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Originally Processed With FOIA(s):
FOIA Number:
S; 2006-0613-F[1]
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13758
Folder ID Number:
13758-011
Folder Title:
Educational Goals Panel 6/3/91 [OA 8324]
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G
26
21
4
4
MAY 28 '91 09:26
P.6
NATIONAL
Hall of the States
444 North Capitol Street
GOVERNORS
Washington, D.C. 20001-1572
Telephone (202) 624-5300
ASSOCIATION
Office of Public Affairs
January 1991 (04-91)
Contact: Rae Young Bond, 202/624-5330
.... ---- ..... ⑉ ⑉
THE ROLE OF GOVERNORS AND NGA IN EDUCATION REFORM
Governors sit at the critical juncture where policy on economic
development and growth, trade, education, numan services, and the
labor force meet. They have learned firsthand that the quality
and effectiveness of the education system is a key factor in the
auceess or any effoit Lu alrongthen competlilvences,
improve the quality of the workforce, and reduce welfare
dependency. As a result, since the beginning nf this decade
Governors have played a leading role in their states' engoing
reform of the education system.
Throughout this decade, many Governors successfully sought
enactment of comprehensive education reform legislation that
encompassed a broad set of reform and funding initiatives in a
single package. Among the first set of these were the 1982
Education Reform Act introduced by Governor William Winters in
Mississippi, the 1983 Quality Education Act preposed by Governor
Bill Clinton in Arkansas, the 1984 Education Improvement Act
introduced by Governor Richard Riley in South Carolina, and the
1984 Better Schools Act introduced by Governor Lamar Alexander in
Tennessee.
The pace of state education reform continued throughout the
decade. In 1987 Iowa Governor Terry Bransted introduced
legislation to create a performance-based pay system for Iowa
teachers. In 1980 Washington Governor Beeth Cardner introduced
legislation that created the Schools for the 21st Century program,
an effort to restructure schools to meet the education
requirements for the next century. In 1989 South Carolina
Governor Carroll Campbell signed into law the Target 2000
legislation, which continues and extends education reform in South
Carolina. In 1990 West Virginia Governor Gaston Caperton
introduced reform measures to establish education standards,
-more-
MAY 28 '91 09:26
P.7
Page 2
develop a performance-based accreditation system, and develop a uniform
evaluation system for school personnel and programs. Kentucky Governor
Wallace G. Wilkinson presided over a total revamping of his state's education
aystem.
With the leadership and support of the Governors, virtually every state
has ГАЗРЕД squartional standards, At the FAMS time, Governors have 1ed
afforta to substantially increase state education expenditures, to pay for
reforms, and to increase teacher salaries. Where necessary, Governora have
been sought tax increases to fund the reforms.
Governors' education reform efforts have not been limited to elementary
and secondary education. Governors have almo worked to expand preschool and
other early intervention programs for young children, especially those at risk
of academic failure. They have expanded adult literacy programs, worked to
strengthen the range of job training programs available, and initiated new
policies to assess and upgrade the quality of postsecondary education.
The Governors also recognized that the state-led education reform movement
begun in the early part of the 1980s was not going to be sufficient to meet
the challenge of providing all learners with the knowledge and skills required
for the twenty-first century. While these efforts provided an excellent
beginning by strengthening the weakest schools and supporting the lowest
achievers, they could not bring about the substantial gains in overall
performance required for the future. And continuing to make incremental
changes in the education system would be insufficient. That 18 why the
Governors began to establish a new agenda for education reform.
NGA and Education Reform
Time for Results 1985-86. In 1985-86 Tennessee Governor Lamar Alexander,
chairman of the National Coverners' Assssiation, annsuanced M unprecedented
and historic initiative to focus the energies of all Governors on education.
Seven gubernatorial task forces were established addressing major- education-
concerns: teaching, leadership and management, parent involvement and choice,
readiness, technology, school facilities, and college quality. The task
forces held nearly twenty hearings at which over 100 participants testified
and testimony was received from many other organizations. The end product of
this effort was a major report on education reform, Time for Results: The
Governors' 1991 Report on Education. Governor Alexander's legacy to NGA was a
five-year ylan to Leach olals VIVELGED 1n cducation reform through 1991, with
annual reports -- Results in Education -- issued each year. The governors
have charted progress in these areas in updates of Time
-more-
(Hinchliffe/Blymire)
May 28, 1991 9:30 p.m.
EDUCATION.TS Draft One
acknowledge
PRESIDENTIAL REMARKS: EDUCATION GOALS PANEL
Grand Hyatt
Governor Romer.
June 3, 1991
1:30 p.m.
Thank you, Roy. I'm delighted to be here with our National
Education Goals Panel as it tackles tough work on our behalf.
You know, there are only a few moments in our lives when
we're called by our nation to join a crusade. This is one of
them. We have a crisis in American education, and we've got to
do something about it.
I just came from a meeting with the National Federation of
Independent Businesses, and talked to them about economic growth
-- something we can't achieve without an educated, motivated
workforce.
Education is vital to everything we are and everything we
can become. But look at the facts. Eight years ago, the
National Commission
on Excellence in Education issued its powerful
indictment of our schools. Yet today, our nation is still at
risk.
At the same time, our nation remains devoted to education.
If you talk to parents, nothing is more important. And no nation
on earth believes as deeply as we do in the value and importance
of education. People from coast to coast have begun the hard
work of educational reform. We in government began nearly two
years ago, at the home of Thomas Jefferson, our first education
president. We brought the governors of all 50 states together
for an unprecedented education summit. But the governors weren't
2
worried about their place in history. They came to work. As
they did, a social compact emerged -- a compact that binds
governors, the administration, parents, teachers, students, and
state legislators across the country. This compact rests not on
flowery promises -- but on a challenge to achieve concrete
results.
We resolved then to become an America of tougher standards,
higher goals, bigger dreams. Five months later, in a
nonpartisan, federal-state partnership, the governors and I
adopted the six national education goals: Readiness for School.
School Completion. Student Achievement and Citizenship. Science
and Mathematics Supremacy. Safe, Drug-Free Schools. And Adult
Literacy and Lifetime Learning.
These goals helped us develop one of this administration's
most exciting initiatives -- a comprehensive educational reform
challenge known as "America 2000.' America 2000 calls for a
revolution in American education. It challenges all Americans to
create better, more accountable schools; to create a new
generation of American schools. It sets out to transform a
nation at risk into a nation of students -- and it urges everyone
to create communities where learning can happen.
And now we're here with 16 Americans who figure prominently
in the "America 2000" game plan -- the National Education Goals
Panel. The Panel's charge is to hold us accountable. It will do
this by reporting on the nation's -- and the states' -- progress
toward meeting our education goals. In meetings with educational
3
experts and in regional forums across the country, this
nonpartisan Panel has already launched a national dialogue about
how to measure our educational system.
I know that the members were hard at work earlier today,
trying to design the first national education report card.
They'll issue that report in September, on the second anniversary
of the education summit. This and subsequent reports will do
more than simply monitor our progress. They will set national
standards. They will supply clear direction to our efforts.
They will help promote accountability -- and excellence.
This Panel's work will hold a mirror up to the nation and
force us to take an honest look at ourselves -- and at our
precious schools. When we look in that mirror, we'll see that
our actions can -- and will -- make a difference.
So that's where we are right now -- poised to answer the
challenge. But there's something else. The National Assessment
of Educational Progress report is about to be released. The
report will tell us what we already know: We have work to do. But
we've already faced up to the crisis. We've begun asking the
tough questions. We've started to build a better future for
ourselves.
I want to talk directly to every parent, student, teacher,
administrator, and government official in the country. When you
see the NAEP report, view it as a personal call to accountability
-- and to action. This Panel will. It will use this assessment
as its benchmark -- a reminder of what we must achieve.
4
It will take a long time. For instance, this Panel's charge
is for a decade. It will take a lot of tough work. And it will
take energy -- determination -- and imagination. But those are
the building blocks of the American spirit.
But we are armed for this battle. Fortunately, our kids
give us a great secret weapon. They're the best natural resource
of any nation on earth.
We've seen our kids perform in the Persian Gulf. We've seen
that they can do anything. They inspire us to re-invent our
educational system -- to re-create it in their image. We must
provide a system that will let them compete in the world of the
21st century -- and be the very best in that world. They can be
the best. They will be the best.
Teachers also provide an incredible resource -- teachers
[Suh-KAI]
[WHY-Kay-uh]
like Danford Sakai, of Hawaii's Waiakea High School. He summed
up what we need in this battle when he called for: "Commitment.
Caring. Common sense. Communication. And courage."
I want to thank this Panel on behalf of the country. Your
meeting makes this an important day -- a concrete beginning and a
pledge of commitment. You are our navigator -- guiding us toward
our New World Standards of excellence in education.
As we prepare to confront what may be the most pressing
crisis of our society, a favorite quote comes to mind. "Whatever
you can do -- or dream you can do -- begin it. For boldness has
genius, power, and magic in it."
We can respond to that call together. We can dream bold
5
dreams -- and unleash the power and magic that are, indeed, the
genius of the American spirit. That's how we can re-invent
American education. And re-invent America's tomorrrows. May God
bless us all.
# # # # #
hearing
-NFWB
(Hinchliffe/Blymire)
May 28, 1991 5 p.m.
PANEL
Draft One
PRESIDENTIAL REMARKS: EDUCATION GOALS PANEL
June 3, 1991
SPEECH:
--Pres. calls for World Class Standrads in Educaiton
--N.B. Tie-in with NIFB just came from NIFB, talking about
importance of education to small businesses -- just telling them
how important
--1. Reaffirm Governors' role
--2. Discuss accountability of schools
--3. NAEP -- not good news -- tease by saying we must do better,
America 2000 is good shot in the arm we all need -- we as a
country must work together to make our schools better
--4. September -- 2 year anniv. of Educ. Summit -- "report card"
--5. Panel -- example of Adminsis., Gov., and Hill working
together
CHARLOTTESVILLE:
-Jefferson's university
our first education president
--only the 3rd time in 200 years Pres. called a summit with the
Governors -- called them togetherh because they bear the
constitutional responsibility for education. And I didn't ask
you so such an historic occasion
We;re here to work. And
work together.
