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Elementary Science and Math Teaching Awards 10/4/91 [OA 8330] [1]
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Elementary Science and Math Teaching Awards 10/4/91 [OA 8330] [1]
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Elementary Science and Math Teaching Awards 10/4/91 [OA 8330] [1]
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Grant / Bunton
October 2, 1991
A:MATH-SCI
Draft four
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Austin, Texas to Alpha, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "why did they name you after our
school?") )
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations.' His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and we agreed to establish an ambitious
set of educational goals to be met by the turn of the century --
including first in the world in math and science. Some people
say we can't do it. I say we can -- but only if we make a
commitment to world-class standards community by community, all
across America.
Just this week, we learned some important information on the
math and science front -- some of which seems to surprise
Americans. First, it appears that today's students know about as
much math and science as their parents did 20 years ago, when
they were children. Rather than declining in skills -- as most
people assume -- students are reversing the downward trend.
3
Secondly, however, five out of six 8th graders do not know
what you math teachers think they ought to know about math. This
presents an enormous challenge. For while our students'
achievement is holding steady, the level of skills and knowledge
required of them is skyrocketing.
There is encouraging news in all of this.
We are working together to set world-class standards for
national assessments in math, science, English, history and
geography -- to develop a better and clearer picture of where our
strengths and weaknesses lie.
Our math teachers have already developed world-class
curriculum standards. And just this month, the Department of
Education granted half a million dollars to the National Academy
of Science to do the very same thing with our science curriculum.
Math teachers already work side-by-side with Governors and
Members of Congress in taking steps toward the American
Achievement Tests. I've asked that the first phase of this
American Achievement Test be ready for use by the 1993-94 school
year.
And finally, if we are committed to raising math and science
standards to world-class levels, we must help our educators
prepare themselves to teach those skills. Therefore, I have
proposed to Congress that we immediately establish Governor's
Academies for teachers of math and science -- as well as teachers
in the other core subjects -- in every state in the Nation.
4
This week's Goals Report shows us how far we have to go.
But to get there, we must revolutionize American education
not just school by school, but beyond -- in community by
community, family by family. In fact, in just a couple of hours
I am going to Camp David to meet with the Board of Directors of
the New American Schools Development Corporation. They are
seeking nothing less than to reinvent American education. That's
what our America 2000 education strategy is all about. That's
where we need your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to serve others
and the community. But you hold the key to instilling
intellectual excellence in your students and your colleagues.
Your vigor, tolerance, academic discipline will stretch young
minds, but your example will also build know-how for other
teachers. In your classrooms and labs, you can begin the
revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired after forty years of
teaching. He said: "I was still learning when I taught my last
class."
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
5
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won these awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and we agreed to establish an ambitious
set of educational goals to be met by the turn of the century --
including first in the world in math and science. Some people
say we can't do it. I say we can. Math and science education is
one of our top priorities -- in fact, we've requested 1.9 billion
dollars of federal spending on math and science education for
fiscal year 1992, which translates into a 92 percent increase at
the pre-college level since the start of this Administration.
But it takes more than just money -- it takes a commitment to
world-class standards community by community, all across America.
Just this week, we learned some important information on the
math and science front -- some of which seems to surprise
Americans. First, it appears that today's students know about as
Grant / Bunton
September 30, 1991
A:MATH-SCI
Draft two
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
TIME?
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent Schools. From West Germany to Fairmont, West Virginia
from Waco, Texas to Winetka, Illinois. Congratulations to
all of you.
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?") )
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscapers, crack DNA codes, craft
racecars, create new computer models
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
2
Some teachers with us today -- each one a winner -- arrived
here at the White House from Indian reservations, inner cities,
and volcanic islands. And while the journey may have been long
for some, it's been incredible for all -- because along the way
you have ignited the spark of understanding, the power of
curiosity, and the wonderful potential that lies latent in every
child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
mindful of potential, craving of realizations." His observation
rings true today, for now we are relying on each of you to
practice the art of realizing potential.
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
then, we've been hard at work. Just this week the National
Educational Goals Panel issued its first annual "Report Card."
We also released the results of the first standardized tests on
math profiency in the 4th, 8th and 12th grades. These results -
- while disappointing -- give us our first snapshot of the
challenge we face.
There is good news in all of this.
As the Governing Board continues to set standards for
national testing in math, science, reading, writing, history and
geography, we will have a better and clearer picture of where our
strengths and weaknesses lie. We'll know what we need to know.
3
The standards give us a starting point
something to build on.
They set forth a challenge. First, they show us how
important our America 2000 strategy has become. As I said
earlier, the National Education Goals are ambitious. These
recent test results show us how far we have to go. But to get
there, we must revolutionize American education
community by
community, school by school, and family by family. That's what
our America 2000 education strategy seeks. That's where we need
your help.
We all agree that we want to teach kids to think straight,
to appreciate the past and look to the future, to learn a skill
useful in serving others and the community. But you hold the key
to instilling intellectual excellence in your students and your
colleagues. Your vigor, tolerance, academic discipline will
stretch young minds, but your example will also build know-how
for other teachers. In your classrooms and labs, you can begin
the revolution in American education.
A teacher I once had, a man named Claude Fuess, said a very
interesting thing the day he retired from forty years of
teaching. He said: "I was still learning when I taught my last
class. "
As we face the daunting task of redefining American
education, let's remember: the best teachers never stop learning.
The best ones learn constantly to think anew. And that sense of
innovation is the key to creating a new generation of American
schools. If we are to make a difference in the schools, we must
4
break the mold and see what works. We need to keep learning new
ways and trying new ideas.
You won thse awards because you experiment with new ideas
and new teaching methods. For that, you have my congratulations
and my best wishes. And what's even better -- you have the
gratitude and admiration of the most important people in the
world: your students.
Thank you again for coming to the White House, and God bless
you all.
# # #
Grant / Bunton
September 27, 1991
A:MATH-SCI
Draft one
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
TIME?
10 am.
JackBennil, (Acknowledgements) Dr. Bromley, so far
opening joke? computer jokes
congratulate winners
I believe that math and science teachers are blessed with a
already received their awarls POTUS doesn't anything do
gift for inspiration. They possess the same unstoppable drive
that often motivates their students to construct skyscapers,
crack DNA codes, craft racecars, create new computer models
or climb aboard Space Shuttles. Not only are you adventurers,
but you inspire your students to take their first steps in the
adventure of their lives -- the adventure of becoming educated
men and women.
There are teachers with us today -- each one a winner --
from Indian reservations, inner cities, and volcanic islands
...
from all fifty states, D.C. and Puerto Rico, the U.S. territories
and our Department of Defense Dependent Schools. And while the
journey here may have been long for some, it's been incredible
for all -- because along the way you've ignited the spark of
understanding, the power of curiosity, and the wonderful
potential that lies latent in every child.
A teacher of young people and a student of man, the late
Bart Giamatti, once observed, "Teaching is an instinctual art,
2
mindful of potential, craving of realizations." His observation
hits the mark today, for now we are relying on each of you to
practice the art of realizing potential.
in your students and in another. me
No one said this would be easy. Two years ago, I met with
the Nation's governors and mapped out an ambitious set of
educational goals to be met by the turn of the century. Since
Rae Povinsert
then, we've been hard at work. ((done this and that) ) and just
this week the National Educational Goals Panel issued its first
annual "Report Card." Additionally, we released the results of
the first standardized tests on math profiency in the 4th, 8th
and 12th grades. These results -- while disappointing -- are our
first snapshot of the size of the challenge facing us.
There is good news in all of this.
As the Governing Board continues to set standards for
national testing in math and science, reading, writing, history
and geography, we will have a better and clearer picture of where
our strengths and weaknesses lie. We'll know what we need to
know. It gives us a starting point
something to build on.
And it sets forth a challenge. We all agree that we want to
teach kids to think straight, to appreciate the past and look to
the future, to learn a skill useful in serving others and the
community. But you hold the key to instilling intellectual
excellence in your students and your colleagues. Your vigor,
tolerance, academic discipline will stretch young minds, but will
of
also expand the (()) in other teachers.
reach
3
If it took six days to create the world, why should it take two
years to get an education bill?
WE all know a good deal about kids. We all used to be one. But
you are different : . Good teachers inspire.
1
Claude M Fuess: "I was still learning when I taught my last
class.' " after 40 years teaching at Phillips Academy Andover 1952
(Bush class of 42)
1
You've heard the phrase "a chicken in every pot. " Now we want a
LAMAR
( (name)) in every classroom.
education can be a mechanism or it can be a kind of magic.
DRAFT
INFORMATION
MEMO
October 2, 1991
MEMORANDUM FOR THE PRESIDENT
THROUGH: DAVE DEMAREST
TONY SNOW
FROM:
MARY KATE GRANT
SUBJECT: REMARKS FOR ELEMENTARY AWARDS FOR EXCELLENCE IN SCIENCE
AND MATH TEACHING
I. SUMMARY Attached for your revinuase
brief to be delivered
On Friday, October 4, at 10 a.m. you will deliver remarks for Friday 4at 10as Dc
an audience of XXXXX hundred in the Rose Garden at the
Presidential Elementary Awards for Excellence in Science and Math
awardees and their family members.
Teaching. Dr. Bromley will attend. The audience stet is composed of 108 winning
II. DISCUSSION
Math elementary v science
Your remarks (8 minutes/cards) pay tribute to the
teachers
accomplishments of the awardees and highlights the challenge
facing American education in light of the National Report Card
results. [Did Feuss teach you at Andover?]
Nation's math and science teachers
h/a bla bla
IP [PLEASE NOTE: There is a reference on P - paragraph -
to a teacher at Phillips Andover, Claude M. Fuess,
who gra retired in 1952 after 40 years of teaching.
We didn it know if the actually taught you
you actually had as a teacher, but
we thought perhaps you 'd remember him.
Phase feel free to edit this as you fll fit. ]
Grant / Bunton
October 2, 1991
A:MATH-SCI TS
Draft three
BRIEF REMARKS: PRESIDENTIAL ELEMENTARY AWARDS
FOR EXCELLENCE IN SCIENCE & MATH TEACHING
THE ROSE GARDEN
FRIDAY, OCTOBER 4, 1991
10:00 A.M.
Welcome to the White House. I understand we have teachers
here from all fifty states, the District of Columbia, Puerto
Rico, the U.S. territories and our Department of Defense
Dependent AUSTIN Schools. From West Germany to Fairmont, West Virginia
ALPHA
...
from Waco, Texas to Winnetka, Illinois. Congratulations to
all of you. ///
( (Speaking of Illinois, I heard a story once about a school
in Illinois that was named after the comedian Jack Benny. Every
year, Jack Benny made a point of going to the school and visiting
the children. One year, speaking to a group of twelve year-
olds, he asked if there were any questions. A boy put up his
hand. "Mr. Benny," he said, "Why did they name you after our
school?") )
No matter where their school is -- or who it's named after -
- I believe that our math and science teachers are blessed with a
gift for inspiration. They possess the same drive that motivates
their students to construct skyscrapers, crack DNA codes, craft
racecars, create new computer models
...
or climb aboard Space
Shuttles. Not only are you adventurers, but you inspire your
students to take their first steps in the adventure of their
lives -- the adventure of becoming educated men and women.
