now from Hispanic
itage as fully as possible to as many as possi-
America. Strong family support, the encour-
ble." Let the next generation of Hispanic-
agement of learning and excellence-these
Americas fully know their heritage-the
have always been the most striking features
heritage of Benito Juarez, and Jose Marti,
of the Hispanic tradition. And now this tra-
George Washington, Octavio Paz, and Wil-
dition, though, is endangered by tensions,
liam Faulkner.
the very tempo of modern life. And so,
For advancing this cause, I pass on to you
we've got to work together to protect this
the gratitude of the Nation. Thank you, God
heritage, work together as leaders in gov-
bless you all, and thank you very much for
ernment and business, as men and women
coming to the White House. And now Bar-
concerned with the future. Nothing less
bara and I look forward, indeed, to having a
than a national effort will suffice.
chance to say hello to all of you. Thank you
Secretary Cavazos heads the Working
very, very much.
Group on Education for our Domestic
Policy Council, and he is already addressing
Note: The President spoke at 6:15 p.m. in
important education issues. And now I am
the East Room at the White House. In his
pleased to tell you we are embarking on a
remarks, he referred to Deputy Secretary of
new effort, one just for Hispanic-Americans,
Labor Roderick DeArment.
due in part to the advice that I've received
from so many of you. I've signed a directive
asking Doctor Cavazos to form an Hispanic
Letter Accepting the Resignation of M.
Education Task Force to assess how well
Danny Wall as Director of the Office
Federal education programs serve Hispan-
of Thrift Supervision
ics, and then recommend ways to enhance
December 6, 1989
the Federal role. The task force will com-
plete its work and report by the end of
Dear Danny:
February, and then I'll incorporate these
I accept your resignation as Director of
findings into our broader efforts to improve
the Office of Thrift Supervision, to become
1905
NATIONAL COUNCIL OF LA RAZA
STRUCTURE AND PURPOSE
The National Council of La Raza exists to improve life opportunities for Americans of Hispanic descent. A nonprofit,
tax-exempt organization incorporated in Arizona in 1968, the Council serves as an advocate for Hispanic Americans and
as a national umbrella organization for about 80 formal "affiliates," community-based groups which serve 32 states,
Puerto Rico, and the District of Columbia, and for other local Hispanic organizations nationwide. The Council identifies
four major focus areas:
Capacity-building assistance to Council affiliates and other Hispanic community-based organizations, public
officials, and entrepreneurs, to help them meet local community needs;
Applied research, public policy analysis, and advocacy on behalf of Hispanic Americans;
Public information activities designed to inform Hispanic communities and the general American public about
Hispanic history and culture, contributions, needs and concems; and
Special and international projects, including coalition efforts and catalytic projects which often can be "spun off" to
become independent entities.
The Council's affiliates and its broader network of more than 4,000 Hispanic organizations and community leaders,
policy makers, and corporate representatives receive information and assistance from the Council's Washington, D.C.
headquarters and from its program offices in Phoenix, Los Angeles, and Edinburg, Texas.
The Council has an annual budget exceeding $2 million and a staff of almost 40. The organization is about 90% privately
funded, primarily by corporations and foundations.
LEADERSHIP
The Council is governed by a 29-member Board of Directors, including 28 elected members and the President. Board
membership must reflect the varied Hispanic population in terms of subgroups and regional representation, and half the
elected Board members represent Council affiliates or other constituencies. Bylaws require equal representation of men
and women.
Raul Yzaguirre, the Council's President and Chief Executive Officer, has provided staff leadership since 1974. Rita
DiMartino, Director of Public Affairs International for AT&T in New York and U.S. Ambassador to UNICEF, serves as Board
Chairperson.
The Council receives ongoing advice and assistance from its Corporate Advisory Council (CAC), which includes senior
executives and liaison staff from 15 major corporations who work with the Council and its network on a variety of
cooperative efforts, from education and community health projects to visibility and fund raising. The Corporate Advisory
Council now includes representatives from AT&T, Chevron USA, Circle K Corporation, Adolph Coors Company, Coca-Cola
USA, Edison Electric Institute, The Equitable, General Motors Corporation, Johnson & Johnson, Kraft Incorporated,
McGraw-Hill Broadcasting Company, Nutrasweet Company, Rockwell International Corporation, Time Incorporated, and
United Parcel Service.
COOPERATIVE AND COALITION ACTIVITIES
The Council works extensively in coalitions with other Hispanic, minority, and mainstream organizations both on
specific issues such as education or housing and on broader-scope efforts. The Council was among the founders-and
remains one of the leaders-of such coalitions as the National Hispanic Leadership Conference, National Neighborhood
Coalition, Coalition on Human Needs, and the Hispanic Association for Corporate Responsibility.