--a social compact began that day -- a compact between parents,
techers, principals, superintendents, State legislators,
Governors, and the administration -- founded not on promises but
on challenges.
--we strove that from that day forward, we would be an America of
tougher standards, of higher goals -- a land of bigger dreams.
-beginning a walk together on a journey to enlightenment, in the
footsteps of TJ
emerged with new sense of resolve, new consensus
commitments emerged from summit:
1. establish national education goals
2. develop strategies to help achieve those goals
3. undertake major state=by-state effort to restructure
system
4. report annually on progress in achieving those goals
-Feb. 1990 (5 mos. later) govs. adopted and pres. endorsed 6
national goals
PANEL:
--this panel proves, like the Governors' summit before it -- not
bipartisan; not federal VS. state -- is American issue;
--July 1990, govs. and administration established NEGP to oversee
development and implementation of a national education progress
reporting system
-beginning Sept. 1991, will issue annual report on state and
national progress toward achieving national education goals,
focus on outcomes and actual performance.
-mission:
--1. monitor and report progress toward the goals
2. process must be used as a tool to help drive the
education system to dramatically improve performacne
--ultiately, what will motivate change in the present system is
the understanding of individual parents, students, educators,
business people and policymakers that achieving the national
goasl is important and that their actions can make a difference.
--panel sees its role as helping to articulate national standards
for levels of achievement and then motivating, through
measurement and other tools, state and local systems to implement
effective strategies to enable all students to meet these
standards.
-main focus of national report card -- measuring each state's
progress toward achieving the goals based on each state's bseline
performacne.
GOVERNORS:
--learned first hand that quality and effectiveness pf the
education system is a key factor in the success of any effort to
strengthen economic competit/veness, imporove the quality of the
workfore, and reduce welfare dependencey -- so have played a
leading role in their states' ongoing reform of the education
system.
--with leadership and support of the governors, virtually every
state has raised educational standards.
AMERICA 2000:
--a national stragey
a national crusade --
-boold, comprehensive, and long-range transformation of American
education
vigorously involving all sectors of society
set world class standards;
leading the way in educational innovcation
challenge to reinvent the classorom
goals forged in partnership with Governors
centerpiece of National education ?Streagedy ois not a program,
it's not a test. It's a new challenge -- to reinvent American
education -- to design New American Schools for the year 2000 and
beyond.
--we're inspired by our best teachers, who give more than two we
can rightly expect -- and yet, after two centuries of progress,
we are stagnant.
no modern nation can long afford to allow so many of its sons
and daughters to emerge into adulthood ignorant and unskilled.
EDUCATION GOALS PANEL:
--6/3, 1:30, Grand Hyat;;; 300; 6 gov. (ROemer intro); 4
Cong. (Mithcell, Michel, Gephardt, Dole); has ahad rhearings
around cou (STORIES FROM HEARINGS:)
--goals: readiness for school; CSchool Completion; Student
Achievemen Citizenship; Science and Mathematics Supremacy;
Safe, disciplined and drugfree schools; adult literacy and
lifeltime Thearing; learning;
--GB MESSAGE:
-important to get message out to larger audience
--should get one or two major things through
--GB is speakking on behalf 0 f panel
-histry; reviewe;
--issue: America wants higher standards, clear expression benchmark (Ly
this weekend); process to set up standards;
--people like breadth of goals
--some of significant nature to charge (standards and caccountability
immportant, but CHANGE is important)
--p--panel is about helping drive system to achieve;
--NAPE, best measure tocay; your charge as panel is to go
further;
--
--today, setting out frameowrk for report card in September;
know won't good, as a matter of fact in three days, NAPE,
new will be hearing isn't gooad 00 jmportant for American
people to cgnize, have to face it; important charge to this
group is to report to American people, won't be pleasant,
but that'sy I'm calling for New World Standards
--news coming is from TRIAL assessment
--refer to it as bipartisan; reinforce that; but don't make
issue of Congress;
--panel feels - - asking the right question is most powerful
thing to do -- difficult news -- but only way to improve
self is to face it
--tie to parents and students, not just system
--made serious steps toward official pastan: standards;
testing; S in place report card (September)
--big stpes -- today we're taking imporant steps; that's
why imperfect 9ikmportant day, that's why we want to be
here;
--has not been period of inaction -- is exacexciting work
alrseady underway across nation
(GET EXAMPLES)
--1) clearly know we've taken major step; well on wy to standards;
kno knew was decade-long effort; this is one step (between
now and September, need to &&& let know activity -- exciting
outreach in state, Charlottesville marked the commitment
to gettingthese goals; had a vision in Charlottesivlle;
--concept of partnership, reaching out -- more
--*** most important tis the leadearship -- us to bring more
people int-- SET STANDARDS; ORGANIXE OREBORM
--foc. dwwl IWSWEAHIP IA MOAR IMPOER
-tovenrment feels leadership is jost imporatnt hthings,
supercedes all, very grateful
--tie together with others (business; Nat. Fed. Businessmen)
--GET COPY OF NAT. FED. BUSINESS SPEECH
--tie in, Charlltesveillse, business: and when I leave here
I'm going ths -- panel toda will move tus to New World Stnadards,
first thing calling for is accountability tin schools; today
is major S toward that
**0---clear -- real, tough job to be done; challenge for
all of us; all our parts
-saccountability, key, is one of four things in Charkoxxex
in Charlottesillve -- first track; for performance, outcome;
--don't forget: 1) lifelong nature of goals (1st and 5th)
2) goals have become mcommon frames of rerence,
now talkinme language, mean same thing
--high standards, critical we're aiming high
--working with others
--have to restate belief in the kids -- are good;
-indictment of system; educ. system;
--need educ. system worthy of students -- system sffailing,
not them -- system works on minimum standards, need HIGH
--we believe in our students -- seen in PErsian Gulf; they
CAN do it; need system that says that, not only can compete,
but become best in the world, ; change that -- cnot only
can compet against tebest in the world -- can BE the best
in the wor--n
--ne,eds to be serious speech; not just things will be fine
if we fix W tngs a few thing;
--have been out ain schools talking to kids
--Rose Bond, brief refoport, 624-5331
NATIONAL EDUCATION GOALS PANEL
March 25, 1991
Dear Friends of Education:
Last year the President and the Nation's Governors adopted an historic set of six national
education goals. We believe that the goals provide a common framework and vision for
educational reform and focus the Nation's commitment to new heights of education
performance by students of all ages. Our aim is both to promote higher levels of
individual student achievement and, collectively, to build a globally competitive American
workforce.
The goals are clearly ambitious. In our judgment, however, the goals accurately define
what our reach must be to achieve the educational progress that is required to secure our
future.
The goals reflect a commitment of the Nation's policymakers to make education a priority
in each of our States and in the Nation. Our willingness to be held accountable for how
we meet this commitment was a central focus of the Charlottesville summit. That focus
continues today.
The first step in keeping this pledge of accountability was the creation of a mechanism to
monitor the Nation's and States' progress towards meeting the goals. Last July, the National
Education Goals Panel was created for this purpose. The Panel is composed of six
Governors, four members of the President's Administration, and the four majority and
minority leaders of the United States Senate and House of Representatives.
The Panel's job is to oversee the development and implementation of a national education
progress reporting system. Beginning in September, 1991, the Panel is charged with
issuing an annual report to the Nation on progress towards achieving the National
Education Goals. We want these reports to offer the public the best available information
on the status of national and State efforts to improve educational performance. More
importantly, we believe that the establishment of a constructive assessment system for
measuring student achievement will be a powerful force for improving our educational
system and the performance of all students.
In an effort to take advantage of the expertise that exists in the country on assessment and
on education reform, the Panel established six Resource Groups. The groups are charged
with developing policy options for the Panel.
1850 M Street, NW Suite 270 Washington, DC 20036
(202) 632-0952 FAX (202) 632-0957
NATIONAL EDUCATION GOALS PANEL
These individuals, listed later in this document, worked diligently and thoughtfully to
develop ideas and recommendations for review and comment by the Panel and by the
American public. This discussion document represents the fruits of their labors. We are
grateful to them for their significant effort and contributions.
Before the Panel makes final decisions regarding the format of the September, 1991, and
future reports, we are eager to receive the advice and counsel of citizens, professionals,
and organizations across the country. To accomplish this, a series of regional forums will
be held to seek public reaction to the proposals and ideas contained in this discussion
document. We also solicit written comments.
The regional forums will be open, public meetings held during the months of April and
May. I will be hosting the first forum in Denver, Colorado on April 12. Other anticipated
host States will include Arkansas, Iowa, Maine, Maryland, Ohio, South Carolina, and
Washington. Plans for these forums are currently being finalized. Final dates and locations
will be available by writing the National Education Goals Panel at the address below.
Individuals and organizations are encouraged to submit written comments or testimony
directly to the National Education Goals Panel. We ask that these written comments be
submitted on the Public Testimony Form found at the end of this document. Written
comments may be sent to:
National Education Goals Panel
Written Public Testimony
1850 M Street, NW, Suite 270
Washington, DC, 20036
The Panel will meet on June 3 to consider the information and data sources to be included
in the September, 1991 report. Your written comments must be received by May 12 to
allow time for their incorporation into the summary options paper to be prepared for the
Panel's June 3 meeting.
Measurement of the Nation's progress toward the goals only has value if it motivates
individuals, communities, States, and the Nation to seek higher levels of educational
achievement. Our aim is to spur these efforts by providing an honest mirror of the levels
of achievement existing in American education among learners of all ages and to select
educational performance indicators and benchmarks that will encourage and drive reform.
Current data indicate that the Nation is performing less well than we would like, less well
than the Nation's future requires, and less well than our children deserve. It is the intent of
the Panel to lay the foundation for collective efforts to raise both our expectations and
achievement.