James
Adm. watkins
OFF STAGE 10/3/91
6:30pm
See. of Energy
SEC. ENERGY ADM.
JAMES WATKINS
Dr. Bromey may
wanc from Oval
SCIEN ADV. To THE
POINS
off STALE ANN.
D. AllAN PROMLEY
per USA COLDWER 10/02/91
Schools and Schooling
CHAPTER SIX
BURKE, EDMUND
Every day's experience
goes on out of the school
CARLYLE, THOMAS
SCHOOLS AND
Whose school-hours are a
CHAUCER, GEOFFREY
SCHOOLING
Sunday schools make sub
CHESTERTON, GILBERT
ADE, GEORGE
To be in the weakest can
"Whom are you?" said he, for he had been to night school.
All our schools are fini
been begun.
ANONYMOUS
Schools are workhouses, not playhouses.
CHILDS, JOHN L.
If our schools are
BEECHER, HENRY WARD
tenance of a "free" SC
It was the German schoolhouse which destroyed Napoleon III. France,
"society" as well as W
since then, is making monster cannons and drilling soldiers still,
well as with "method,"
but she is also building schoolhouses. As long as war is possible,
dom," and with social a
anything that makes better soldiers people want.
"procedures" and educa
We know that the gifts which men have do not come from the schools.
If a man is a plain, literal, factual man, you can make a great deal
CIARDI, JOHN
more of him in his own line by education than without education, just
The classroom should b
as you can make a great deal more of a potato if you cultivate it than
from it.
if you do not; but no cultivation in this world will ever make an
apple out of a potato.
COMENIUS, JOHN AMOS
The school is the manuf
BISMARCK, OTTO VON
The nation that has the schools has the future.
COMMAGER, HENRY STE
No other people ever d
BLACKMAN, DON E.
Americans. None other
The issues and events that worry and shame us today will pass away
educators.
but the public school system must not.
The schools can be a S
values to apply to a new
BLAKE, WILLIAM
But to go to school on a summer morn, Oh, it drives all joy away!
In such a society as th
Under a cruel eye outworn the little ones spend the day-in sighing
exists) the attempt to m
and dismay.
lever from the wrong eno
204
206
Quotations on Education
Schools and Schooling
One of the more unfortunate aspects of this modern phenomenon is
Because our schools help sl
the pressure being put upon the schools.
the strength or weakness of
to determine the strength 0
COOK, ELIZA
our national morality tomor
Better build schoolrooms for "the boy," than cells and gibbets for
nation that we have good SC
"the man."
of us.
COOLIDGE, CALVIN
EMERSON, RALPH WALDO
The school is not the end but the beginning of an education.
We are students of words;
CORNOG, WILLIAM H.
and recitation rooms for te
The schools are not in business to teach everything to everyone.
with a bag of wind, a memor
They are not to be confused with shopping centers. We do not, I
hope, put signs in our school corridors; "What you don't see, ask
FERRER, FRANCISCO
for."
The school imprisons childre
in order to direct the develo
COWPER, WILLIAM
sired. It deprives them of
Public schools are becoming a nuisance, a pest, an abomination;
them after its own pattern.
and it is fit that the eyes and nose of mankind should, if possible,
be open to perceive it.
FIELDING, HENRY
For public schools 'tis public folly feeds. The sounding jargon of
Public schools are the nurs
the schools.
FLEXNER, ABRAHAM
The Common School is the
DAVIS, ALLISON
The schools are caught in an old cul-de-sac. They have nothing to
FRANKFURTER, FELIX
teach but words.
The public school is at on
most pervasive means for p
DEWEY, JOHN
The most Utopian thing about Utopia is that in it there are no schools.
FRANKLIN, BENJAMIN
School is not preparation for life, but school is life.
The modest temple of wisd
Experience keeps a dear S(
DOUGLAS, WILLIAM O.
FRENCH, CHARLES
The public school was the true melting pot; and the public school
John has been to school to
teacher was the leading architect of the new America that was being
fashioned.
FRIEDENBERG, EDGAR Z.
The common-man's way of
EISENHOWER, DWIGHT DAVID
Our achievement in peace will, rest upon the principles presented in
GOLDBERG, ISAAC
the schools of America.
Grammar school never taug
Quotations on Education
Schools and Schooling
209
interpreted by life and experience. Books interpret and expand ex-
s-outward so that teachers
perience, but they do not supply it. Books are artificial, life is
real.
e, and inward so that other
ool.
HUBBARD, FRANK McKINNEY
What has become of all the child wonders we used to know in school?
ildren were in the streets,
After a fellow gets famous it doesn't take long for someone to bob
up that used to sit by him in school.
HUTCHINS, ROBERT MAYNARD
whenever we view today's
The Greek word for leisure is the origin of our word for school. The
few cases, these concepts
Greeks thought of leisure as the opportunity for moral and intellectual
: by-though by their basis
development and participation in the life of the community. Such
leisure is, in truth, the object of all other human activity.
vive as long as judgments
JEFFERSON, THOMAS
who have little direct ac-
They (academies) commit their pupils to the theatre of the world,
ely the people, unhampered
with just taste enough of learning to be alienated from industrious
, who have delivered the
pursuits, and not enough to do service in the ranks of science.
eds and ills of our public
high places, have spoken
JOHNSON, LYNDON BAINES
-when in actual fact they
The nation that has the schools has the future.
es
JOHNSON, MAURITZ
euthanasia is not the answer to the junior high school's malady,
non-school system. It is
but a curricular lobotomy may be necessary. The present dosage of
an is regarded as a foe to
vitamins will not give us the kind of middle school we need.
: value of it. But we may
Every so often some indignant or exasperated soul prescribes major
preparing men for the work
surgery for the American educational enterprise, and more often than
ig on manual skill, it is a
not the object of the incision and derision is the junior high school.
ring, veneering, and cram.
KIN, DAVID
Despise school and remain a fool.
I be conferred on an Amer-
fter him.
KINGMILL, HUGH
The cult of public schools and the curious sentiment now attached
to them are fruits of the complicated emotionalism of the mid-Vic-
material, books, are poor
torian epoch.
fe and not a knowledge of
LAKISH, SIMEON B.
ly when their contents are
A town without schools is doomed to destruction.
FROM TRIANGLE/NSTA
09.17.1991 11:34
NO. 1
P.
6
FACT SHEET
What are the Presidential Awards for Excellence in science and Mathematics
Teaching?
The awards represent the Nation's highest honor for teachers of mathematics and
science in grades K-12. The award consists of a $7,500 grant to the
recipient's school and a week of activities in Washington during which each
teacher receives an award certificate signed by the President. The Awardees
also receive a generous selection of gifts from private sector contributors.
How was it established?
The award was established by President Reagan and the Congress in 1983 by P.L.
98-377 and amended in 1988 by P.L. 100-570. It is administered by the National
Science Foundation and managed under contract by the National Science Teachers
Association.
How many recipients are honored?
There will be 108 elementary recipients and 108 secondary recipients in 1991,
representing one science and one mathematics teacher, at each level, chosen
from each of the 50 states, the District of Columbia, Puerto Rico, Department
of Defense Dependent Schools, and the U.S. Territories.
How are recipients selected?
Nominations may come from any source and are sent to the state directors of the
National Council of Teachers of Mathematics or the Council of State Science
Supervisors for consideration. Six mathematics teachers (3 elementary, 3
secondary) and six science teachers (3 elementary, 3 secondary) from the 50
states, the District of Columbia, U.S. Territories, Puerto Rico, and the
Department of Defense Dependent Schools are selected by committees of their
peers in each state for consideration by two National Selection Boards (one
elementary, on secondary) whose members are nominated by various mathematics
and science organizations. The Committees select their candidates from among
those nominated and transmit their respective recommendations to the Assistant
to the President for final decision. The National Science Teachers Association
provides staff and administrative support for the Selection Boards.
What is the selection criteria?
Award recipients are chosen on the basis of the excellence of their teacher
performance and consideration of their background and experience including
their formal education, continuing education activities, teaching experience,
as well as professional and non-professional activities related to their role
as a teacher. During the selection process, secondary teachers are asked to
identify one critical problem to teaching science or mathematics in their
school and discuss ways this problem might be resolved. Elementary teachers
are asked what they consider to be the three to five most important things that
children should learn from their science or mathematics experiences at their
grade level. They are also asked how they would modify their mathematics or
science programs to reflect the current thinking in the field, and what type of
support they would need to implement such changes. In addition, teachers must
provide evidence of their teaching through their students' work. Three letters
of support from colleagues, students, former students, parents, or supervisors
are requested from each applicant.
UNITED STATES DEPARTMENT OF EDUCATION
DRAFT
OFFICE OF THE SECRETARY
the "National Report Carl"
MEMORANDUM FOR THE PRESIDENT
Subject: September 30th Release of the National Education Goals
Panel Report: Building a Nation of Learners
The first annual report on America's progress toward the National
Education Goals will be issued on September 30, 1991. The report
makes two basic points.
First, the Nation is making progress in some areas. More of our
young people are acquiring minimum academic skills than ever
before. High school completion has reached an all-time high: 83
percent of our 19- and 20-year-olds have finished high school or
its equivalent. Incidents of drug use in American schools is
down.
But in the most important area of educational performance-student
learning-there is little to cheer about. That is the second
point, which the report makes by examining student performánce
over time and in absolute terms.
The report tells that, over the last 20 years, American students'
performance in the 3Rs and science has remained flat (Chart 1).
While the learning gap between minority and majority students has
narrowed, that has happened mainly because of gains by Black
students, mostly in lower level knowledge and skills. White
students' performance has remained essentially unchanged.
The report also looks at student learning in light of an historic
development: our first attempt, as a Nation, to establish what
all students ought to know and be able to do in an academic
subject area--in this case, in mathematics. Created through a
national consensus process overseen by the National Assessment
Governing Board, this new standard was chosen by the Goals Fanel
as the measure of "competency" in mathematics for National
Education Goal 3. When applied to the 1990 National Assessment
of Educational Progress (NAEP), as is done in the report, the new
standard shows how far we are from National Education Goal 3. It
shows that only 1 in 6 American students is leaving grades 4, 8,
and 12 "having demonstrated competency in challenging subject
matter" in mathematics (Chart 2).
The rest of our students are not doing good enough. And minority
students gains over the last 20 years pale in light of this new
standard. Only four percent of Black eighth graders and six
percent of Hispanic eighth graders have achieved competence in
mathematics, for instance, compared to 39 percent of
Competency In Mathematics
Percent of 4th, 8th, and 12th graders by Achievement Levels, 1990
BELOW
BASIC
BASIC
PROFICIENT
ADVANCED
1%
1%
3%
15%
Stys,
18%
16%
COMPETENT
NOT GOOD
85%
82%
84%
49%
44%
40%
ENOUGH
37%
38%
36%
Grade 4
Grade 8
Grade 12
Note: Percentages may total more than 100% due to rounding.