The Council's annual conference demonstrates the Council's ability to work cooperatively with community groups and
the public and private sectors. The conference is supported largely by corporate sponsors and public and private
exhibitors. It provides extensive information and training workshops, as well as opportunities for Hispanic community-
based organizations to gain new information and skills and to interact with private-sector representatives, public
officials, community leaders, and each other. During every conference there is an Affiliate Caucus, where Council staff and
affiliate leaders meet to discuss current needs and concems in the Hispanic community, assess the extent to which the
Council and its network are responding to these needs, and establish program priorities for the following year.
The Council also has a demonstrated capacity to establish and maintain interactive national networks of Hispanic
organizations. In addition to its ongoing affiliate network, in 1982 the Council initiated an education network of 30
groups and began to publish a bimonthly newsletter focusing on Hispanic education needs, promising programs, and
resources. La Raza Education Network News now reaches nearly 1500 organizations and individuals. The National
Farmworker Center was initiated in 1987 at the direct request of the Council's rural and farmworker affiliates, who agreed
to assess themselves an annual fee, to be matched by the Council, in order to establish a network and hire staff. Today, the
Center has 17 active organizational members and a newsletter, and has received core funding from a large corporation
and project funding from the U.S. Department of Labor for a major conference.
National
Council of
La Raza
POLICY ANALYSIS AND ADVOCACY
The National Council's Policy Analysis Center serves as a "think tank" on public policy issues, generating fact-based
information for public and private-sector policy makers and for use by the Hispanic community and the media. Current
policy analysis priorities include education, language issues, immigration, employment and training, civil rights
enforcement, and housing and community development. In addition, special projects address AIDS, Hispanic business
ownership, the Hispanic elderly, and teenage pregnancy. The Council's policy analysis products are disseminated to a
national network of Hispanic and non-Hispanic leaders, policy makers, and organizations, including members of Congress
and their staffs, state and local officials, and corporate officials.
The Center has played a major role in immigration reform, spearheaded efforts to increase opportunities for Hispanics
to become English-literate, prepared major analyses of Hispanic demographics, education and employment status,
focused attention on the growing population of Hispanic elderly, and provided an Hispanic perspective on civil rights
enforcement issues such as fair housing.
The Policy Analysis Center provides fellowships and internships to young Hispanic professionals to increase the number
of trained policy analysts focusing on Hispanic issues. The Center is funded entirely through grants from foundations and
corporations.
An evaluation by The Brookings Institution, conducted in late 1985 at the request of the Rockefeller Foundation,
concluded that:
La Raza's policy analysis fills a critically important need, the organization has excellent leadership, the
staff has gained a reputation for accuracy and informed judgment among potential allies in Washing-
ton, and the group is at least as effective as-and perhaps more effective than any other Hispanic
organization in Washington.
Legislative advocacy, a small but important part of Council activities, is carried out in accordance with regulations
governing 501(c)(3) tax-exempt organizations, and is, of course, always nonpartisan and nonpolitical.
CAPACITY-BUILDING ASSISTANCE
The Council is one of a very few national Hispanic institutions with a reputation as a stable source of long-term
assistance to local Hispanic groups. For most of its 20 years, the Council has provided capacity-building assistance to the
staff and Board members of Hispanic community-based organizations; each year, through a combination of structured
staff and Board training and on-site assistance, the Council's Office of Technical Assistance and Constituency Support
(TACS) assists several hundred Hispanic organizations. Most assistance focuses on resource development, program
operations, management, or governance needs. Some is highly technical, such as community development services
aimed at helping communities develop skills in planning, infrastructure development, financing, housing development,
and commercial center and industrial park development. Some focuses on education, employment, and other
opportunity-creating programs. Some is short-term, such as Council training for groups providing legalization services to
undocumented immigrants, while other efforts continue for five to ten years.
The Council's new core capacity-building effort is Project SHO (Strengthening Hispanic Organizations), which is
designed to help Hispanic Americans enter the nation's economic mainstream by making possible comprehensive,
coordinated capacity-building assistance to community groups so that they can effectively serve their constituencies.
In the past five years, the Council has helped to generate more than $17 million in funding for target communities and
organizations, made possible job training for several thousand adults and youth, and been responsible for the
construction or renovation of 300 housing units. Council staff have provided structured training and individualized
on-site assistance in program services, management, governance, and resource development to nearly 100 groups in 21
states and the District of Columbia.