1850 M Street, NW Suite 270 Washington, DC 20036
(202) 632-0952 FAX (202) 632-0957
GW
The status quo is a guarantee of mediocrity, social decay, and
national decline.
--Ecucation is our most enduring legacy, vital to everything that
we are and can become. And come the next century, just 10 years
away, what will we be? Will we be the children of
or its
orphans?
--8 years ago, the Committee on Excellence in Education issues
its powerful report, and yet today, our nation is still at risk.
-Danford Sakai of Waiakea High/School said: "commitment,
caring, common sense, communication, and courage." (9/27/89)
-education means not only which students will succeed -- but
also which nations will succeed. Which will thrive in a world
united in pursuit of freedom of enterprise.
CHARGE:
"Whatever you can do -- or dream you can do -- begin it.
Boldness has genius, power, and magic in it." -- Goethe
the day must come when every young American can know the life
of the mind.
(PAT: a dilemma -- just weigh the sheep , doesn't make them
fatter or more fit -- Gov. Romer turned to party and said, "I
understand where your're coming rfrom -- probably only sitting
Governor former sheepherder. I know sheep." mirror -- not make
difference. BUt we need both -- mirror and scales to know
quality and progress of your students -- not enough into itself -
- also good programs and teaching -- is not either/or, is
both/and. To date, has not had good panels -- this is why panels
important national service -- quality-oriented monitoring system
for people to use.
Nation has a right, an obligation to measure its productivity,
report regularly on how we're doing -- also know help people re-
direct focus, confirm effectiveness.
-had consensus in these hearings -- people loved the American
goals, the breadth and clarity of them -- six is easy number, but
so powerful because
readinge3ss, completion, achievement, scien and math,
touch real core of what people care about; hard issue -- how
measure stuff adquately -- with a couple of good indicators so
can really know where we stand -- we have a decade ahead of us -
America began to disucss and understand the goals; contibution
of Pres. and gov. to panel, say let's monitor progress toward
high acocomplished student learning -- is wonderful challenge we
all want to share and contribute toward;
--know it's tough, hnot easy to do this, pleased today beginning
this beusiness, national service, I want to be with you and
support you, morally and make sure we do what's best for our
students, greatest resource as a nation.
--education is ever y local and state gov. has educ.
responsbility --
Gov.Romer-Co Gov.
NEGP
Grand Hyatt
10-12 minutes
1:30pm - POTUS arries
prompter yes
Independence A Ballroom
probably introduced by GOV. Romer- - CO
attendees 375-400
who will introduce POIU
Schedule
1:30- arr. holding room
will meet w/ members of the panel
participation
1:35- - POTUS comes out into ballroom
will sit at the table
1 Governor Romer - intro ductory remarks
1:40 - POTUS speaks
- education discussion w/ panel follows 12-15 min.
Governor
Romer will
speak again
Kae Bond N6A Decector of Public Affairs 624-5331
Pat Reilly, NGA Poblic Affairs, 624-5898
Aimee Rogstad NGA Education Programs 624-5369
Tm Kelly Director { Security 637-4915 703
JOHN GIBBONS WH LEAD ADV 0-245-6345H 256-1987
TOO CONLIN US SEORES FIELD 202-634-5100 OFFICE
Suoan Datchin nGa 202-624-5327 202
Patincia Conved
456-7565
Chuch Cochia
NGA
202 624 5329
Cheryl-Jackson
WH Media Relations
456-7150
Dane
white House/OPD
456-2372
Robin Lucas
USSS/TSD
395-6074
James c Rowh
WHCA /Audio Visual
395-4220
Trudy Clark
WHCA T.O.
395- 4080
LANNY GRiffith
WH
456-7170
Carol Blymire WH NEGP Speechwriting
456-7750
Any Hatfield
632-0954
Doreen Torgerson
WH /OPD
456-6585
Elisa Watkins
WH/16A
456-7170
Jane B. Leonard. WH/OPL
456-7845
BECKY CAMPOVERDE EDUCATION
401-1095
JAMES MANNING
ED
401-0113
Charlie DEVITA
USSS
395-4011
Jack L. Rohmer
usss
395-5473
Marshill BOARAH
was/mag
295-4395
JAmes Cuide BOUR Kelly
Hyatt
697.4924
USSS/PPD
355-4011
ELIN brien
WH/PRESS
347-9186
nnn
*090-099 (802)
LEVEL 5B
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LORTON,VA. 22078
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Nat'l Educ. GoalsPanel
11am - vm. 160
Event: June3
1:30pm
Grand Hyatt
≈ a300 attendees
LYSS
80
6 gov.
4 admin.
Gov. Roemer
as
4 cong.
will intro POTUS
Mitchell
Dole
Michel
Gephardt
The President's message
Davis/Martin
Sept. 26, 1989
Draft: One
Title: Teacher
PRESIDENTIAL ADDRESS: SCHOOL RECOGNITION AWARDS/SOUTH LAWN
THURSDAY, SEPT. 27, 4:45 p.m.
Thank you Secretary Cavazos. Welcome to the White House.
((And let me first wish a happy birthday to the executive
director of the council for American private education -- Joyce
McCray.//
((I also understand that Milto McPike of East High School in
Madison promised that if his school was selected for this honor,
he would "do a jacknife KK through a Cheerio."// Milto, we'd like
to see you do that.///))
We have here today the proud representatives of 218
secondary schools -- America's best. Some schools are private,
some religiously affiliated, some public; a mixture of middle,
junior and senior high schools from 42 states, the District of
Columbia and Puerto Rico. But you all have on thing in common: a
determination to excel.
I am especially impressed by the 22 schools receiving this
award for the second time. You did not take your first win as a
reason to relax. You took it as a mandate for continued success.
This clearly shows that all the schools here today have a
commitment to quality that is unwavering and true.
Congratulations to all.
2
As you know, I just returned from an historic summit on
education with the nation's governors in Charlottesville. And
one of the first points we all agreed on was the need for schools
and communities to work together.
This is what Douglas Molzahn ((Mole-ZAHN)) of Lincoln High
in Wisconsin meant when he said that this honor is not a
spotlight on his school, but a floodlight on his whole community.
Every school here today represents a successful community of
businessmen and women, civic groups and parents.
No one had to tell you to do this. Not Washington, not your
state government. You set your own high goals and then you met
them.
We've entered into a new compact, a Jeffersonian compact, to
enlighten all of America's children. And we agreed in our
Jefferson Comact, for the first time, to set national goals.
((Insert to come))
Again, no one will impose these goals on your school. It is
up to every community, every principal, every teacher, to accept
the challenge of national goals. Can it be done? Yes. In fact,
it has been done, in 218 different ways, along 218 different
paths to excellence in education.
America desperately needs every school to match your
determination. There are more than forty million Americans who
have never graduated from high school. And there are ((number))
7 million
le
13%
Rich. Whole
202-3976
6664
3
million Americans who cannot read at all. Benjamin Franklin was
once asked what was the most pitiful thing in life. He replied:
"a lonesome man on a rainy day who does not know how to read."
Because of your schools, thousands of children will never
suffer this very special kind of loneliness. They will be
readers. They will be learned in many subjects, and will possess
the skills our changing economy will need. And there is no
secret to the way in which you are achieving this; no secret to
your success.
Danford Sakai ((Suh-KAI)) of Waiakea ((WHY-kay-uh)) High
School//put his academic philosophy in aliteration: "commitment,
caring, common sense, communication and courage." That is what
you bring to your schools, your students and to the future of our
nation.
Thank you, God bless and God bless America.
#
#
#
** TOTAL PAGE. 03 **
MAY 28 '91 09:23
P.2
ATIONAL
Hall of the States
444 North Capital Street
ERNORS
JCIATION
Telephone (202) 624-5300
OFFICE OF PUBLIC AFFAIRS
February 3, 1991 (17-91)
Contact: Rae Young Bond, 202/624-5330
THE NATIONAL EDUCATION GOALS PANEL
Background
In September 1989, President Bush invited the nation's 50
Governors to participate in an unprecedented education summit in
Charlottesville, Virginia. Four major commitments emerged from
the summit:
to establish national education goals;
to develop strategies for helping achieve those goals,
including seeking greater flexibility and enhanced
accountability AT: the federal, state, and local levels;
to undertake & major state-oy-state errort CO restructure the
education system; and
to report annually on progress in achieving the goals.
mN.
In February 1990, the governora adopted and the president
endorsed six national education gaals. In July 1000, the
governors and the administration established the National
Education Goals Panel to oversee the davelopment and
implementation of a national education progress reporting system.
The panel has fourteen members: six Governors, four
Administration representatives, and four members of Congress
serving in an ex officio capacity. Governor Roy Romer of Colorado
is the panel's chairman. The panel has an operating budget of
$500,000 in federal funds to support its work. The Panel also
will have its own staff.
Report Card to the Nation
Beginning in September 1991, the panel will issue an annual
report on state and national progress toward achieving the
national education goals. The report will focus on outcomes and
actual performance, not on inpute or programs. In fulfilling this
more
NATIONAL EDUCATION GOALS PANEL
BUSINESS ADDRESS
Dr. Pascal D. Forgione, Jr.
*
Executive Director
National Education Goals Panel
Suite 270
1850 M Street, NW
Washington, D.C. 20036
PHONE (202) 632-0952
FAX (202) 632-0957
HOME ADDRESS (WASHINGTON, D.C.)
405
-
10th Street, S.E.
Washington, D.C. 20003
PHONE (202) 543-3465
HOME ADDRESS (CONNECTICUT)
40 Grennan Road
West Hartford, CT 06107
PHONE (203) 521-8714
CONNECTICUT DEPARTMENT OF EDUCATION
c/o Mrs. Joyce Kovacs
PHONE (203) 566-1684
FAX (203) 566-1625
1850 M Street, NW Suite 270 Washington, DC 20036
(202) 632-0952 FAX (202) 632-0957
THE WHITE HOUSE
Office of the Press Secretary
Embargoed for Release
Until 1:20 p.m. C.D.T.