GENERAL DI an gregers who are competent in
mathematics, 1990
29%
10%
COMPETENT
6
2%
6%
94%
Tve
sex
sex
BYN
NOT GOOD
ENOUGH
American Indian
Animal
Alexhan Native
Pusille felander
Cleck
Hispanic
While
Competency in Mathematics
Parcent of 8th graders who are competent in
mathematics, 1990
30%
22%
COMPETENT
5%
4%
:
B6%
6T%
90%
94%
75%
NOT GOOD
ENOUGH
American Indian
Asian/
Alaskan Mative
Pacific Islander
Black
Hisparts
While
Competency in Mathematics
Percent of 12th graders who are competent in
mathematics, 1990
84%
19%
2%
$
COMPETENT
00%
90%
96%
81%
NOT GOOD
ENOUGH
American -
Askeng
Aleaken Kative
PastRa
Black
Hispends
While
chample was to to parmit relistes
Asian/Pacific Islander eighth graders (Chart 3).
This report provides the clearest indication to date of how far
we must go to reach the National Education Goals. It also
underscores the need for AMERICA 2000 Communities, World Class
Standards, American Achievement Tests, New American Schools,
parent 2000. choice, Governors Academies, and other parts of AMERICA
AMERICA 2000 is designed to incite a revolution community by
community, school by school, and family by family. I hope we can
use this report to help do that.
Lamar Alexander
Attachment
THE PRESIDENT HAS SEEN
9/24/91
THE WHITE HOUSE
the
WASHINGTON
September 18, 1991
ACTION
MEMORANDUM FOR THE PRESIDENT
alla
FROM:
D. ALLAN BROMLEY
ASSISTANT TO THE PRESIDENT
FOR SCIENCE AND TECHNOLOGY
SUBJECT: PRESIDENTIAL AWARDS FOR EXCELLENCE IN SCIENCE AND
MATHEMATICS TEACHING
I.
ACTION-FORCING EVENT: Approval of 216 elementary school teachers to
receive this year's Presidential Awards for Excellence in Science and
Mathematics Teaching on October 2, 1991. (The secondary teacher nominees
will be forwarded for approval at a later date. They are scheduled to receive
their award in March 1992.)
II.
BACKGROUND: This award represents the highest honor of its kind that any
elementary science or mathematics teacher can receive in the United States. It
applauds the efforts these teachers have made to improve the skills of this
Nation's young people. The award includes a certificate and a $7,500 grant
given to the recipient's school.
Established in 1983 by the Education for Economic Security Act (P.L. 98-377),
and amended by the National Science Foundation Authorization Act of 1988
(P.L. 100-570), the awards are given annually to 216 teachers, four from each
state, the District of Columbia, and Puerto Kico. Secondary school teachers
have received the awards each year since 1933. Awards to elementary school
teachers have been given since 1990 as a result of a 1988 amendment to the
law.
Last year you greeted the elementary teachers in a Rose Garden ceremony.
The Vice President and Mrs. Bush participated as well.
Prior to your review, the attached list of names has undergone an extensive
selection process administered by the National Science Foundation.
Nominations may come from any source and are sent to the state directors of
the National Council of Teachers of Mathematics or the Council of State
Science Supervisors for consideration. Six mathematics teachers (three
elementary, three secondary) and six Science teachers (three elementary, three
secondary) from each of the 50 states, the District of Columbia, the U.S.
territories, Puerto Rico, and the Department of Defense Dependent Schools are
selected by committees of their peers in each state for local recognition. The
names are then forwarded for consideration by two National Selection Boards.
The National Science Teachers Association provides staff and administrative
support for the Selection Boards, whose members are chosen by the National
Science Foundation from nominations submitted by various elementary and
secondary, mathematics, and science organizations. The Boards select the four
finalists from each state and transmit their recommendations to the Assistant
to the President for Science and Technology for approval and forwarding to the
President for final decision.
Award recipients are chosen on the basis of the excellence of their teacher
performance and consideration of their background and experience including
their formal education, continuing education activities, teaching experience, as
well as other activities related to their role as a teacher. During the selection
process, secondary teachers are asked to identify one critical problem to
teaching science or mathematics in their school and discuss ways that this
problem might be resolved. Elementary teachers are asked what they consider
to be the three to five most important things that children should learn from
their science or mathematics experiences at their grade level. They are also
asked how they would modify their mathematics or science programs to reflect
the current thinking in the field, and what type of support they would need to
implement such changes. In addition, teachers must provide evidence of their
teaching through their students' work. Three letters of support from
colleagues, students, former students, parents, or supervisors are requested
from each applicant.
Upon receipt of this year's nominees by Dr. Bromley, the Assistant to the
President for Science and Technology, general White House security checks
necessary for any Presidential award were successfully completed by the White
House Counsel's office.
III.
ACTION: This slate of nominees is forwarded to you for final decision.
IV.
RECOMMENDATION: I recommend approval of the attached list of
nominees, and the forwarding of the approved list to the clerks office so that
certificates can be signed.
V.
DECISION: Sig.
Gs
Bul
Date
9-26-91
Approve
Reject
no action
Attachments
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF SCIENCE AND TECHNOLOGY POLICY
WASHINGTON, D.C. 20506
September 26, 1991
MEMORANDUM FOR JEAN BUNTON
SPEECHWRITING
FROM
LISA TOWER COLDWELL LTC
DIRECTOR'S OFFICE
SUBJECT EXCELLENCE IN MATH AND SCIENCE TEACHING
ROSE GARDEN CEREMONY
Per our discussion today, I've gathered some information that I hope will be helpful.
I.
POINTS OF CONTACT
You may wish to speak with Debbie Murray from the National Science
Teachers Association at (301) 220-0870. Debbie is our point of contact for the
teachers. Madeline Long is the program director at the National Science
Foundation, and she can be reached at 357-9527.
II.
PAST PRESIDENTIAL PARTICIPATION
1983:
President Reagan met with awardees in the East Room.
1984:
President Reagan met with awardees on the South Lawn (he did
not speak - he walked out of the White House, shook a few
hands, and departed on Marine One). Awards ceremony was held
at the National Academy of Sciences with George Keyworth and
Erich Bloch present.
1985:
President Reagan met with awardees on the South Lawn (he did
not speak or shake hands - he walked out of the White HOuse to
Marine One). Awards ceremony was held in the Herbert Hoover
Auditorium of the Commerce Department building with George
Keyworth and Erich Bloch present.
1986:
Teachers met with then Vice President Bush in OEOB. Awards
ceremony was held at the National Academy of Sciences with Dr.
Graham, William Bennett, and Erich Bloch present.
2
1987:
President Reagan spoke to the teachers in the Old Executive
Office Building. Awards ceremony was held at the National
Academy of Sciences with Dr. Graham, William Bennett, and
Erich Bloch present.
1988:
President Reagan and then Vice President Bush were not
available. Awards ceremony was held in the OEOB with Graham
and Bloch present.
1989:
President Bush and Vice President Quayle met with the teachers
in the OEOB. Awards ceremony was held int he Renwick Gallery
with Dr. Bromley and Erich Bloch present.
1990:
Elementary teachers: President and Mrs. Bush, Vice President
Quayle met with teachers in the Rose Garden. Awards ceremony
was held in OEOB with Bromley and Bernthal present.
Secondary teachers: President Bush was not available. Awards
ceremony was held in the OEOB with Bromley and Bernthal
present.
III. ADDITIONAL INFORMATION
A. Schedule of Events week didn't think you needed these-
B. Presidential Awards Fact Sheets
if so, call me.
Please let me know if there is anything else you need. I'll also let you know when
our final preparation meeting is scheduled.
Number of Minority Awardees
1983
9
1984
11
1985
4
1986
9
1987
8
1988
6
1989
10 *
1990
12 (elementary), 8 (secondary)
* 2 of these were teachers from U.S. Territories chosen in 1988.
Therefore,
the number of minorities, 8-9, has been about the
same since 1986.
PA's Married to PA's
Warren Van Camp (86 AK Sci) & Beverly Van Camp (89 AK math) [same
school]
Jane Bray Nelson (88 FL sci) & James Nelson (85 PA sci)
Joreen Piotrowsli-Hendry (84 MA sci) & Edward Hendry (86 NH sci)
Gil Alexander (87 MT sci) & Marilyn Alexander (89 MY sci)
Guy Mauldin (86 Tn math) & Deanna Mauldin (88 TN math)
Joseph Stanislaus (86 Territories, American Samoa, sci) & Floramma
Stanislaus (89 Terr., American Samoa, math) [same school]
Gail Burrill (85 WI math) & John Burrill (87 WI math)
[same
school]
Rebecca Dewey (87 VA sci) & George Dewey (90 VA sci)
Paul Hickman (88 NY sci) & Jenifer Bond Hickman (90 MA sci)
Wendy Roge / Rob't Rose
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF SCIENCE AND TECHNOLOGY POLICY
WASHINGTON, D.C. 20506
108- Elementary ands
54math
September 26, 1991
54 science
MEMORANDUM FOR JEAN BUNTON
Sconday March 92
SPEECHWRITING
FROM
LISA TOWER COLDWELL
FTC 6272
DIRECTOR'S OFFICE
SUBJECT
EXCELLENCE IN MATH AND SCIENCE TEACHING
ROSE GARDEN CEREMONY
Per our discussion today, I've gathered some information that I hope will be helpful.
Barbara Smith
I.
POINTS OF CONTACT
9-
Mary Lyn Erngthal (703)243-7100
You may wish to speak with Debbie Murray from the National Science
Teachers Association at (301) 220-0870. Debbie is our point of contact for the
teachers. Madeline Long is the program director at the National Science
Foundation, and she can be reached at 357-9527.
II.
PAST PRESIDENTIAL PARTICIPATION
1983:
President Reagan met with awardees in the East Room.
1984:
President Reagan met with awardees on the South Lawn (he did
not speak -- he walked out of the White House, shook a few
hands, and departed on Marine One). Awards ceremony was held
at the National Academy of Sciences with George Keyworth and
Erich Bloch present.
1985:
President Reagan met with awardees on the South Lawn (he did
not speak or shake hands -- he walked out of the White HOuse to
Marine One). Awards ceremony was held in the Herbert Hoover
Auditorium of the Commerce Department building with George
Keyworth and Erich Bloch present.
1986:
Teachers met with then Vice President Bush in OEOB. Awards
ceremony was held at the National Academy of Sciences with Dr.
Graham, William Bennett, and Erich Bloch present.
2
1987:
President Reagan spoke to the teachers in the Old Executive
Office Building. Awards ceremony was held at the National
Academy of Sciences with Dr. Graham, William Bennett, and
Erich Bloch present.