A new Council initiative, the Innovative Education Project, has developed and is testing five low-cost community-based
education models designed to improve Hispanic educational attainment. Projects are operated by Council affiliates, and
are operational or in planning phases in more than a dozen locations.
PUBLIC INFORMATION
The Council carries out public information activities designed to increase public and Hispanic community awareness
of its activities and public policy positions, and of the contributions made by the Council's network of Hispanic
community-based organizations. The Council publishes a newsletter, Agenda, issues press releases, participates in press
conferences, and disseminates editorials which present Council perspectives on policy issues.
For further information, contact:
National Council of la Raza
Number 20 F Street, N.W., Second Floor
Washington, D.C. 20001
(202) 628-9600
McNally/Simon
July 11, 1990
Cavozos
Draft One (B:LARAZA)
PRESIDENTIAL REMARKS: DROP-BY FOR NATIONAL COUNCIL OF LA RAZA
OMNI HOTEL, WASHINGTON, D.C.
WEDNESDAY, JULY 18, 1990, 11:45 A.M.
ach?
Thank you. Thank you all. I'm grateful for this
opportunity to greet the National Council of La Raza, and pleased
to see so many distinguished leaders from America's Hispanic
service, education and business communities, gathered here in our
Nation's capital.
(And I want to thank the person whose brilliance, foresight
and tenacity made this July gathering in Washington possible. 11
The man who invented air conditioning!)
I'll
(It was sure hot in Houston last week. But we should have
known it was coming. The weatherman we consulted was the same
guy who set up the summit in Malta!) III
(The problem in Houston was sunburn. In Malta, it was sea-
sickness. Instead of turning red -- people were turning green.)
Today, we are very pleased and honored to welcome you to
Washington and to have this opportunity to tell you just how
important we believe your efforts are.
And in saluting you, I also want to salute two of America's
most outstanding Hispanic leaders -- who also happen to be two of
America's most outstanding Cabinet secretaries. Of course, I'm
talking about Manual Lujan and Lauro Cavazos. 11 They represent
not only the new energy and leadership Hispanic-Americans are
bringing to this great country -- but also two of our
Administration's most important priorities: The protection and
2
use of our natural resources, and excellence in education. III
Indeed, we are particularly fortunate to have the services
of Dr. Cavazos at the Department of Education, because my
Administration has made educational assistance for Hispanic-
Americans one of the top priorities of our campaign to revive
educational excellence. We will seek -- we will demand --
educational excellence for America -- and that means educational
excellence for all Americans. III
Ellen Cavozos
I know Lauro spoke to you yesterday, but I'd like to touch
see. Cavazos
401-
on just a few of our most important new efforts. Last December,
12-6-89
we launched a new initiative, specially designed to assist
Pres.
Hispanic-Americans, and developed in part with the assistance and
does
advice we received from many of you here today. I directed the
Cabine
level
see
Secretary of Education to form an Hispanic Education Task Force,
file
aimed at identifying not only educational obstacles -- but also
educational opportunities.
Sec. Cuvazos
Lauro has told me that the work of the Task Force is well
underway, seeking new ways to assess the federal programs that
serve Hispanic-Americans -- and seeking ways to make them better.
And you who are part of the proud La Raza tradition, have
La
also been a part of the solution. Efforts like Project Second
Raza
Chance, the Family Reading Program, and Project EXCEL -- designed
see
file
to help Hispanic community organizations become effective
partners with schools -- are already making a difference for
thousands of young Americans. \\\\
(Our time today is short -- If I'm not out of the hotel by
o'clack
3
1:00, they charge me for another day.) III
But I wanted to mention one other effort that is of intense
interest to Hispanic-Americans -- and to all decent Americans
concerned not only with equality of opportunity -- but also with
quality of life.
5-15-89
14 months ago I stood before the U.S. Capitol and announced
speech
America's determination to "Take Back The Streets."
The process that began on that day has now produced a crime
long. S. 7-11-90 1970cord
bill that cleared the Senate last week. There are still some
improvements to be worked out in the House -- improvements needed
ok by
to stop the endless abuse of the appeals process, to limit the
Grastoli
size of gun magazines, and to ensure that evidence gathered by
a
Marianne
good cops acting in good faith isn't barred by technicalities
that let bad people go free. In this effort, too, we're calling
for support from you and those you represent.
La Raza
From the time it was first launched in 1968, the National
fact
sheet
Council of La Raza has played a unique role in working to improve
opportunities for Americans of Hispanic descent. The success of
your efforts is evident in the many success stories represented
throughout this room. And so I'm here to salute you for the
important work you do. By working today for Hispanic-Americans
-- you're building a better tomorrow for all Americans. III
Thank you. And God bless the United States of America.
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