2:20 p.m. E.D.T.
Wednesday, May 22, 1991
FACT SHEET
AMERICA 2000 Excellence in Education Act
The President today forwarded to the Congress the "AMERICA 2000
Excellence in Education Act." This bill embodies legislative
components of the AMERICA 2000 education strategy presented by
the President on April 18. This strategy is designed to foster
excellence in education and help the Nation attain the National
Education Goals by the year 2000.
The need for a bold, comprehensive, and long-range
transformation of American education is clear:
Eight years after the publication of A Nation at Risk
by the National Commission on Excellence in Education,
educational outcomes have improved very little. While
some States have enacted educational reforms, these
actions have often been too slow and too timid.
Our international competitors and trading partners are
taking education seriously, and they are succeeding.
American students are at or near the back of the pack
in international comparisons of subject knowledge.
On average, children spend 91 percent of their first
18 years outside the school as part of the larger
American community. Too often, this larger community
does not provide adequate support for the nurture and
education of our children.
o
Although polls indicate that most people believe the
American educational system may be in trouble, they
believe their own schools and communities are okay.
The AMERICA 2000 education plan offérs a strategy that goes
beyond Federal programs, calling for a nationwide effort in
which all sectors of society are involved. The Federal
Government's role in this strategy is limited, as its part in
education has always been. But that role will be played
vigorously. The Federal Government can help by working with all
interested parties to set world class standards, identifying and
highlighting successful examples, providing flexibility in the
use of resources in exchange for accountability for improved
performance, and providing incentives for State and local
reforms.
The AMERICA 2000 strategy has four parts:
For today's students, we must radically improve
today's schools, all 110,000 of them, and make them
better and more accountable for results.
O
For tomorrow's students, we must invent new schools to
meet the demands of a new century -- a New Generation
of American Schools, bringing at least 535 of them
into existence by 1996, and thousands by decade's end.
more
(OVER)
2
For those of us already out of school and in the work
force, we must keep learning if we are to live and
work successfully in today's world. A "Nation at
Risk" must become a "Nation of Students."
For schools to succeed, we must look beyond their
classrooms to our communities and families. Schools
will never be much better than the commitment of their
communities. Each of our communities must become a
place where learning will happen.
Within the four major areas of activity, the strategy calls for
a variety of specific actions, most of which would take place
outside the Federal Government. The bill announced today would
authorize legislative components of the plan. Highlights of the
legislative initiatives follow.
New American Schools
Program
The bill would provide seed money for the creation of
the first wave of a new generation of "break-the-mold"
schools. These schools would reflect the best of what
is known about teaching, learning, and educational
technologies and would enable all students to meet
world class standards of achievement.
Funding
The legislation would authorize $180 million for
fiscal year 1992, $180 million for 1993, and
$185 million for 1994. This amount would support
the creation of at least 535 schools, each receiving
up to $1 million, with at least one in each U.S.
Congressional District.
Funds would be allocated to States and Territories in
proportion to their numbers of U.S. Congressmen,
Senators, and Delegates.
Implementation
To receive funding, communities would be nominated by
Governors from among "AMERICA 2000 Communities" and
selected by the Secretary of Education acting on the
advice of a panel of experts.
Communities would have access to the New American
School designs developed by privately funded research
and development teams supported by the New American
Schools Development Corporation.
Federal start-up funds would be used for such purposes
as planning, staff training, and purchase of
equipment. Basic operating costs would be met from
non-Federal sources.
All schools would be fully operational by school
year 1996-97.
Merit Schools
Program
The Merit Schools program would provide rewards to
elementary and secondary schools that demonstrate
progress, over at least a 3-year period, in increasing
the number of students who achieve competence in core
academic subjects. Schools would use objective
measures to assess educational progress.
more
3
Funding
The legislation would authorize $100 million for
fiscal year 1992 and "such sums as may be needed"
for the 4 succeeding years. These funds would be
allocated by formula to the States, with allocations
based on State shares under the Chapter 1 Basic Grants
program.
Within States, at least 20 percent of Merit Schools
funds would be used for awards to schools that
demonstrate outstanding progress in mathematics and
science education.
The amount of each Merit Schools award would depend
on State-established criteria, including criteria
relating to the size of the school and the economic
circumstances of the student body.
Implementation
o
Merit Schools would be selected by the Governor,
assisted by a special State Review Panel, using
Federal and, at State option, State criteria. Federal
criteria would focus on (1) school's progress in
increasing the number or percentage of students who
meet the National Education Goal of leaving grades
four, eight, and twelve having demonstrated competency
in five core subjects; (2) school's use of objective
measures for measuring educational progress; and
(3) the use of an annual public "report card" that
describes the school's progress in achieving the
National Goals.
A school selected as a Merit School could use its
award for any purpose that furthers its educational
program, including development or implementation of
educational programs, purchase of computers and other
materials and equipment, and bonus payments to
teachers and administrators.
Governors' Academies for Teachers
Program
Funding would be allocated to Governors for academies
to provide experienced teachers with opportunities
for renewal and enhancement of their knowledge and
teaching skills in the five core academic subjects of
English, mathematics, science, history, and geography.
Funding
O
The bill would authorize $62.4 million for fiscal year
1992, $54.2 million for 1993, $45.9 million for 1994,
$37.7 million for 1995, and $29.5 million for 1996
for start-up costs of the academies. An additional
$7.6 million would be authorized for awards, given by
the academies, to outstanding teachers.
O
Federal funds would be allocated to the States based
on numbers of public school teachers. The Federal
share of the cost of each academy, not including the
teacher awards program, would not exceed 75 percent in
fiscal year 1992, 65 percent in 1993, 55 percent in
1994, 45 percent in 1995, and 35 percent in 1996.
Matching funds may come from State, local, or private
sector sources.
more
(OVER)
4
Implementation
O
Academies would conduct programs of intensive
instruction designed to renew and enhance teachers'
knowledge of the five core academic subjects. They
would also provide teachers with the skills needed to
enable diverse populations of students to learn these
subjects well.
With funding from a separate appropriation, each
academy would recognize and reward outstanding
teachers of the core subjects.
Academies would use Federal funds for start-up and
initial operating costs.
After 5 years, academies would continue to train
teachers in each State using non-Federal funds.
Governors' Academies for School Leaders
Program
Funds would be allocated to Governors for academies
that provide: (1) recruitment, training, and, as
appropriate, internships under experienced school
leaders to prospective school leaders, and
(2) opportunities for professional renewal and
enhancement of skills to experienced principals and
other school leaders. In addition, these academies
would focus on instructional leadership, school-based
management, school reform strategies, and
mechanisms. implementation of school-level accountability
Funding
o
The bill would authorize $22.5 million for fiscal
year 1992, $19.5 million for 1993, $16.6 million for
1994, $13.7 million for 1995, and $10.7 million for
1996.
Federal funds would be allocated to States based on
numbers of public schools. The Federal share of the
cost of each academy would not exceed 75 percent in
fiscal year 1992, 65 percent in 1993, 55 percent in
1994, 45 percent in 1995, and 35 percent in 1996.
Matching funds may come from State, local, or private
sector sources.
Implementation
Academies would use Federal funds for start-up and
initial operating costs.
After 5 years, academies would continue to train
school leaders in each State using non-Federal funds.
Alternative Certification of Teachers and Principals
Program
o
The bill would provide incentives for States to
develop, expand, or improve flexible certification
systems designed to attract talented professionals
with demonstrated subject area competence or
leadership qualities. Funds would support such
evaluation. activities as training, program development, and
more
5
Funding
The legislation would authorize $25 million, for
fiscal year 1992 only, for one-time grants to the
States. States would apply for the amount of funds
they need or an amount that is proportional to their
school-aged population, whichever is less. Excess
funds would be allocated on the basis of demonstrated
need.
Implementation
Grants could support the design, development,
implementation, testing, and evaluation of strategies
for the alternative certification of teachers and
principals, as well as training and recruitment
activities.
States would be required to consult with teachers,
principals, parents, and others in developing their
applications. Subgrants would be authorized to school
districts, intermediate educational agencies, colleges
and universities, and consortia of these entities.
Educational Reform through Flexibility and Accountability
Program
o
Because real educational reform happens school-by-
school, the teachers, principals, and parents in
each school must be given the authority -- and the
responsibility -- to make important decisions
about how the school will operate. The proposed
legislation, therefore, would authorize projects
involving educational strategies that focus on student
outcomes and feature increased flexibility in the use
of funds and services within the project to achieve
specific improvements in individual performance.
Funding
o
This authorization would be budget neutral. No new
funding is required.
Implementation
o
To carry out a project under this authority, a
Governor would submit an application to the Secretary
of Education that identifies Federal and State
statutory or regulatory impediments that must be
waived in order to achieve specified improvements and
educational outcomes. The application would indicate
measurable goals for the achievement of disadvantaged
and other students. Applications would be subject to
approval by the Secretary of Education.
O
Requirements that protect the civil rights of students
against discrimination and invasions of privacy could
not be waived. Children with disabilities would
remain entitled to current protections under the
Individuals with Disabilities Education Act.
o
Projects would be approved for a period of 5 years.
All projects would be carefully assessed to identify
any statutory impediments to educational progress that
should be removed.
more
(OVER)
6
Amendments to Chapter 2
Program
The State and local program authorized by Title I,
Chapter 2 of the Elementary and Secondary Education
Act is a flexible resource that supports educational
reform efforts. Currently, most Chapter 2 funds are
distributed as small grants to local educational
agencies. Concentrating more of these resources at
the State level would enhance the likelihood of
greater impact. In addition, the potential for using
Chapter 2 to encourage educational choice has not been
tapped. The proposed legislation would enhance
Chapter 2's effectiveness as an agent of reform.
Funding
This proposal would have no impact on the budget. The
President's fiscal year 1992 budget for the Chapter 2
State and local program is $448,914,000.