1988:
President Reagan and then Vice President Bush were not
available. Awards ceremony was held in the OEOB with Graham
and Bloch present.
1989:
President Bush and Vice President Quayle met with the teachers
in the OEOB. Awards ceremony was held int he Renwick Gallery
with Dr. Bromley and Erich Bloch present.
1990:
Elementary teachers: President and Mrs. Bush, Vice President
Quayle met with teachers in the Rose Garden. Awards ceremony
was held in OEOB with Bromley and Bernthal present.
Secondary teachers: President Bush was not available. Awards
ceremony was held in the OEOB with Bromley and Bernthal
present.
III. ADDITIONAL INFORMATION
A. Schedule of Events
B. Presidential Awards Fact Sheets
Please let me know if there is anything else you need. I'll also let you know when
our final preparation meeting is scheduled.
Acknowndgements...
In the Roye Barden, 10 a.m.
Cities/Towns with More Than One Awardee (by state)
AL
Tuscaloosa (3), Birmingham (2)
AK Bethel (2), Anchorage (6), Fairbanks (5), Barrow (2)
AZ Tempe (5) [2 repeating schools], Tucson (3), Phoenix (2)
AR Fayettevile (2), North Little Rock (2), Little Rock (2)
CO Lakewood (3), Pueblo (2), Colorado Springs, (3) [No repeating schools]
CT Stratford (2), Greenwich (2)
DODDS West Germany (7) [2 school accounts for 2 PA's each]
DE Wilmington (9), Newark (3) [No repeating schools]
DC All (obviously!) [3 repeating schools]
FL Jacksonville (4), Tampa (3) [No repeating schools]
GA Atlanta (3), Macon (2) Columbus (2)
HI Honolulu (13), Aiea (2) [3 repeat schools in Honolulu account for 8
PA's]
ID Boise (4) Pocatello (4) [1 school accounts for 3 in Pocatello]
IL Prairie View (3), Chicago (3), Winnetka (2) [14 of 18 PA's from northern
Illinois/Chicago area; but only 1 repeating school]
IN Fort Wayne (2), Indianapolis (5), South Bend (2), Co.umbus (2) [No
repeating schools]
IA Ames (4), Cedar Falls (2), Bettendorf (2)
KS Shawnee Mission (6), Olathe (3) [3 repeating in Shawnee Mission account
for 6 of 18 PA's from the state]
KY
Louisville (4) [all from one school], Alexandria (2)
LA Baton Rouge (5), Shreveport (2) [3 from same school in Baton Rouge]
ME South Paris (2), Presque Isle (2)
MD Baltimore (5) [No repeating schools]
MA
Lexington (2)
MI Ann Arbor (2)
MN
Minneapolis (7), Burnsville (2), Rochester (2), St. Louis Park (2) [9
of 14 PA's from Minneapolis area; but only 1 repeating school in Mpls.]
MS Biloxi (3) [all same school], Starkville (2), Petal (2) [same school]
MO Rolla (2), St. Louis (3), Kansas City (2)
MT Helena (4), Great Falls (3), Missoula (3), Billings (2)
NE Omaha (9), Lincoln (5) [1 school accounts for 3 PA's in Omaha; no
repeats in Lincoln]
NV Las Vegas (8), Reno (3) [1 repeating school in each]
NH Manchester (2), Bethlehem (2)
NM Phoenix (6) [only 1 repeating] Santa Fe (3), Los Alamos (4) [repeating
schools in both cities]
NC
Chapel Hill (2), Durham (3), Wilmington (2)
ND
Bismarck (2), Minot (2)
OH
Cincinnati (2)
OK
Lawton (2), Norman (2)
OR
Portland (6), Corvallis (2) [No repeating schools]
PA
Pittsburgh (3), State College (2)
PR
Rio Piedras (2), Santurce (3), San Juan (2)
RI
Providence (3) [No repeating schools], Wakefield (2)
SC Columbia (5), Spartanburg (2) [only 1 repeating school in Columbia = 2
PA's]
SD Sioux Falls (2), Rapid City (2), Belle Fourche (2)
TN Memphis (6) [No repeating schools], Chattanooga (2), Johnson City (2)
TX San Antonio (6), Houston (2), Austin (2) [No repeating schools]
Terr. Pago Pago, Amer. Samoa (5) [Only one repeating school]
UT Salt lake City (5) [No repeating schools]
VT
Rutland (2), Colchester (2), Burlington (2), Montpelier (2)
WA Tacoma (3), Seattle (3), Yakima (2) [No repeating schools]
WV
Farimont (2)
WI Greenfield (2), Milwaukee (2)
WY
Casper (3) [1 school accounts for 3 PA's], Cheyenne (2)
OF
ENERGY
The Secretary of Energy
Washington, DC 20585
i
FAMERICA
STATES
OF
August 19, 1991
Mr. Dan McGroarty
Speechwriter
Office of Speechwriting
The White House
Washington, D.C. 20500
Dear Mr. McGroarty:
On September 4, 1991, at 8:00 P.M. (EST), PBS will air a 1-hour television special
entitled "Math Who Needs It?!" This program, hosted by renowned educator
Jaime Escalante, was made possible by grants from ARCO, IBM and the U.S.
Department of Energy (DOE). The program is part of PBS "Back to School Week."
DOE is sponsoring "Math Who Needs It?!" in support of AMERICA 2000, the
President's national strategy to transform our Nation's schools. Under the
leadership of Secretary of Education Lamar Alexander, AMERICA 2000 is a 9-year
strategy aimed at helping achieve six National Education Goals adopted by the
President and the Nation's Governors.
The goal of the program is to show parents and students that math is not only
necessary for teachers and scientists, but also for those whose careers are not
normally associated with math. Highlighted in the program are skateboard
designers, roller coaster engineers, music executives, fashion buyers,
astronomers, and many other individuals with exciting and colorful occupations.
Woven throughout the program are appearances by a host of entertainers. Their
humorous observations about school, homework, parents, and, above all, math add a
welcome dimension to a subject often considered too serious and abstract.
Enclosed you will find a poster promoting the program as well as a teachers guide
showing how the program can be useful as a classroom tool. These materials have
been mailed to every middle and high school in the country as well as to math
teachers, business leaders, Members of Congress, and State and local education
officials. In addition, PBS stations will be distributing these materials
throughout the Nation to the communities they serve.
I hope you and your staff will have an opportunity to watch "Math Who Needs
It?!" as part of our celebration of AMERICA 2000 and "Back to School Week."
Sincerely,
for James D. Watkins
1).
waik
Admiral, U. S. Navy (Retired)
Enclosures
Administration of George Bush, 1991 / Feb. 15
ghts through the
ratically elected
Note: The proclamation was released by the
essary to correct its arms control violations
r sympathy and
Office of the Press Secretary on February
expeditiously. Anything less than full com-
15.
pliance with past treaties cannot help but
have used the
affect our judgment with respect to future
treaties.
at they hoped
plined effort to
The report represents the Administra-
ght to independ-
Statement by Press Secretary Fitzwater
tion's best judgment at a given point in
ponded in Janu-
on the Offer by Iraq to Withdraw From
time. As our understanding of certain com-
illing at least 20
Kuwait
pliance issues in the report continues to
ds of others. The
February 15, 1991
evolve, we will continue to consult with the
ed as inexcusable
Congress and seek Soviet redress of our
il and democrat-
We have not yet examined a full official
concerns.
, and we have
text of the Revolutionary Command Coun-
Sincerely,
hew further use
cil's statement, but it clearly contains condi-
George Bush
ce in the Baltic
tions for Iraqi withdrawal from Kuwait. The
$ to pursue con-
United Nations Security Council resolutions
Note: Identical letters were sent to Thomas
the elected rep-
are clear in their insistence that the with-
drawal be complete and unconditional.
S. Foley, Speaker of the House of Represent-
ian people who
overwhelmingly
Promises alone are not sufficient. There
atives, and Dan Quayle, President of the
Senate.
rendum of Feb-
must be not only agreement to comply with
all United Nations Security Council resolu-
of the Baltic
tions but also immediate and concrete
ity and restraint
action on the ground.
lenges, and the
Remarks to the American Association
the American
Note: Mr. Fitzwater read the statement to
for the Advancement of Science
reporters at 8:32 a.m. in the Briefing Room
February 15, 1991
at the White House.
mon cause with
House Joint Res-
Thank you very much. Thank you, and
d February 16,
please forgive me for keeping you waiting.
pendence Day"
First, let me pay my respects to Secretary
iested the Presi-
Letter to Congressional Leaders
Watkins and to Dr. Bromley and to NASA's
n in observance
Transmitting the Report on Soviet
very able Administrator, Admiral Truly.
Noncompliance With Arms Control
Before talking about the subject at hand,
ge Bush, Presi-
Agreements
I do want to make a few comments on the
of America, do
February 15, 1991
statement that came out of Baghdad early
6, 1991, as Lith-
this morning. When I first heard that state-
Dear Mr. Speaker: (Dear Mr. President:)
I call upon the
ment, I must say I was happy that Saddam
Enclosed are classified and unclassified
to observe this
Hussein had seemed to realize that he must
copies of the Annual Report on Soviet Non-
onies and activi-
now withdraw unconditionally from
compliance with Arms Control Agreements.
of the just aspi-
Kuwait, in keeping with the relevant
berty and self-
This report also subsumes a special report
United Nations resolutions.
requested on the status of SS-23s in Eastern
Regrettably, the Iraq statement now ap-
Europe and on the Krasnoyarsk radar.
ve hereunto set
pears to be a cruel hoax, dashing the hopes
This year, while concerns about Soviet
of February, in
of the people in Iraq and, indeed, around
compliance with arms control agreements
en hundred and
the world. It seems that there was an im-
remain, I can report that the U.S. demand
endence of the
mediate celebratory atmosphere in Bagh-
for strict adherence to arms control agree-
e two hundred
dad after this statement. And this reflects, I
ments has yielded positive results in some
think, the Iraqi people's desire to see the
areas. Nonetheless, a number of compliance
war end, a war the people of Iraq never
George Bush
issues remain outstanding and several new
sought. Not only was the Iraq statement full
compliance issues have arisen.
of unacceptable old conditions but Saddam
Federal Regis-
The United States will continue to press
Hussein has added several new conditions.
1991]
the Soviet Union to fulfill all its arms con-
And: we've been in touch with members of
trol obligations and to take the actions nec-
the coalition, and they recognize that there
173
Feb. 15 / Administration of George Bush, 1991
is nothing new here, with the possible ex-
reaching and most breathtaking transforma-
hensive. And th
ception of recognizing for the first time
course toward str
tion that human society has ever known.
that Iraq must leave Kuwait.
Science and tec
Science and technology have brought un-
Let me state once again they must with-
cial factor for our
precedented prosperity, mobility, health,
draw without condition, there must be full
and security to millions around the world.
past is prolog, our
implementation of all the Security Council
to be very, very
And today the spirit of innovation is alive
resolutions, and there will be no linkage to
today's concerns.
and well in America. Of course, times have
other problems in the area, and the legiti-
nomic growth tha
mate rulers of Kuwait must be returned to
changed. Some say that if Edison had in-
1930's, over a thir
Kuwait. Until a massive withdrawal begins,
vented the light bulb today, we'd have
of new knowledg
with those Iraqi troops visibly leaving
scores of studies citing the dangers of elec-
technology. And
Kuwait, the coalition forces, acting under
tricity. [Laughter] And the newspapers
perity, in security
United Nations Resolution 678, will contin-
would headline the story "Candle Industry
knowledge is one
ue their efforts to force compliance with all
Threatened." [Laughter]
ventures.
the resolutions of the United Nations.
Well, science and technology have
For all of these
But there's another way for the blood-
touched all of our lives, from the way we do
sent to Capitol Hi
shed to stop. And that is for the Iraqi mili-
our jobs to the kind of medical care we
percent increase
tary and the Iraqi people to take matters
receive. And especially in the last few
and development-
into their own hands-to force Saddam
weeks, anyone who has been near a televi-
of the largest in t
Hussein, the dictator, to step aside, and to
sion has seen the dramatic effect, the evi-
of our determina
comply with the United Nations resolutions
dence rather, of how technology is chang-
ments needed to
and then rejoin the family of peace-loving
ing the face of war. Modern weapons are
tinued leadership.
nations.
making is possible to face down aggression
tists spend less tir
We have no argument with the people of
without the degree of widespread destruc-
and more time ma
Iraq. Our differences are with Iraq's brutal
tion and loss of civilian life of wars past.
And one of our
dictator. And the war, let me just assure
And that's why I'm going up today to
research, especially
you all, is going on schedule. Of course, all
tist or a small tean
visit with the workers who make the Patriot
of us want to see the war ended soon and
missile. Our investment in defense research
our budget calls fc
with a limited loss of life. And it can if
billion in basic rese
and development over the past decade is
Saddam Hussein would comply uncondi-
National Science ]
now saving the lives of Americans, of our
tionally with these U.N. resolutions and do
by 18 percent, wl
allies, and even of our adversaries. And I
now what he should have done long, long
budget back on th
am certain that this struggle will end deci-
ago.
bling that I've long
So, I'm sorry that after analysis and read-
sively. And again, let us all pray that it ends
basic research at th
quickly.
ing the statements out of Baghdad in their
Department of En
entirety, there is nothing new here. It is a
Next week the administration will release
partment of Agricu
hoax. There are new demands added. And I
its national energy strategy, with new
of knowledge on V
feel very sorry for the people in Iraq. And I
public and private initiatives to increase
built.
feel sorry for the families in this country
energy efficiency and conservation, pre-
At the same tim
who probably felt as I did this morning
serve our environment, encourage alterna-
strong commitmer
when they heard the television that maybe
tive sources of energy, and reduce our vul-
many individual
we really had a shot for peace today.
nerability to foreign oil supply disruptions.
reach to the future
But that's not the case. And we will con-
Now some will say that reducing our
ed fields. And that
tinue. We will pursue our objectives with
energy vulnerability is not enough, that we
tors in physics, tel
honor and decency. And we will not fail.
should take more drastic measures for total
strong space science
And now let me just move forward to the
energy independence. But then there's re-
the human genome
business at hand. I want to salute in addi-
ality. We are a long way from achieving
projects that will }
tion to the three with me here, Dr. Atkin-
total energy independence. We must avoid
on humanity.
son, Dr. Langenberg, Dr. Lederman, Dr.
unwise and extreme measures, such as ex-
Over the next yea
Rowland, and distinguished friends of sci-
cessive CAFE [Corporate Average Fuel
spend over $1 bill
ence gathered here today.
Economy] standards for automobiles that
Change Program.
I view it as an honor to be over here with
would seriously hurt America's consumers
take the form of a
you all today. Since its founding nearly a
and America's jobs and American industries.
where satellites will
century and a half ago, this association, your
Instead, we must pursue an energy strategy
space. And our mis
association, has watched over the most far-
that is reasonable, balanced, and compre-
will extend humar
174
Administration of George Bush, 1991 / Feb. 15
hensive. And that will keep us on the
beyond our own planet to the Moon, to the
king transforma-
course toward strong economic growth.
planets, and beyond.
as ever known.
Science and technology will also be a cru-
But along with record-level Federal in-
ave brought un-
cial factor for our economic strength. If the
vestment in R&D totaling $76 billion, we
nobility, health,
past is prolog, our economic future is going
are committed to working with American
ound the world.
to be very, very bright indeed, in spite of
industry to make it easier for companies to
novation is alive
today's concerns. Over a third of the eco-
capitalize on the discoveries of basic science
urse, times have
nomic growth that we've enjoyed since the
and to develop new products and new proc-
Edison had in-
1930's, over a third of it, has been the result
esses. And that's why I'm again calling on
day, we'd have
of new knowledge, including science and
the United States Congress to make the re-
dangers of elec-
technology. And beyond advances in pros-
search and experimentation tax credit per-
the newspapers
perity, in security, work on the frontiers of
manent, to make a long-term commitment
Candle Industry
knowledge is one of humanities greatest ad-
to our technological future.
ventures.
We face a crucial challenge in developing
:chnology have
For all of these reasons, the budget that I
n the way we do
sent to Capitol Hill last week included a 13
the generic technologies that are important
nedical care we
percent increase for R&D-for research
to both the public and the private sectors.
n the last few
and development-and that increase is one
And that's why the budget supports work in
of the largest in the budget. And it's proof
high performance computing and commu-
en near a televi-
effect, the evi-
of our determination to make the invest-
nications, in energy research and develop-
nology is chang-
ments needed to ensure this country's con-
ment, in aeronautics, in biotechnology-the
tinued leadership. We intend to help scien-
basis for some of the most promising indus-
rn weapons are
tists spend less time searching for funding
tries of the 21st century.
down aggression
and more time making breakthroughs.
Technology may be the key to the future,
espread destruc-
And one of our highest priorities is basic
but people are the key to technology. The
fe of wars past.
research, especially by the individual scien-
national education goals that we established
ng up today to
tist or a small team. To support their work,
with the Nation's Governors explicitly rec-
nake the Patriot
our budget calls for $1-billion increase-$1
ognizes this connection. And one of our
defense research
billion in basic research. And funding at the
most ambitious goals is for American stu-
past decade is
National Science Foundation would go up
dents to be first in the world in science and
nericans, of our
by 18 percent, which would put the NSF
math achievement by the year 2000.
versaries. And I
budget back on the track toward the dou-
Our budget includes substantial funding
e will end deci-
bling that I've long sought. And increases in
increases for math and science education.
pray that it ends
basic research at the NIH and again at Jim's
But those math and science goals will never
Department of Energy, NASA, and the De-
be achieved if they are seen simply as goals
tion will release
partment of Agriculture will add to the base
for government alone. All sectors of society
egy, with new
of knowledge on which the future is being
must recognize the importance of scientific
ves to increase
built.
literacy and strive to achieve it. And that's
aservation, pre-
At the same time, this budget makes a
where the AAAS comes in. Your Project
courage alterna-
strong commitment to the facilities that
2061 is working where all lasting change
reduce our vul-
many individual scientists will need to
must occur-at the local level, to transform
ply disruptions.
reach to the future frontiers in their select-
the teaching of math and science.
t reducing our
ed fields. And that means nuclear accelera-
Last fall, we had 200 of the best mathe-
enough, that we
tors in physics, telescopes in astronomy, a
matics and science teachers in the country
easures for total
strong space science program at NASA, and
here to the White House. And more than a
then there's re-
the human genome project in biology-all
few of those teachers pointed out that kids
from achieving
projects that will have a profound impact
are natural-born scientists. And they delight
We must avoid
on humanity.
in the sheer pleasure of learning new
res, such as ex-
Over the next year, the United States will
things, making something work, under-
spend over $1 billion on the U.S. Global
Average Fuel
standing the world. This delight is some-
itomobiles that
Change Program. And part of our efforts
thing most scientists never lose. The Nobel
take the form of a mission to planet Earth,
ica's consumers
Prize-winning geneticist Barbara McClin-
where satellites will monitor the Earth from
tock once said of her work: "I did it because
rican industries.
space. And our mission from planet Earth
it was fun. I couldn't wait to get up in the
energy strategy
will extend human curiosity to frontiers
morning. I never thought of it as science."
1, and compre-
175
Feb. 15 / Administration of George Bush, 1991
And the sheer adventure of science is one
new ones. And it's totally unacceptable to
of the main reasons for holding this meeting
everybody.
Following the
and for the continued vitality of the AAAS.
You know, my heart goes out to the
toured the plant
Sharing science's sense of adventure
people in Iraq that you saw kind of jumping
through education and outreach has never
with joy early on, firing their weapons-
been more important than now. And your
which is I guess their sign of joy-in the air,
work is vitally important. Of all humanity's
and only to recognize when the fine print
concerns, the power of knowing is the
Remarks to Ray
came out that it was a step backwards.
greatest pursuit, the surest promise for a
Plant Employe
So, there's no sign of any withdrawal. I
brighter future, and the greatest covenant
Massachusetts
wish there were. So did the whole world.
that we keep with those kids of the future-
February 15, 19
those future generations.
Q. -members of the coalition, sir?
So, let us pursue the adventure of science
Q. What do you think the use of the word
Listen, I came
"withdrawal" means? It's the first time
as a sacred trust. And let us keep the fire of
but thank you for
we've heard that.
the American mind burning brightly for the
Reverend Gome
sake of the future that our children deserve:
The President. I don't know. It doesn't
lovely prayer, so
Thank you all very, very much for
mean compliance with the United Nations
are serving over
coming here. I hope your meetings are
resolutions. Until that happens, regrettably,
home here. And
worthwhile and productive. And we're
there will not be a cessation of hostilities.
friend Tom Phill
proud of each and every one of you. And at
There will be no pause, there will be no
warm welcome {
this special time, may God bless the United
cease-fire, there will be no reliving experi-
ments. Let me p
States.
ences in the past that were unhelpful to a
old friend, the (
peaceful, satisfactory conclusion of the war.
wealth, Bill Weld
Note: President Bush spoke at 9:58 a.m. in
And so, there's nothing in this thing to offer
Governor, Paul
Room 450 of the Old Executive Office
hope. I wish I thought there was; there's
glad that they're
not.
Building. In his remarks, he referred to Sec-
And, look, I V
retary of Energy James D. Watkins; D.