Implementation
o
Under the amended statute, one-half of a State's
Chapter 2 funds (rather than the current maximum of
20 percent) would be retained at the State level, so
that reform projects of truly significant size and
scope can be implemented.
The use of Chapter 2 funds, at both the State and
local levels, to support the implementation of
authorized. educational choice programs would be explicitly
Parental Choice and Chapter 1
Program
The bill would amend Title I, Chapter 1 of the
Elementary and Secondary Education Act, to ensure that
the largest Federal elementary and secondary education
program does not impede the exercise of educational
choice. Under the bill, Chapter 1 services would
"follow the child" who enrolls in a new school or
district under a local choice program.
Funding
This proposal would be budget neutral. The
President's fiscal year 1992 budget for the Chapter 1
Basic Grants program is $5,676,750,000.
Implementation
The bill would require that a local educational agency
provide Chapter 1 services to any child who is
participating in an educational choice program and
who, in the absence of the choice program, would
receive Chapter 1 services.
o
Services to students enrolling in different schools
would be made available by the local educational
agency, either directly or through contracts or other
arrangements.
If the local educational agency were to determine that
it is not feasible to make services available to a
particular child, it would provide the parents of that
child with a grant. The grant would be equal to the
child's share of Chapter 1 funds and would be used for
the purchase of compensatory education services from a
qualified agency or organization.
7
The bill would clarify that Chapter 1 funds may be
used to pay the transportation costs of children
receiving Chapter 1 services and participating in
educational choice programs.
Finally, the bill would ensure that parents of
Chapter 1 children in districts with educational
choice programs receive a full explanation of the
compensatory education options available to their
children.
Assistance for Parental Choice Programs
Program
Expansion of educational choice is one of the most
important concepts that communities seeking to reform
education can embrace. Localities that implement
choice programs deserve national support and
encouragement.
O
To provide that support, the bill would authorize
payments to local educational agencies that have
implemented programs in which parents are permitted,
and given sufficient financial incentives, to select
among a variety of public and private educational
programs.
Funding
The bill would authorize $200 million for fiscal
year 1992 and "such sums" for the four succeeding
years.
Local allocations would be determined on the basis of
local educational agencies' shares of Chapter 1
compensatory education grants. No local allocation
could exceed the product of the State's per-pupil
expenditure for education and the number of children
given the opportunity to participate in the local
choice program.
Implementation
O
At the local level, funds could be used for
educational services to students that supplement the
services provided with State and local resources.
Educational Choice Programs of National Significance
Program
o
The Secretary would identify approaches that show
potential for expanding educational choice. Funds
would be provided for planning, operating, and
evaluating those approaches.
Funding
o
The program would be authorized at $30 million for
fiscal year 1992 and "such sums" for the 4 succeeding
years.
Implementation
o
Local and State educational agencies and other
applicants would compete for the opportunity to
demonstrate approaches identified by the Secretary.
more
(OVER)
8
All projects would be carefully evaluated and their
results disseminated.
National Assessment of Educational Progress
Program
o
Currently, State-representative assessments are
authorized for the National Assessment of Educational
Progress only on a trial basis through 1992. The
availability of State-representative data in all five
core subjects would help monitor progress toward the
National Goals. Therefore, the bill would authorize
annual 1994. State-representative assessments beginning in
Funding
Funding for the National Assessment is included
within the total authorized for the activities of
the National Center for Education Statistics. The
President's fiscal year 1992 budget for the National
Assessment is $28,086,000.
Implementation
Beginning in 1994, State-representative assessments
would be conducted annually. Assessments in reading,
writing, mathematics, science, U.S. history, and
geography would be conducted at least once every
4 years.
O
To encourage all States to participate in these
voluntary State-representative assessments, the
Federal Government would pay the costs in excess
of $100,000 required by each State for personnel
to administer the tests and to coordinate the
testing in the State.
o
Beginning in 1994, the tests used in the National
Assessment of Educational Progress would be made
available to States that wish to use them for testing
at school or district levels at their own expense.
National Commission on Time, Study, Learning, and Teaching
Program
o
If the American educational system is to make real
improvements, we must rethink many of our basic
conceptions about how schools operate. In order to
provide for a thorough analysis of a range of critical
issues, the bill would authorize creation of a
National Commission on Time, Study, Learning, and
Teaching.
Funding
o
The bill would authorize a total of $1 million for
fiscal years 1991 and 1992 to support the activities
of the Commission.
more
9
Implementation
The Commission would address such issues as the length
of the school day and year, the use of time during the
school day, and the extent and role of homework.
The Commission would submit a final report of its
creation. findings and recommendations within 1 year of its
Regional Literacy Resource Centers
Program
Regional Literacy Resource Centers would provide
technical assistance to adult literacy providers and
States. encourage the coordination of literacy services in the
Funding
o
The bill would authorize $5 million in fiscal
year 1992 and "such sums" for the succeeding 3 years
for this activity.
Implementation
O
The Centers would carry out such activities as
providing training and technical assistance to
literacy instructors, disseminating information on
innovative curricula and educational technologies,
and encouraging public-private partnerships for the
advancement of adult literacy in the States.
# # #
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 18, 1991
REMARKS BY THE PRESIDENT
AT NATIONAL EDUCATION STRATEGY BRIEFING
Room 450
Old Executive Office Building
11:33 A.M. EDT
THE PRESIDENT: Thank you all and thank you for coming
here to the White House. Let me just salute our Secretary of
Education Lamar Alexander, and say how much I'm relying on him, not
only as he and his new team formulated a plan that I think will be
very well-received, but knowing him, he'll be driving us all to see
that we follow through -- something I'm determined to do. But I
salute him.
I had a meeting early on with the governors who are here
and I thanked them. We're approaching this in a totally nonpartisan
way. We have Democratic and Republican governors in the meeting at
the White House. They subsequently met with some of the business
leaders who are here, and I salute them and thank them for taking the
time in the leadership roles that they have undertaken. And I will
salute the state legislators who are with us, our education community
leaders and other business leaders who didn't attend -- some of the
small business leaders and others who have been involved in this from
the very beginning.
So we're dedicating this day, this kickoff day to our new
education strategy. And seeing everyone here tells me that there is
a great sense of determination and support out there for what we'll
be trying to do.
There's a new optimism in this country, a renewal of a
can-do spirit that made our country great. I can't think of a better
reason to put this renewed sense of duty and confidence to work than
for the sake of our children. Many of you have been doing that all
your lives, and now the rest of us want to join in and do what we can
to help.
We're on our way. Many of you in this room, Lamar tells
me, have taken the crucial first steps and started programs to
rejuvenate an education system that wasn't living up to our
expectations. We've already moved beyond the days of issuing report
after report about the dismal state of our schools. We don't need
any more of those. Today we're trying to put the focus on the future
and do something about this state of affairs.
This afternoon, I'll unveil an aggressive and innovative
new education strategy. Let me just -- some of you already know
this, and maybe some don't, so let me just summarize for you the
strategy in just a few sentences. For today's students, we must make
existing schools better and more accountable. For tomorrow's
students -- that's the next generation -- we must create a new
generation of American schools. For all of us -- for the adults who
think our school days are over -- we've got to become a nation of
students -- to recognize that learning is a lifelong process.
Finally, outside our schools, we must cultivate communities where
learning can happen.
This strategy wil bring us even closer to making sure
that America's children receive the best education in the world.
MORE
- 2 -
We're not afraid of new ideas. And there are a lot of
great ideas out there -- out in the states and the cities and the
communities -- in the education and business communities. My job is
to do everything in my power to give these ideas a chance. With
Secretary Alexander and his strong new team -- and with all of you --
I think we're on our way to an exciting new chapter. I like to think.
of it as a true renaissance in American education.
All of you are also proof that this new education
strategy just begins with our schools; that our dedication doesn't
end when the bell rings at the end of every school day. Every single
American has a stake in what we're starting today, and I am confident
that we'll rise to the challange.
Forty or 50 years from now, some 5th or 6th grader who's
sitting in a classroom somewhere in America today will be standing
here in my place. Because of the commitment that I am told exists in
the Department of Education, here in this room, in the various
communities represented, whether it's the governors or business or
some in labor so interested in all of this, or the state legislators
-- because of that commitment, I know in my heart that that person --
she or he -- will have had every opportunity that this great country
has to offer.
So let's go to work. I know we can do it. And I'm with
you all the way. Thank you so very much for your involvement. And
may God bless this effort and our great country. Thank you all.
(Applause.)
END
11:38 A.M. EDT
#540.2
THE WHITE HOUSE
Office of the Press Secretary
EMBARGOED FOR RELEASE
UNTIL 2:00 P.M. EDT
APRIL 18, 1991
AMERICA 2000: THE PRESIDENT'S EDUCATION STRATEGY
FACT SHEET
The President today outlined his strategy to move the Nation toward achieving the
national education goals and educational excellence for all Americans. The
President believes we must restructure and revitalize America's education system
by the year 2000.
Emphasizing that this effort is a national challenge, the President asked all
Americans to take part in "the crusade that counts most -- the crusade to prepare
our children and ourselves for the exciting future that looms ahead."
AMERICA 2000 builds on four related themes:
Creating better and more accountable schools for today's students;
Creating a New Generation of American Schools for tomorrow's
students;
Transforming America into a Nation of Students; and
Making our communities places where learning will happen.
I. CREATING BETTER AND MORE ACCOUNTABLE SCHOOLS
FOR TODAY'S STUDENTS
The President called on all Americans to help create better and more accountable
schools based on world class standards and the principle of accountability. He
encouraged all elements of our communities -- families, businesses, unions, places
of worship, neighborhood organizations and other voluntary associations -- to
work together with our schools to help the Nation achieve educational excellence.
-2-
A.
World Class Standards in Five Core Subjects
The President believes the time has come to establish world class standards for
what our children should know and be able to do in five core subjects: English,
mathematics, science, history, and geography.