Q. Any sign that this tempts any mem-
here, to come to
Allan Bromley, Assistant to the President
bers of the coalition?
men and women
for Science and Technology; Richard C. At-
The President. No, they're all-the ones
We're very gratel
kinson, chairman of the board, Donald H.
we've talked to are all solid and got on this
Earlier today,
Langenberg, president, and Leon M. Leder-
thing the minute they saw the declaration
lifted, maybe n
man, president-elect of the association; and
coming out of Baghdad, pronounced it-it
think some hopes
Sherwood Rowland, president of the Uni-
was an initiative-pronounced it dead on
Baghdad with tl
versity of California at Riverside.
arrival because there wasn't anything new
pressed, earlier (
or significant. There was just some more
statement that fir:
conditions, including asking the American
turned out to the
taxpayer to pay for damage in Iraq. It's the
the Iraqi statemer
other way around-there-reparation sanc-
conditions, Sadda
Exchange With Reporters in Andover,
tions are called for under the United Na-
eral new condition
Massachusetts, on the Offer by Iraq To
tions. Reparations for Iraq-undoes the
Let me state or
Withdraw From Kuwait
damage that it's done to its neighbors. I
draw without con
February 15, 1991
don't know how you repay for the loss of
implementation 0
human life in Kuwait, the brutality, the 15-
resolutions. And t
Q. Mr. President, is there any indication
to-20-year-old Kuwaitis just this last week.
other problems in
that Iraqis are turning around and going
You can't make amends for that.
mate rulers, the
home?
But this was a cruel ploy. And the world
must be returned
Q. Do you think this is words only-this
saw it as such, including the coalition,
credible withdraw
Iraqi statement?
which is just as solid today as it's ever been.
troops visibly leav
The President. What statement? You
Now, I've got to get on and learn some-
forces, in complia
mean this morning?
thing more about the Patriot. But thank you
Resolution 678, wi
Q. Yes.
all very much.
force compliance
The President. Oh, theres no evidence of
every single one 0:
any withdrawal. I mean, as I said down in
Note: The exchange began at 12:40 p.m. in
Compliance wit
Washington, it's a cruel play. What he did
the Andover Room of the assembly build-
stantly stop the bl
was reiterate some conditions and add some
ing at the Raytheon Missile Systems Plant.
other way for the
that is for the Ira
176
IV.A. INVESTING IN HUMAN CAPITAL AND REFORMING AMERICAN EDUCATION
Part Two-13
REVITALIZING MATH, SCIENCE AND ENGINEERING EDUCATION
REQUIRES GREATER INVESTMENT IN THE EARLY STAGES
STUDENTS
OF THE "EDUCATION PIPELINE"
ABOUT 4 MILLION IN
KINDERGARTEN IN 1967
ABOUT 750,000 HIGH SCHOOL
SOPHOMORES WITH INTEREST
IN SCIENCE & MATH IN 1977
FEWER THAN 10,000
PHD'S BY 1982
ELEMENTARY SCHOOL
HIGH SCHOOL
UNDER-
GRADUATE
GRADUATE
ers Association and the National Associa-
phasizes precollege education, and, within
tion of Teachers of Mathematics.
precollege education, places priority on teacher
preparation, curriculum reform and systemic
By Grade 10: Fewer than one in five stu-
organizational reforms. The budget reflects
dents expresses interest in pursuing edu-
these Committee priorities.
cation in natural science or engineering.
The budget includes $1.9 billion for all levels
By Grade 12: Fewer than one in 10 stu-
of math and science education, a 13 percent
dents tested is prepared for college level
increase over 1991. Within that total, is a 28
science courses.
percent increase over 1991 for precollege pro-
grams. The specific allocation of funding by
At the College Undergraduate Level: Only
educational level and by Federal agency is
60 percent of the incoming freshman who
shown in Table A-3.
begin pursuit of a career in the natural
sciences and engineering actually earn a
PRECOLLEGE
B.S. degree.
The budget increases the current Federal in-
At the Graduate Level: Fewer than 10,000
vestment on programs to enhance student
U.S. students per year eventually earn
learning, teachers, instruction, and curriculum
Ph.D degrees in the natural sciences and
materials, and broad school system reform.
engineering; 24 percent of Ph.D degrees
awarded in those fields go to foreign stu-
Performance-Based Initiative in Math and
dents.
Science
The Committee on Education and Human
As part of the new Educational Excellence
Resources developed a set of strategic and im-
Act proposal, the budget includes a $40 million
plementation priorities which are illustrated in
Education Department grant program for in-
the following chart. The proposed strategy em-
centives to school districts to improve student
Part Two-12
THE BUDGET FOR FISCAL YEAR 1992
partnerships between school districts and
of school and in encouraging those who
universities to provide school-based teach-
have left to return to school.
er training.
$874 million for the Job Corps program,
Support for various education research and
which annually provides basic education
statistics activities including the develop-
and vocational skills training for about
ment of new techniques for student assess-
65,000 high-risk economically disadvan-
ment, the expansion of the National As-
taged youth.
sessment of Educational Progress (NAEP),
$1.3 billion for the Labor Department's
and U.S. participation in international as-
new year-round youth education and job
sessments-all central to the measure-
training program and $25 million for a
ment of progress toward the national edu-
new Youth Opportunities Unlimited (YOU)
cation goals.
demonstration program. The new pro-
The Federal Government, particularly the
grams, targeted on severely disadvantaged
Departments of Education and Labor, play a
youth, will offer comprehensive services
significant leadership role in efforts to discour-
and will provide incentives to communities
age dropouts and to encourage those who have
to coordinate programs.
dropped out to return to school. The budget
Continuing support for data collection ac-
includes:
tivities related to the issues of school com-
$29 million for the support of carefully de-
pletion and school dropouts. A longitudinal
study of a nationally representative sam-
signed and evaluated dropout demonstra-
ple of students who were in the eighth
tion projects to provide information on the
grade in 1988 is designed to influence
strategies that are most successful in pre-
school policies and practices aimed at re-
venting at-risk children from dropping out
ducing school drop-outs.
MAKING U.S. STUDENTS FIRST IN THE WORLD IN MATH
AND SCIENCE
Improvement is essential in all fields of edu-
The decline in student interest in math and
cation, but in none is it more critical to the
science has been documented by a series of
future of the economy than mathematics and
longitudinal surveys by the Department of
science. Since early 1990, the interagency
Education; the decline in achievement has
Committee on Education and Human Re-
been documented through tests conducted by
sources (CEHR) of the Federal Coordinating
the International Association for the Evalua-
Council on Science, Engineering, and Tech-
tion of Educational Achievement. Data from
nology has been examining what steps might
these sources present a composite picture of
be taken to address the national education
the various problems encountered as students
goals related to math and science education.
progress through the education pipeline.
The Committee began with an examination
By Grade 5: U.S. students score roughly
of the science and engineering "pipeline".
in the middle on international science
There are two interrelated pipeline problems:
tests.
a sharp drop in the number of students pursu-
By Grade 9: U.S. students score at the
ing education in math, science, and engineer-
bottom on international tests on science
ing (a problem of quantity); and poor student
and advanced mathematics; minority stu-
achievement in math and science at the
dents demonstrate especially poor pro-
precollege level (a problem of quality). Stu-
ficiency in math and science; 75 percent
dents who have poor experiences in math and
of junior high school science teachers do
science tend not to pursue higher levels of edu-
not meet qualifications standards rec-
cation in these fields.
ommended by the National Science Teach-
Part Two-14
THE BUDGET FOR FISCAL YEAR 1992
THE 1992 BUDGET ESTABLISHES A STRATEGIC FRAMEWORK FOR
PROGRAMS TO IMPROVE MATH, SCIENCE AND ENGINEERING EDUCATION
STRATEGIC OBJECTIVES
1. Improved science and mathematics performance.
2. Strong precollege teacher workforce.
3. Adequate pipeline for the science and technology workforce,
including increased participation of underrepresented groups.
4. Improved public science literacy.
IMPLEMENTATION PRIORITIES
PRECOLLEGE
UNDERGRADUATE
GRADUATE
GENERAL
1. Teacher preparation
1. Curriculum development.
1. Student
PUBLIC
& enhancement.
incentives.
2. Faculty preparation &,
1. Informal
2. Curriculum reform, R&D
enhancement.
education.
Increasing priority
in teaching & learning,
3. Student support,
dissemination, technical
incentives &
assistance.
opportunities.
3. Organizational reform
& system operation.
4. Research, dissemination,
& technical assistance.
4. Student support,
incentives & opportunities.
5. Organization reform.
Increasing priority
Table A-3. FUNDING INCREASES FOR MATHEMATICS, SCIENCE, AND
ENGINEERING EDUCATION ACTIVITIES
(Budget authority; dollar amounts in millions)
Enacted
Proposed
Dollar
Percent
1991
1992
change
change
By educational level:
Pre-college
515
661
+146
+28
Undergraduate
417
477
+60
+14
Graduate
784
803
+19
+2
Total
1,716
1,941
+225
+13
By agency:
Agriculture
20
22
+2
+10
Commerce
7
8
+1
+14
Defense
416
416
-
-
Education
235
330
+95
+40
Energy
64
74
+10
+16
Environmental Protection Agency
7
13
+6
+86
Health and Human Services
486
513
+27
+6
Interior
41
42
+1
+2
National Aeronautics and Space Administration
68
67
-1
-2
National Science Foundation
372
456
+84
+23
Total
1,716
1,941
+225
+13
JAN-16-1900 05:07 FROM
TO
94566218 P.01
STATEMENT OF STATE
OFFICE OF THE SECRETARY
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
91 OCT
*
UNITED STATES OF AMERICA
Washington, D.C. 20202
91 OCT 3 All : 50 50
Telephone: (202) 401-3000
Fax Number: (202) 401-2098
FAX COVER SHEET
MESSAGE
TO: Jannie
any quastions,
FAX NUMBER: 456-6218
give a call
FROM: Sally
Sheet #1 of 3
JAN-16-1900 05:07 FROM
TO
94566218
P.02
16.
UNITED STATES
DEPARTMENT OF EDUCATION
TOTAL
K
NEWS
FOR RELEASE
Contact: Melinda Kitchell
October 2, 1991
(202) 401-1008
ALEXANDER AMHOUNCES TEACHER AND LEADERSHIP ACADEMIES
U.S. Secretary of Education Lamar Alexander today announced $7.6
million in grants to support the Academies for Teachers and Academies
for School Leaders to implement his strategy for moving America toward
the national education goals. The 18 state and regional Academies
will train public and private school teachers in the five core
academic subjects and provide programs for public and private school
leaders to enhance their effectiveness.
"These Academies are essential parts of the President's AMERICA
2000 strategy," Alexander said. "They will train the teachers and
school leaders who can help students meet world-class standards and
the school leaders who can direct each school's effort to become
better and more accountable. They will also be a resource for
communities seeking teachers and school leaders trained to get
results."
The national education goals adopted by President Bush and the
nation's governors call for all students by the year 2000 to
demonstrate competence in challenging subject matter, including the
five core subjects of math, science, English, history and geography.
Grants went to state education agencies, universities,
organizations and associations in 13 states. Awards are generally for
18 months and range from $192,140 to $562,735.
Each Academy will serve a state or region, and the governors of
the states to be served will be consulted in the design and operation
of the academy's program.
-MORE-
JAN-16-1900 05:07 FROM
TO
94566218
P.03
17.
-2-
The Academies for School Leadership will:
develop a model curriculum that emphasizes instructional
leadership, school-based management, and school improvement
through accountability;
identify candidates, provide jobs and internships for
trainee-candidates, and follow up with mentoring and further
training; and
begin intensive training for candidates during the 1991-92
school year and summer of 1992.
The Academies for Teachers will:
develop teachers' knowledge of the core academic
disciplines;
provide skills and strategies for teaching students with
different backgrounds and those with disabilities;
train teachers in educational technologies, to become master
teachers and to participate in developing curricula.
The awards are from the Fund for Innovation in Education (FIE),
part of the Education Department's Office of Educational Research and
Improvement. FIE is authorized under the School Improvement
Amendments of 1988 (P.L. 100-297).
The AMERICA 2000 Excellence in Education Act, submitted to
Congress on May 22, 1991, proposes authorizing funds to establish in
each state Governors' Academies for Teachers and Governors' Academies
for School Leaders.
The Governors' Academies for Teachers would provide public and
private school teachers with opportunities for the enhancement of
their knowledge and teaching skills in the five core subject areas.
The Governors' Academies for School Leaders would provide current
and prospective public and private school leaders with training for
effective school leadership.
###
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PATRICK WALSH--Uminer - from Va. Hyrs. TC Wms.
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Math hul Science elementay teaching awards- -
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acknowledgments:
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submit application packet
state lvl. comte.
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spread tech. To other teachers"
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recommendation letters from colleagues
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John the surfer
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[teacher from Illinois
Carol De Want
toul, 347-3000
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grant - Illinois
- ESSAY - -
PRESIDENTIAL AWARDS FOR EXCELLENCE IN SCIENCE AND MATHEMATICS TEACHING
1991 Elementary Awardees
10/02/91
STATE &
NAME
DISCIPLINE
SCHOOL
Linda Kilpatrick Winters
Alabama
Ridgecrest Elementary School
Mathomatics
3505 Cerro Vista
Huntsville, AL 35805
(205) 532-4818
Terry Kirchler
Alabama
J.F. Drake Middle School
Science
655 Spencer Avenue
Auburn, AL 36830
(205) 887-2130
Pat Hartland
Alaska
Mendenhall River School
Mathematics
10014 Crazy Horse Drive
Juneau, AK 99801
(907) 789-1967
Trisha Herminghaus
Alaska
O'Malley Elementary School
Science
11100 Rockridge Road
Anchorage, AK 99516
(907) 346-2323
Jean Black
Arizona
Sunnyslope Elementary School
Mathematics
240 E. Voget
Phoenix, AZ 85020
(602) 866-5292
Marjorie Masino
Arizona
Sandpiper Elementary School
Science
6724 East Hearn Road
Scottsdale, AZ 85254
(602) 493-6210
Paula Smith
Arkansas
Booker T. Washington Magnet
Mathematics
115 West 27th Street
Little Rock, Ar 72206
(501) 324-2470
Debra Susan Linder Ward
Arkansas
Carliste Elementary School
Science
P.O. Box 68
Carliste, AR 72024
(501) 552-3261
Vick! Newman
California
McGaugh Elementary School
Mathematics
1698 Solsa Avenue
Seal Beach, CA 90740
(213) 431-1389
Sachi Kanenaka
California
Windsor Hills Magnet
Science
5215 Overdale Drive
Los Angeles, CA 90043
STATE &
NAME
DISCIPLINE
SCHOOL
Eva Brandsma
Colorado
Lasley Elementary School
Mathematics
1401 South Kendall Street
Lakewood, CO 80232
(303) 922-1116
Lawrence D. Dorsey-Spitz
Colorado
Hellbeck Elementary School
Science
3000 Lakeview Avenue
Pueblo, CO 81005
(719) 549-7555
Mary E. Santilll
Connecticut
Read School
Mathematics
130 Ezra Street
Bridgeport, CT 06606
(203) 576-8030
Katheryn J. Nissen
Connecticut
North Stratfield School
Science
Putting Green Road
Fairfield, CT 06430
(203) 255-8322
Keith H. Bruning
DODDS
Binictican Elementary School
Mathematics
Box 70-B
FPO San Francisco, CA 96651
38-28946
Sarah J. Yoshida
DOODS
Seoul American Elementary
Science
DOODS-P/K
APO San Francisco, CA 96301
736-4378/4613
Janet Baldwin
Delaware
West Park Place Elementary
Mathematics
173 West Park Place
Newark, DE 19711
(302) 454-2290
Renee G. O'Leary
Delaware
Wilmington Manor Elementary
Science
200 E. Roosevelt Avenue
New Castle, DE 19720
(302) 323-2901
Jecqueline Goodloe
District of Columbia
Burrville Elementary School
Mathematics
801 Division Avenue, NE
Washington, DC 20019
(202) 724-4598
Charles Hatch
District of Columbia
St. Albans School
Science
Mount St. Alban, N.W.
Washington, DC 20016
STATE &
NAME
DISCIPLINE
SCHOOL
Cheryl Cliett
Florida
Sealey Elementary
Mathematics
2815 Allen Road
Tallahassee, FL 32312
(904) 488-5640
Judith Stacy Gault
Florida
Heights Elementary School
Science
15200 Alexandrea Court
Fort Myers, FL 33908
(813) 481-1761
Eleanor Madelyn Willingham
Georgia
Bungalow Road Elementary
Mathematics
2216 Bungalow Road
Augusta, GA 30906
(404) 796-4965
Catherine R. Robinson
Georgia
Windsor Forest Elementary
Science
414 Briarcliff Circle
Savannah, GA 31419
(912) 921-3747
Karen K. Yanagida
Hawaii
Makalapa Elementary School
Mathematics
4435 Salt Lake Blvd.
Honolulu, HI 96818
(808) 422-8613
Arlene Keiko Yoshimura
Hawaii
Mililani-Uka Elementary School
Science
94-380 Kuahelani Avenue
Mililani, HI 96789
(808) 623-1344
Marlene Yvonne Triplett
Idaho
Orofino Elementary School
Mathematics
P.O. Box 2507
Orofino, ID 83544
(208) 476-4212
Marilee Donivan
Idaho
McCall-Donnelly Elementary
Science
P.O. Box 967
McCall, ID 83638
(208) 634-2219
Linda Eileen North
Illinois
Winkler School
Mathematics
1218 West Freeman
Carbondale, IL 62901
(618) 457-5393
Carol A. Van De Walle
Illinois
AlWood Elementary School
Science
Box 67, 100 East A Street
Alpha, IL 61413
STATE &
NAME
DISCIPLINE
SCHOOL
Graceann Merkel
Indiana
Klondike Elementary School
Mathematics
3311 Klondike Road
W. Lafayette, IN 47906
(317) 463-5505
Sheryl Jean Braile
Indiana
Burtsfield Elementary School
Science
1800 N. salisbury Street
West Lafayette, IN 47906
(317) 497-0072
Judy M. Christiansen
Iowa
West Ridge Elementary School
Mathematics
1401 19th Street
Harlan, IA 51537
(712) 755-2725
Joan Braunagel McShane
lowa
Jefferson Elementary School
Science
1027 Marquette Street
Davenport, IA 52804
(319) 322-3557
Cocile Lasalle Beougher
Kansas
Washington Elementary School
Mathematics
305 Main Street
Hays, KS 67601
(913) 625-9717
Wendy Rose
Kansas
Wichita Collegiate School
Science
9115 E. 13th Street
Wichita, KS 67206
(316) 634-0433
Susan B. Slesnick
Kentucky
Louisville Collegiate School
Mathematics
2427 Glenmary Avenue
Louisville, KY 40204
(502) 451-5330
Linda G. Williams
Kentucky
Centerfield Elementary School
Science
4512 South Highway 393
Crestwood, KY 40014
(502) 241-1772
Lois a. Rector
Louisiana
University Laboratory School
Mathematics
LSU Campus
Baton Rouge, LA 70803
(504) 388-3221
Tammy Wood
Louisiana
Park Ridge Elementary School
Science
5905 Groom Road
Baker, LA 70714
STATE &
NAME
DISCIPLINE
SCHOOL
Judy C. Bishop
Maine
Pleasant Street School
Mathematics
27 Pleasant Street
Waterville, ME 04901
(207) 872-8071
Lucille Lothrop
Maine
South Bristol Elementary
Science
Rt. 129, Box 301
South Bristol, ME 04568
(207) 577-8177
Lynn Ellen Whitrington
Maryland
Skyline Elementary School
Mathematics
6311 Randolph Road
Suitland, MD 20746
(301) 735-9010
Carol Cobb
Maryland
Elkridge Elementary School
Science
6135 old Washington Road
Elkridge, MD 21227
(301) 313-5006
Maureen Chapman-Fahey
Massachusetts
John Marshall School
Mathematics
35 Westville Street
Dorchester, MA 02124
(617) 436-3130
Shirley T. LeMay
Massachusetts
Calvin Coolidge School
Science
Florence Street
Shrewsbury, MA 01545
(508) 792-1569
Kim Davison
Michigan
Woods Lake Elementary School
Mathematics
3215 Oakland Drive
Kalamazoo, MI 49008-2825
(616) 384-0456
Sarah J. Katchorek
Michigan
Fox Elementary School
Science
17500 Millstone
Mt. Clemens, MI 48044
(313) 286-5920
Kathleen McGree
Minnesota
Kenwood Elementary School
Mathematics
2013 Penn Avenue South
Minneapolis, MN 55405
(612) 627-3205
Karen Mason
Minnesota
Lake Elmo Elementary
Science
11030 Stillwater Blvd. North
Lake Elmo, MN 55042
STATE &
NAME
DISCIPLINE
SCHOOL
Rarbara G. Albritton
Mississippi
W.L. Smith Elementary School
Mathematics
400 Hillcrest Drive
Petal, MS 39465
(601) 584-7660
Patricia Atkins
Mississippi
East Elementary School
Science
East 3rd Street
Corinth, MS 38834
(601) 286-5245
Marsha Tischler
Missouri
Spoede Elementary School
Mathematics
425 N. Spoede Road
Creve Coeur, MO 63141
(314) 432-4438
Candice Steiner Marshall
Missouri
Truman Elementary School
Science
9601 James A. Reed Road
Kansas City, MO 64134
(816) 761-2073
Nina DiMauro
Montana
Longfellow Elementary School
Mathomatics
516 South Tracy
Bozeman, MT 59715
(406) 585-1640
Connie Wining
Montana
Arlee Elementary School
Science
P.O. Box 37
Arlee, MT 59821
(406) 726-3218
Debra S. Stuto
Nebraska
Catlin Elementary School
Mathematics
12736 Marinda
Omaha, NE 68144
(402) 399-5745
Suzanne Roesch Kirby
Nebraska
Randolph Elementary School
Science