Through the National Education Goals Panel, and working with interested
parties throughout the Nation, the President and the Governors will develop
a timetable for establishing national standards in these five subjects, and in
September 1991, and each year thereafter, the panel will report to the
Nation on progress toward the national education goals.
The standards are intended to lift the entire education system and improve
the learning achievement of all students. The President and the Governors
oppose a national curriculum or federalizing our education system.
B.
A System of Voluntary National Examinations
Throug! :e efforts of the National Education Goals Panel, a system of voluntary
examinations will be developed and made available for all fourth, eighth, and
twelfth grade students in the five core subjects.
These American Achievement Tests will challenge all students to strive to
meet the world class standards and ensure that, when they leave school,
students are prepared for further study and the workforce. The tests will
measure higher order skills (i.e., they will not be strictly multiple choice
tests).
The President, working with the Nation's Governors, will seek
Congressional authorization for State-level National Assessment of
Educational Progress assessments and for optional use of these assess-
ments at district and school levels.
Students who distinguish themselves on the American Achievement Tests
will receive a Presidential Citation for Educational Excellence in recognition
of their outstanding achievement.
The President will seek authorization for Presidential Achievement
Scholarships to reward academic excellence among low income students
pursuing postsecondary education opportunities. These financial awards
will be based on superior high school and college performance.
-3-
C.
Schools as the Site of Reform
The Administration will help strengthen the capacity of elementary and secondary
schools to improve results and to innovate by increasing flexibility in
decisionmaking at the State, district, and school levels and encouraging report
cards on performance.
In addition to an annual National Report Card, the President will encourage
schools, school districts, and States to issue regular report cards on their
education performance. These report cards will measure results and
progress toward achieving the national education goals.
As part of his AMERICA 2000 Excellence in Education Act of 1991, the
President will again seek legislation that will allow greater flexibility in the
use of Federal resources for education in exchange for enhanced
accountability for results.
To stimulate reform in mathematics and science education, the AMERICA
2000 Excellence in Education Act of 1991 will include $40 million for new
grants to school districts that show significant gains in student achievement.
Awards will be used for continued improvements in these vital subjects.
The AMERICA 2000 Excellence in Education Act of 1991 also will seek
funds for a Merit Schools Program for States to award individual schools
that demonstrate significant progress toward the national education goals.
States may "bank" funds over several years to create even more incentives
for successful schools.
D.
Providing and Promoting School Choice
The President believes that educational choice for parents and students is critical
to improving our schools.
The President will promote State and local choice programs as part of his
AMERICA 2000 Excellence in Education Act of 1991.
--
A $200 million Education Certificate Program Support Fund will
provide incentive grants to local school districts with qualified
education certificate programs that enhance parental choice.
-- National school choice demonstration projects will be supported
through a $30 million initiative.
The Administration also will seek ways to ensure that Federal education
programs are more supportive of choice.
-4-
E.
Teachers and Principals
America's teachers and principals are on the front lines of transforming our
schools. As part of his AMERICA 2000 Excellence in Education Act of 1991, the
schools. President will propose several initiatives to promote outstanding leadership in our
Presidential Awards for Excellence in Education will recognize and reward
outstanding teachers across America.
The President will encourage States and communities to provide alternative
routes of certification through one-time grants to States to support
implementation of alternative certification.
In order to improve the training of school principals and other school
leaders, the President will propose establishing Governors' Academies in
every State with Federal seed money to enhance principal training through
instructional and mentoring programs.
The President will seek to establish Governors' Academies for America's
teachers with Federal seed money to offer advanced instruction focusing on
the five core academic disciplines.
The President also encouraged States to consider differential pay and financial and
other awards for those who excel in teaching, teach core subjects, teach in
challenging settings, and serve as mentors for new teachers.
II.
CREATING A NEW GENERATION OF AMERICAN SCHOOLS
FOR TOMORROW'S STUDENTS
The President today challenged the best minds in America to design -- and help
communities create -- the best schools in the world.
A.
Research and Development
A series of Research and Development Teams, funded by contributions from the
business community, will help design a New Generation of American Schools.
America's business leaders will establish and mobilize private resources for
the New American Schools Development Corporation, a new non-profit
organization that will award contracts in 1992 to between three and seven
Research and Development Teams. These teams may consist of
-5-
corporations, universities, think tanks, school innovators and others. The
teams' products will be available to the American people.
The mission of these teams is to help communities create schools that will
reach the national education goals, including world class standards in the
five core subjects for all students, as monitored by the American
Achievement Tests and similar measures.
The President will ask his Education Policy Advisory Committee, as well as
the Department of Education, to examine the work of these Research and
Development Teams and to report on their progress.
B.
New American Schools
The President will ask Congress to provide $550 million in one-time start-up
funds to create at least 535 New American Schools that "break the mold" of
existing school designs.
These funds will provide up to $1 million for each New American School to
underwrite special staff training, instructional materials, or other support
the school needs. The goal is to have at least one New American School
operating in each Congressional district by September 1996.
Once the schools are launched, the operating costs of the New American
Schools will be no more than those of conventional schools.
The President also will ask Congress for start-up funds to help design
state-of-the-art technology appropriate for New American Schools.
A New American School does not necessarily mean new bricks-and-
mortar. Nor does a New American School have to rely on technology;
the quality of learning is what matters.
C.
AMERICA 2000 Communities
The President called on every community in the country to do four things:
Adopt the six national education goals;
Establish a community-wide strategy for achieving the goals;
Develop a report card for measuring its progress; and
Demonstrate its readiness to create and support a New American School.
-6-
Communities that accept this challenge will be designated, by the Governors of
their States, as "AMERICA 2000 Communities."
Governors, in conjunction with the Secretary of Education, will review
community-developed plans with the assistance of a distinguished advisory
panel and will determine which AMERICA 2000 Communities in each State
will receive Federal financial support in starting New American Schools.
The Governors and the Secretary will ensure that many such schools serve
communities with high concentrations of children at risk.
D.
Leadership at All Levels
Transforming American education and creating a New Generation of American
Schools will require the commitment of America's leaders at all levels.
The President welcomes the commitment by American business to
contribute effort. $150-$200 million to support the Research and Development
The President asked the Nation's Governors to lead the New American
Schools effort in their States.
The President challenged State legislatures to: support the creation and
operation of New American Schools; embrace the world class standards
and adopt the American Achievement Tests; and work toward school,
district, and State-level report cards.
The President encouraged civic leaders to help organize community plans
all across the country to seek designation as an AMERICA 2000
Community, and to help plan and operate New American Schools.
Business can encourage local schools to use the world class standards and
American Achievement Tests, and encourage schools to issue report cards
on their performance.
The President called on educators to accept new roles and to take risks.
Teachers, principals, and other educators are asked to work to develop a
consensus on the world class standards and to determine what it would
take to create a New American School in each community.
E.
Families and Children Devoted to Learning
The President called on parents to urge use of world class standards, American
Achievement Tests, and report cards by local schools. Parents must play a key
-7-
role in creating New American Schools in their own communities and must work
with children in the home to improve children's performance in school.
III.
TRANSFORMING AMERICA INTO "A NATION OF
STUDENTS"
The President believes that learning is a life-long challenge. Approximately 85
percent of America's workers for the year 2000 are already in the workforce.
Improving schools for today's and tomorrow's students is not sufficient to ensure a
competitive America in the year 2000. The President called on Americans to move
from "A Nation at Risk" to "A Nation of Students" by continuing to enhance the
knowledge and skills of all Americans.
A.
Strengthening the Nation's Education Effort for Yesterday's Students,
Today's Workers
To advance the goal of improving literacy for all Americans:
The President will push for greater accountability and choice in the Adult
Education Act, and will advance these twin principles in new adult literacy
activities proposed under the new AMERICA 2000 Excellence in Education
Act of 1991.
The Department of Education will provide regular, timely, and reliable
information by expanding the National Adult Literacy Survey and collecting
information about literacy efforts on a regular basis.
B.
Establishing Standards for Job Skills and Knowledge
The President urged business and labor cooperatively to develop -- and then to
use -- world class standards and core proficiencies for each industry. Federal
resources will be sought to provide start-up assistance for this effort.
C.
Creating Business and Community Skill Clinics
Today's workers will be assisted through Skill Clinics -- one-stop service centers
located in businesses and communities across America where adults can get job
skill diagnosis and referral services.
The Administration will urge businesses to make Skill Clinics available to
their employees and encourage AMERICA 2000 Communities to establish
community Skill Clinics.
-8-
Federal departments and agencies will be encouraged to establish such Skill
Clinics and, working with the Office of Personnel Management, will be
encouraged to undertake activities to upgrade their employees' skills.
D.
Enhancing Job Training Opportunities
The Domestic Policy Council Job Training 2000 Working Group will review
current Federal job training efforts and identify successful ways of motivating and
enabling individuals to receive the comprehensive services, education, and skills
necessary to achieve economic independence.
E.
Mobilizing A "Nation of Students"
The President will work to transform "A Nation at Risk" into "A Nation of
Students."
The President called on the Secretary of Education and the Secretary of
Labor to convene business and labor leaders, education and training experts,
and Federal, State, and local government officials at a national conference
on the education of adult Americans to launch a national effort to transform
adult America into a "Nation of Students."
IV.
MAKING OUR COMMUNITIES PLACES WHERE LEARNING
WILL HAPPEN
The President called on communities to adopt the six national education goals as
their own; set a community strategy to meet them; produce a report card to
measure results; and agree to create and support a New American School.
The President believes that it is essential to reaffirm such enduring values as
personal responsibility, individual action, and other core principles that must
underpin life in a democratic society. The aim of the AMERICA 2000 Community
campaign is to make our communities places where learning will happen.
A. Greater Parental Involvement
The President urged parents to become more involved in their children's education
and in the work of the New American Schools.
-9-
Parents and teachers should encourage children to study more, learn more,
and strive to meet higher academic standards.
The President encouraged parents to read aloud daily to their children,
especially their younger children.
B.
Enhanced Program Effectiveness for Children and Communities
The President is committed to making government work better to improve
programs for America's children and communities.
Working through the Domestic Policy Council Economic Empowerment
Task Force and with the Nation's Governors and other officials, the
Administration will undertake better coordination of existing Federal
programs with corresponding State and local activities.
As part of this effort, existing program eligibility requirements will be
reviewed in order to streamline them and reduce Federal red tape.
Wherever possible, States will be afforded maximum flexibility to design
and implement integrated State, local, and Federal programming.
THE WHITE HOUSE
Office of the Press Secretary
(St. Paul, Minnesota)
For Immediate Release
May 22, 1991
REMARKS BY THE PRESIDENT
AT LEGO-ROBOTICS DEMONSTRATION
Saturn School of Tomorrow
St. Paul, Minnesota
THE PRESIDENT: Is it scary to have the President coming?
You see, I'll tell you something -- the reason I ask the question is
you guys may not know this, but I learn from this. Mr. Alexander is
our Secretary of Education - where is he? Over here. And he's
designed the program that's now our administration program, and one
of the things in it is that adults, not just children, but adults
should learn. And so he and I talked about, and the thing that I'm
trying to learn is the computer. So what you think is maybe
elementary, but for me it's rather advanced. So it's helpful to
learn it on that basis, and then it sets a good example for other
kids around the country because they'll see what you can do. You
talk about programming this thing -- a lot of kids are going to say,
hey, maybe we can do more. Do you know what I mean?
That's good. Any questions? Have you got all the
answers or -- don't ask me about computers, okay?
STUDENT: This is a question she wanted to say, but I
guess she couldn't get it out. She wanted to know did any of your
grandchildren work with Legos?
THE PRESIDENT: Work Legos? Yes. Yes, but not in -- you
mean in a computer sense or just playing with them?
STUDENT: Yes, in a computer sense.
THE PRESIDENT: I don't know the answer to that question.
I would doubt it because I don't think this is widespread. And our
grandkids are in Texas, Florida, Colorado, Virginia, and Maryland --
and I don't know if at this level -- and we have some grandchildren
-- that they have this kind of programming.
TEACHER: It's available through the schools. It's
probably not available commercially.
THE PRESIDENT: Yes, but I'm wondering in the schools.
He meant in school -- didn't you? I don't know. I'm embarrassed to
say I don't know what the programs are they're into. But I sure love
to see them learn stuff. They all fool around with computers. I
guess everybody does that around here.
STUDENT: It's easy to learn once you get the hang of it.
THE PRESIDENT: No.
Q One question about education, sir.
THE PRESIDENT: For this guy?
STUDENT: No, for you, Mr. President.
THE PRESIDENT: If it's a hard one I'm going to ask the
Secretary to answer it, because I don't want to answer a question
when I don't know the answer.
MORE
- 2 -
Q
Most school systems cannot afford this kind of
sophisticated state-of-the-art technology. Your program seems to be
geared to innovation. What about all of the other school systems
that don't have the funds, what can be done for them in Education
2000?
THE PRESIDENT: Well, I think inherent in our program --
there is funding inherent in it. And one of the things that I think
will happen is when you have the revolutionary new schools, others
will take the resources that they are using. They will reduce the
kind of bureaucratic overhead and they 11 bring it to bear on
innovative programs. And that's a part of our philosophy. And, yes,
there will be new federal funding.
We're sending up a piece of legislation that will request
funding for or need action on 13 different aspects. But I think
people learn by innovation. I don't imagine when this started it had
fantastic amounts of money to begin with. So what will happen is we
will inspire, as has always happened in this country -- good example
will inspire others. And, yes, there will be some funding involved,
but we've got to start. We got to begin to think anew on
education. And that's what these kids are helping me understand even
more.
This is new and not like it used to be like in education.
This isn't cost-intensive. I expect that they're pretty efficient.
I saw one teacher in that room with lots of computers that seemed to
be handling many subjects. So there's a lot of opportunity here.
Wouldn't you say, Sarah? (Laughter.) I feel that way.
How about you -- do you want to add anything to the answer? That's
not fair because you don't know the program we're talking about --
whole program we re talking about. But all I'm saying is I bet
you've got a lot of neighbors and friends that don't have this in
their schools yet.
See, what they re saying is innovation, saying something
new here, some would say radically new here. And they may come along
in this program. and your teachers may say, hey, we've got to change
this a little bit. But they're on the cutting edge for
revolutionizing education. And we have got to do that across our
entire country. The old answers aren't good enough. They simply are
not good enough.
The United States is spending, at the federal level, an
enormous amount on education and at the state levels. And yet, the
results are not good enough. And you guys are going to make it
better: These teachers are going to make it better. Your
superintendents are making it better. And that's why we're -- one of
the reasons I wanted to come out here is you set -- you don't believe
this -- but you set an example for a lot of other kids just by that
good answer you gave.
And the same for you, Sarah. With those words of wisdom,
I've got to go on about my business. But I'm glad to see you. I
hope you aren't nervous when we've finished.
STUDENT: No, I'm just excited now.
THE PRESIDENT: Just excited now? I'm pretty excited,
too. It was wonderful. Good luck. I'd better go on.
END
EDUCATIONAL GOALS PANEL
Beth -- I talked to Rae Nelson last night about this speech. She
thinks there are three or four main things we need to cover. They
are:
1) Reaffirm the Governors' role, and discuss
accountability of schools.
2) National Assessment will be coming out a few
days after this speech -- not good news at all.
POTUS should tease this release of bad news by
saying that we must do better, that America 2000
is the good shot in the arm that we all need. This
is a time that we as a country must work together
to make our schools better.
3)
Talk about September, the 2-yr. anniversary of the
Education Summit. Talk about the nation's "report
card". Where do we expect to be by the time school
starts next year?
4) Tie in legislation. This panel is an example of
Administration, Governors, and Hill working
together.
Rae would like to see press coverage of this speech to say
something like: "President Bush Calls for World Class Standards in
Education". There is a meeting at 11 a.m. in Lanny Griffith's
office to discuss this speech. We were both invited by Rae to
attend. Her number is x7777 if you have any further questions on
this. The Director of this Panel is Pat Forgione, and the
telephone number at NEGP is 632-0952.
1) Parel ve: extablish (payer,
Edm. sund speck
-making
-spech
2) 3) an. 2000 spenh
4) mr's ed. your
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 18, 1991
NATIONAL EDUCATION FIRST WEEK, 1991
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION
Labor and learning precede every inch of human progress.
That is why improving our Nation's educational system must be
a priority for all Americans. If our citizens are to have the
knowledge and skills needed to enjoy full, productive lives, our
schools must achieve excellence.
Recognizing our responsibility to nourish the young
minds that enter the Nation's classrooms, and knowing that
this country cannot have a first-class economy without a
world-class education system, the Nation's Governors and I have
established six National Education Goals for the year 2000.
They include: ensuring that every child starts school ready to
learn; raising the graduation rate to at least 90 percent;
ensuring that our students demonstrate competency in five core
subjects in grades 4, 8, and 12; ranking first in the world in
science and math; ensuring that every American adult is literate
and possesses the skills, including the technical skills, needed
to compete in the global economy; and, finally, making all of
our schools safe, disciplined, and drug free. Achieving these
goals will require the sustained cooperation of parents,
educators, public officials, and the community at large.
While the Federal Government can and will serve as a
catalyst for excellence, pointing the way forward and helping
schools to meet higher standards, success will require the
concerted efforts of parents, educators, and local government
leaders. Because competition breeds quality, we can begin by
expanding choice and accountability in education. Parents have
primary responsibility for the education of their children, and
they should have a genuine say in what, where, and how their
children learn. Teachers should be able to enjoy greater
flexibility in the classroom, and local school systems should
act to utilize the talent and experience of persons who want to
teach but are prohibited by cumbersome regulations. However,
since the best measure of our schools is not how many resources
we put into them but what outcomes are achieved, we must hold
ourselves accountable for results, verifying what works and what
does not.
We must also work together to ensure that our children
dwell in an environment that is conducive to learning. Such an
environment includes schools that are safe, disciplined, and
drug free. However, because what goes on in school is only part
of a child's educational experience, we must also maintain in
our homes and neighborhoods an atmosphere that encourages
learning and rewards diligent effort. Parents are their
children's first and most influential teachers, and they can
help to make ours a more literate Nation by reading to and with
their little ones; by taking an active interest in their
youngsters' homework and academic progress; and by demonstrating
through example the joys of lifelong learning.
more
(OVER)
2
Local libraries and museums, business and civic groups, and
members of the media can assist parents by offering high-quality
educational programs and activities designed to ignite the
natural curiosity of children. Indeed, by sparking the
imaginations of our students, by ensuring that our schools tend
the light of learning with utmost care and expertise, we can
build a brighter future for all Americans.
The Congress, by House Joint Resolution 197, has designated
the week of April 15 through April 21, 1991, as "National
Education First Week" and has authorized and requested the
President to issue a proclamation in observance of this week.
NOW, THEREFORE, I, GEORGE BUSH, President of the
United States of America, do hereby proclaim the week of
April 15 through April 21, 1991, as National Education First
Week. I call upon all Americans to observe this week with
appropriate programs, ceremonies, and activities.
IN WITNESS WHEREOF, I have hereunto set my hand this
eighteenth
day of April
,
in the year of our
Lord nineteen hundred and ninety-one, and of the Independence
of the United States of America the two hundred and fifteenth.
GEORGE BUSH
# # #
MAY 28 '91 09:22
P.1
Bouth Gardner
Revend C. Scheppach
ATIONAL
Governor of Washington
Executive Director
OVERNORS
Chairman
Hall of the States
SOCIATION
John Asheroft
*** North Capital Street
" Missoun
Washington, 02
Vice Chairman
Telephone (202) 624-5300
Date: 5/28/91
TELECOPIER TRANSMISSION FORM
TO:
Beth Hinchlife
202-456-6218
TELECOPIER NO.