1024 South 37th Street
Lincoln, NE 68510
(402) 436-1163
Kathleen J. Rice
Nevada
Glenn Duncan Elementary School
Mathematics
1200 Montello Street
Reno, NV 89512
(702) 333-5190
Judith B. Roach
Nevada
Estes McDoniel Elementary
Science
1831 Fox Ridge Drive
Henderson, NV 89014
STATE &
NAME
DISCIPLINE
SCHOOL
Nancy Ann Belsky
New Hempshire
Westmoreland School
Mathematics
Glebe Road
Westmoreland, NH 03467
(603) 399-4421
susan L. Duhaime
New Hampshire
St. Anthony Elementary School
Science
148 Belmont Street
Manchester, NH 03103
(603) 622-0414
Carolyn Taylor
New Jersey
Rumson Country Day School
Methematics
35 Bellevue Avenue
Rumson, NJ 07760
(908) 842-0527
.inda A. Madison
New Jersey
Cranford Public Schools
Science
P.O. Box 646, Thomas Street
Cranford, NJ 07016
(908) 272-9100 x274
,ennie Oney
New Mexico
Edison Kindergarten Center
Mathematics
406 N. Alameda Street
Carlsbad, NM 88220
(505) 885-5570
Betty B. Graham
New Mexico
E.J. Martinez Elementary
Science
San Mateo at Galisteo
Santa Fe, NM 87501
(505) 989-5486
Ann Caren
New York
Cayuga Heights Elementary
Mathematics
110 E. Upland Road
Ithace, NY 14850
(607) 257-8557
Carol Duron Taylor
New York
Harbor Country Day School
Science
17 Three Sisters Road
St. James, NY 11780
(516) 584-5555
Carol Wickham Midgett
North Carolina
Southport Elementary School
Mathematics
9th Street
Southport, NC 28461
(919) 457-6036
Lee Ann Townsend
North Carolina
Stokesdale Elementary School
Science
8025 Highway 158
Stokesdale, NC 27357
STATE &
NAME
DISCIPLINE
SCHOOL
Becky Meduna
North Dakota
Jefferson Elementary School
Mathematics
5th Street and 11th Avenue West
Dickinson, NO 58601
(701) 225-8313
Jacqueline Wilcox
North Dakota
CannonBall #lementary School
Science
Box 218
CannonBall, NO 58528
(701) 544-3341
Linda Ann O'Neill
Ohio
Glendale Primary School
Mathematics
400 West Glendale
Bedford, OH 44146
(216) 439-4227
Robert C. Terwiltegar
Ohio
Indian Hill Elementary School
Science
6100 Drake Road
Cincinnati, OH 45243
(513) 561-6020
Betty J. C. Wright
Oklahoma
Bodine Elementary School
Mathematics
5301 S. Bryant
Oklahoma City, OK 73129
(405) 677-5222
Elizabeth Ann (Betsy) Zadorozny
Oklahoma
5th and 6th Center
Science
P.O. Box 592
9th and Maple
Woodward, OK 73802
(405) 256-5357
Diane Price-Stone
Oregon
Philomath Elementary School
Mathematics
P.O. Box 71
Philomath, OR 97370
(503) 929-3253
Barbara Bannister
Oregon
Edwards Elementary School
Science
1715 Southeast 32nd Place
Portland, OR 97214
(503) 280-6204
Nathan C. Cattell
Pennsy!vania
Ferguson Township Elementary
Mathematics
P.O. Box 237
215 Pine Grove Road
Pine Grove Mills, PA 16868
(814) 231-4119
STATE &
NAME
DISCIPLINE
SCHOOL
William C. Metz
Pennsylvania
Cook-Wissahickon Elementary
Science
Righter and Salaignac Street
Philadelphia, PA 19128
(215) 487-4463
Anita Domenech
Puerto Rico
Cupeyville School
Mathematics
Carr. #844, Km. 0.4. Cupey Bajo
Rio Piedras, PR 00926
(809) 761-3736
Carmen B. Morales
Puerto Rico
Villas de Castro
Science
10 Street J-11 Urb.
Villas de Castro
Caguas, PR 00625
(809) 744-6447
Judith Leonard
Rhode Island
Narragansett Pier School
Mathematics
235 South Pier Road
Narregansett, RI 02882
(401) 792-9420
Albert E. Menard
Rhode Island
East Woonsocket Elementary
Science
990 Mendon Road
Woonsocket, RI 02895
(401) 767-4820
Diare G. Boyd
South Carolina
Kingstree Elementory School
Mathematics
500 Academy Street
Kingstree, SC 29556
(803) 354-7233
Terry Lanahan Whisenant
South Carolina
Fort Mill Primary School
Science
P.O. Box 399, Munn Road
Fort Mill, SC 29715
(803) 548-4677
sherry Kay Petera
South Dakota
South Park Elementary School
Mathematics
1816 Valley Drive
Belle Fourche, SD 57717
(605) 892-2091
Beverly C. Stanford
South Dakota
Howard Hedger Elementary
Science
815 North 2nd Street
Aberdeen, SD 57401
(605) 622-7160
STATE &
NAME
DISCIPLINE
SCHOOL
Janice Page Russell
Tennessee
Anderson Elementary School
Mathematics
901 Ninth Street
Bristol, TN 37620
(615) 764-9342
Bobbie Grissim
Tennessee
Walter Stokes Middle School
Science
3701 Belmont Blvd.
Nashville, TN 37215
(615) 298-8423
caren Sue Lindig
Texas
Millcrest Elementary School
Mathematics
1701 Crozier Lane
Del Valle, TX 78617
(512) 385-1427
Pamela Stryker
Texas
Harvey S. Williams Elementary
Science
500 Mairo
Austin, TX 78748
(512) 282-2813
Carolyn Tyson
U.S. Territories
Muller Elementary School
Nathematics
Dept. of Education
Kongensgada 44-46
St. Thomas, VI 00802
(809) 774-0059
Donna L. Tispula
U.S. Territories
Alofau Consolidated Elementary
Science
c/o Department of Education
Alofau, AS 96799
(684) 622-7659
Jolene (Jodi) Prestwich
Utah
Manti Elementary School
Mathematics
150 West 100 South
Manti, UT 84642
(801) 835-2271
Rebecca Olson
Utah
Providence Elementary School
Science
91 East Center
Providence, UT 84332
(801) 752-6010
Patricia Cummings Pierce
Vermont
Bristol Elementary School
Mathematics
57 Mountain Street
Bristol, VT 05443
(802) 453-3227
STATE &
NAME
DISCIPLINE
SCHOOL
Susan L. Lewis
Vermont
Mary Hogan School
Science
Court Street
Middlebury, VT 05753
(802) 388-4421
Judy A. Heard
Virginia
Cheney Elementary School
Mathematics
1741 Meeres Raod
Fort Belvoir, VA 22060
(703) 799-0862
John Edgar Donlan
Virginia
Chesterfield Heights Elem.
Science
2915 Westminster Avenue
Norfolk, VA 23504
(804) 441-2683
Diana A. D'Aboy
Washington
Arlington Elementary School
Mathematics
N. 6363 Smith Street
Spokane, WA 99207
(509) 353-5281
Karen A. Moreou
Washington
Sherwood Forest Elementary
Science
c/o North Lake Elementary
3405 S. 336th
Auburn, WA 98001
(206) 661-2290
Patty Jo Whitescarver
West Virginia
East Date Elementary School
Mathematics
Route 3
Fairmont, WV 26554
(304) 367-2132
Catherine L. Rogers
West Virginia
Jayenne Elementary School
Science
Country Club Road
Fairmont, WV 26554
(304) 367-2136
Mary E. Richards
Wisconsin
Manawa Elementary School
Mathematics
585 E. Fourth Street
Manawa, WI 54981
(414) 596-2238
Kathryn Lee
Wisconsin
John Muir Elementary School
Science
6602 Inner Drive
Madison, WI 53705
(608) 829-4130
STATE &
NAME
DISCIPLINE
SCHOOL
Glenda Reynolds
Wyoming
Lebhart Elementary School
Mathematics
807 Coolidge
Cheyenne, WY 82001
(307) 634-2157
Vicki Anne Foster
Wyoming
Westwood Elementary School
Science
2300 Bellaire Drive
Casper, WY 82604
(307) 577-6735
SEP-30-91 MON 18:08 NSPRA
P.02
Tuesday, Oct. 1, 1991
NSRA
Fax News Service
With School Communication Tips
Today's Event
National Goals Report
President
Math Scores, Federal Role Challenged
Bush will speak to
While most educators hailed
"These numbers, which are
the nation's school
yesterday's report card on progress
designed to portray the overwhelm-
children at 12:10
toward the national education
ing majority of our students as
goals as a way to stimulate re-
p.m. EDT today on
mathematical illiterates, are techni-
PBS and CNN. He
form, some questioned the validity
cally indefensible and grossly mis-
of the report's math results and
is expected to ask
leading," said AFT President Albert
the extent of the federal govern-
Shanker.
pupils to set and
ment's current role in addressing
"It is dishonest to pretend that
follow through on
the goals.
things are far worse than they are,"
their own education
Although the report card is far
he added.
goals for the com-
from complete, it represents the
NAGB Exec. Dir. Roy Truby ad-
ing school year.
most comprehensive picture yet of
mitted that the achievement level-
For more informa-
where the nation stands in rela-
setting process used by the board
tion to the goals. Educators and
tion, call the U.S.
could be improved, but he added
policymakers also hope it will spur
Education Depart-
that it was "defensible."
a broad public campaign to meet
ment's Carol
"When you set standards, it's
those goals by the year 2000.
McCain at 202/401-
judgment; it's not rocket science," he
"If my child brought home this
said.
2302.
report card, I would feel a need to
Two members of Congress re-
get involved," said Iowa Gov.
cently requested the U.S. General
Terry Branstad, a member of the
Accounting Office investigate the
National Education Goals Panel,
process NAGB used to set its
which released the report card.
achievement levels.
"The significance of this event
Shanker also challenged the
is that we as a nation are going to
report card's claim that 26 federal
Please Note
commit ourselves to a standards-
agencies spent about $59 billion in
based education," added Colorado
FY 1991 to support the national
Gov. Roy Romer, former chairman
If you did not
education goals.
of the goals panel.
"That's incredible-as in not
receive a subscrip-
Some educators were critical of
tion form for the
credible," Shanker said. "The money
certain findings in the report card,
NSPRA Fax News
sure isn't getting to our kids and
however.
schools."
Service, please
The claim that less than 20
contact NSPRA.
Sen. Edward Kennedy (D-Mass.)
percent of the nation's students
called on the Bush administration
This is the final free
are proficient in math is unreli-
to address the national goal of
fax. Fax questions
able, said AFT President Albert
school readiness by fully funding
or comments to
Shanker. He charged that the
Head Start. "We know we are
703/528-7017 or
process used by the National As-
failing to meet this goal, and we
call 1-800-48-
sessment Governing Board to set
also know the best way to meet it,"
NSPRA.
achievement levels was flawed.
he said.