FROM: Rae Bond 624-5331
NGA TELECOPIER NO. 202/624-5313
NUMBER or PAGES:
10
(including this page)
REMARKS: Beth - Please feel free to call
if you need more informe tire or have
questions
Ree
IF YOU HAD PROBLEMS RECEIVING THIS TRANSMISSION, PLEASE CALL:
AT 202/624-
MAY 28 '91 09:24
P.4
Page 3
formats for the 1991 report and for future reports. In addition, the panel
has consulted with numerous individuals and organizations that are working on
assessment and related data collection activities in order to avoid
duplicating their work and to build on existing efforts and expertise.
Upcoming Panel Activities
The resource groups will submit their recommendations in February 1991.
The panel will conduct outreach activities from February through April to
solicit reaction to and comments on options for the 1991 report. State and
local input will be a critical part of the outreach effort. Much of the data
for unis initial report will come from existing national sources. However, if
the panel determines that additional data must be collected from states,
states will be asked to gather and submit information between April and June.
States will receive a copy of the final report prior to its release,
Issues for Governora
The panel is presently considering the nature of the assessments needed to
measure progress toward the goals and has not yet adopted an official
position. Two critical issues have come to the panel's attention during
preliminary discussions that have far reaching implications for all states.
National Test. A national debate is now underway concerning the
merits of a national test or some form of national examination
system. Moving in such a direction would be a dramatic departure
from current practice. The panel will need to address this issue and
will need guidance from the governors as it moves forward.
-
In preliminary discussions, the panel has agreed that in addition to
a national assessment of student achievement based on a representa-
tive sample of students, each parent and student would henefit from
knowing an individual student's achievement compared to national and,
if possible, international standards. While the panel endorses
national goals and national standards, it strongly believes in the
need to preserve state and local autonomy in determining how to
achieve the goals.
The panel is weighing various alternatives to address these
concerns. There appears to be 4 reluctance to adopt a single,
national test. But there are a number of approaches that might be
taken to establish a national (not federal) examination system. For
example, states -- which already expend significant resources on
assessment -- might work in collaboration with one another to develop
and implement several sets of examinations based on common standards
for what students should know and be able to de at various grade
levels. States could form several clusters to develop and implement
these examinations. Individual states would be free to choose among
the various cluster approaches. A means would be identified for
calibrating the examinations developed by the various clusters so
that the results would be comparable.
more
AY 28 '91 09:25
P.5
Page 4
The issue of developing a national examination system is now being
discussed by business and education leaders as well as by the
Administration and the Congress. It is an issue the Governors, as a
group, must bogin " address.
$
Current testing practices. Based on the panel's early discussions
with experts about ways to assess progress on the national goals, it
is clear that the nation is not suffering from lack of assessment.
WA anend a tremendous amount of time and money on SARAMAINE student
achievement. These tests drive both curriculum and instruction in
the classroom. However, many existing tests are not designed to
assess the skills and knowledge students need to function effectively
in the 21st century. Whatever direction is adopted on the issue of
national assessment, there is widespread consensus that & major
overhaul in current assessment practices is needed at the state and
local levels.
Next Steps for Governors
In the coming months, Governora will:
+
Review formats for the report card and encourage reactions and
comments from state_and Jonal leaders (February-April)
n
ARRIAL the panel with any requests for atate-level data fer the
report card. (April-June)
o
Issue a report on state progress related to the goals. (September)
-30-
MAY 28 '91 09:27
P.8
Page 3
for Results released in 1987, 1988, 1989, and 1990. A fifth report will not
be released in 1991 because the annual report on progress toward the national
education goals will be done instead.
Making America Work -- 1986-87. After assuming the NGA chairmanship in
1986-87, Arkansas Governor Bill Clinton established an initiative called
Making America Work: Productive People, Productive Policies, which focused on
state strategies to overcome the barriers to productive lives. Gubernatorial
task forces were created to address issues of dropout prevention, alcohol and
drug abuse prevention, adult literacy, teenage pregnancy, and welfare
prevention -- all of which involved the critical role of education.
During Clinton's tenure a second wave of reform was launched with many
states proposing legislation to restructure schools for educational
excellence. The first follow-up report to Time for Results was released --
Results in Education: 1987 showed that Governors were making great strides in
reform -- and that much work was needed.
Restoring the Balance - 1987-88. During New Hampshire Governor John
Sununu's 1987-88 chairmanship of NGA, the theme was federalism and the
appropriate state role in the federal system. While not directly addressing
education issues, the report, Restoring the Balance: State Leadership for
America's Future, had implications for education governance. The 1988 Results
report was released and an important report, Restructuring the Education
System: Agenda for the 1990s, identified the changes that must be made at the
school, district, and state levels if schools are to be more productive and
effective in dramatically improving atudent achievement.
America in Transition - 1988-89. Looking beyond America's borders to the
role of states in the international economy, Virginia Governor Gerald L.
Baliles used his term as chairman to focus on six task force topics, two of
which related to education. Both the Task Force on Children and the Task
Force on International Education were concerned with the critical role of
education in preparing the workforce needed for effective participation in the
international marketplace. A second restructuring report, Early Experiences
in Restructuring: Voices from the Field, was released during Baliles' 1988-89
chairmanship. It brought together opinion from the nation's leading education
experts on restructuring. Results in Education: 1989 was also released.
Consensus for Change - 1989-90. Iowa Governor Terry E. Branstad was NGA
chairman for 1989-90. With South Carolina Governor Carroll Campbell and
Arkansas Governor Bill Clinton as co-chairmen of a Task Force on Education,
-020m-
MAY 28 '91 09:28
P.9
Page 4
the Governors were active on a variety of fronts. In September 1989, the
Governors and President George Bush met in Charlottesville, Virginia, for an
historic summit on education. As a result of the summit the Governors and
President Bush developed six national education goals that were adopted in
February 1990.
The six goals focus on readiness for school, high school graduation rates,
student achievement and citizenship, math and acience achievement, adult
literacy and life-long learning, and safe, disciplined, and drug-free
schools. These goals will focus the nation on systemic change in all aspects
of education, from early childhood through lifelong learning. These goals are
performance-oriented -- focusing on outcomes and achievement. They provide a
clear yardstick for measuring progress at all levels.
Monitoring progress toward the six goals will be done by a national
education goals panel of governors, administration officials, and members of
Congress. Initially chaired by Colorado Governor Roy Romer, the panel will
issue its first report in September 1991 --- on the second anniversary of the
education summit.
Governor Branstad's Task Force on Education also developed a report,
Educatina America: State Strategies for Achieving the National Education
Goals, outlining strategies Governors can use to achieve the goals and
restructure their education systems to respond to the changing demands of
society and the economy. NGA also released a new report, State Actions to
Restructure Schools: First Steps, which described lessons states have learned
in early restructuring initiatives.
Ex for a Healthy America - 1990-91. Washington Governor Booth Gardner
became NGA chairman in August 1990. His initiative as chairman focuses on
strategies to improve health care in America, including better prenatal and
early preventive care, elements important to ensuring that children will be
ready to enter school without preventable and unnecessary health handicaps.
He named Governor Romer and Governor Campbell to serve as co-lead
Governors on education. As lead Governors they will continue to develop and
direct NGA efforts to assist states in their on-going reform activities.
These governors serve with four other Governors (Governors Bransted of Iowa,
Gardner of Washington, Evan Bayh of Indiana, and John Ashcroft of Missouri) on
the National Education Goals Panel.
The Governors are working closely with Congress and the Administration to
develop the measures and indicators needed to chart progress toward the
national education goals.
NGA also produced the final Results in Education report.
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NGA's Education Program
The National Governors' Association and the NGA Center for Policy Research
Education Program have supported the work of the Governors in a variety of
ways. Sustaining the momentum for reform, stimulating action and innovation
in the states, and identifying and developing policy issues involved in
education reform, in general, and restructuring schools, in particular, have
been major efforts.
Publications on restructuring schools, teaching, paraprofessionals,
pension portability for teachers, and the Results in Education series have all
helped maintain the momentum of education reform, define and focus issues, and
track state policies. Technical assistance to states, information brokering,
working seminars and conferences, and small grants have all served to foster
state initiatives. The program also has staffed the initiatives of the NGA
chairmen.
NGA and the NGA Center for Policy Research also work in employment and
training and social services. The focus of these programs ranges from early
childhood issues and welfare reform to adult literacy, job training, and
work-related education issues.
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reporting responsibility, the panel sees its mission as twofold. The panel
must monitor and report progress toward the goals. But, more importantly, the
assessment and reporting process must be used as 1 tool to help drive the
education system to dramatically improve performance. Ultimately, what will
mullvale change 1u the procent gyolem 10 the understanding of individual
persul#, students, educators, business people and policymakers that achievins
the national goals is important and that their actions can make a difference.
The panel has agreed that it will not dictate or prescribe strategies for
achieving the goals. The panel sees its role as helping to articulate
national standards for levels of achievement and then motivating, through
measurement and other tools, state and local systems to implement effective
strategies to enable all students to meet these standards.
The panel will operate on both short-term and long-term tracks. Much of
the data that is needed for meaningful measurement of progress toward the
goals is not currently available. The panel will propose changes in national
and international measurement and data collection systems to improve our
capacity over the long-term. However, the panel also takes seriously its
responsibility to issue a credible report in September 1991, based on
available data.
The main focus of the national report card will be measuring each state's
progress toward achieving the goals based on each state's baseline
performance. The report card, which is presently under development, will
include the following:
data on national progress toward achieving the goals,
0
data on state progress toward achieving the gnala, and
a report on the federal government's action to fulfill the
responsibilities net forth in the joint statement at the summit in
Charlotteaville,
State Progress Report
In addition, according to policy adopted by the governors in February
1990, each Governor is expected to issue a report on progress on achieving the
goals in his or her state.
Panel Activities to Date
The panel has held two meetings and will hold a third on February 2 in
conjunction with the NGA Winter Meeting. The panel has established resource
groups to give advice and policy options to the panel regarding possible
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