Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
323154012
label
Lehigh Valley 2000 4/16/92 [OA 7572] [1]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
323154012
contentType
document
title
Lehigh Valley 2000 4/16/92 [OA 7572] [1]
citationUrl
identifierLocal
13808-003
collections
Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Speech Backup Chronological Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
323154012
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
e15ea02581f4bae7
ocrText
Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13808
Folder ID Number:
13808-003
Folder Title:
Lehigh Valley 2000 4/16/92 [OA 7572] [1]
Stack:
Row:
Section:
Shelf:
Position:
G
26
22
4
5
THE CITY THERE BE UNIT ATE ALLENTOWN TOOHJS
RAY ERB, JR.
Assistant Superintendent
PENNSYLVANIA
Personnel and Pupil Personnel Services
School District - City of Allentown
31 South Penn Street
P.O. Box 328
215-821-2625
Allentown, PA 18105
FAX: 215-821-2618
To
Jeannie
Date 4/16
Time 4:15p
WHILE YOU WERE OUT
M Tony Mitchell
of
deputa Prep Sec@B/Q
Phone
336-7099
Area Code
Number
Extension
TELEPHONED
2
LEASE CALL
l
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
VR- facts lehigh 2000
Jerk wanted to know source
of in strent logns -> EHa
Frelick coin $.
Operator
AMPAD
EFFICIENCY@
23-021
CARBONLESS
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992
4:46PM
P.01
refrence the
1141
X 7610
acknowledge Danin
MORAVIAN COLLEGE
Fax 215-861-3919
reminded am JO
FACSIMILE TRANSMITTAL COVER SHEET
DATE 4/13/92
TIME 4:45 pm.
PLEASE DELIVER THE FOLLOWING PAGE (S) TO:
messages Carrespondence.
Charlie Hornath and Deputy Director, Office of Presidential
FROM: Ll. Ruger H. martin, President moravian College
TOTAL NUMBER OF PAGES INCLUDING THIS COVER SHEET:
3
SPECIAL COMMENTS: THE DEDARTMENT OF EDUCATION requested Something
ON the hosewian - Nontramptor Liberry H.S. program that was
a Direct OUTAVOWTH or the Leugu Ualley - 2000 phasect for
possible inclusion in the President's Speech this thousday. H
is important that our Little prodect Not detanct from
the Larger Leyign Valley - 2000 initiative which
Pressent Bush Should be PROUD of, However it is -
good Cram pla of what can be done in a Community Cile
Bencolour.
Thanks for your help Charlie IN trying to get the
PRESIDENT to OUR Connencerent, we Appreciate YOUR heap
doeply
BETHLEHEM. PENNSYLVANIA 18018
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992
4:46PM
P.02
LENIGH VALLEY BUSINESS EDUCATION PARTNERSHIP
The spirit of institutional cooperation and support, which is at the
heart of the Lehigh Valley 2000 project, has led to the development of a
mentoring program for "at risk" minority students involving collaboration
between private and public institutions in Bethlehem, Pennsylvania.
Moravian College, which has a 250-year history* of community
involvement and a commitment to teaching and teacher education, joined
together with Northampton Community College and Liberty High School to
organize a mentoring program to improve the retention rate of minority
students and to open the possibility of college attendance to students
for whom it may not presently be an option.
A pilot program, now in its third month, involves twelve Liberty
High School students who meet each week with twelve students from
Moravian College and Northampton Community College. [A request was made
for the names of at least two students involved in this program. It was
strongly felt, however, that because the program is only two months old,
media coverage involving particular individuals would not be wise.]
The college students tutor the high school students, ten of whom are
Hispanic-American and two African-American, and establish a close
personal relationship. Field trips and visits to Moravian College and
Northampton Community College are planned. The goal is to keep these
capable but at-risk students in high school, to provide supportive
academic help, and finally, to encourage the students to go on to
post-secondary education.
*See page 2.
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992
4:47PM
P.03
Christina: Jane said mention takes away
from event. & agree.
Page 2
Jounton
*Please note that Drew Lewis, CEO of Union Pacific, and Walter Williams,
CEO of Bethlehem Steel, extended an invitation to President Bush to speak
at Moravian College's 250th Commencement in May. Although the President
was unable to accept that invitation, we are delighted that he will be
visiting the Lehigh Valley this week.
Roger H. Martin, President of Moravian College will
be in steering comte. mtg. w/ POTUS b4 speech
FYI: Dong 84ckenzie said Bishop is Thomas Helch,
an invited quest of Cong. Ritter.
THE WHITE HOUSE
Office of the Press Secretary
(Allentown, Pennsylvania)
For Immediate Release
April 16, 1992
REMARKS BY THE PRESIDENT
IN ADDRESS TO SCHOOL COMMUNITY
Dieruff High School
Allentown, Pennsylvania
12:35 P.M. EDT
THE PRESIDENT My fellow President, thank you very
very much. (Laughter ) This 18 a nonpolitical appearance, if there
is any such thing in a strange political year But let me just say
this: I'm very glad that Hilda is not running for president this
year (Laughter.) And thank you for your introduction
And may I congratulate all six of these guys that
spelled out the six educational goals reminding us of what our
national goals are And I asked one of them if he was nervous. He
shook me off, said no. I don't believe him but (laughter) -- they
did a first-class Job all of them, every one of them. (Applause.)
And may I pay my respects to our very able Secretary of
Education Lamar Alexander; former governor, now challenging this
country with America 2000 and doing a Superb job for all the
American people (Applause. ) And at my side in the United States
Congress, caring deeply about education, telling # over and over
again about the changes and the wonder that taking place right here
in the valley -- Don Ritter, your Congressman He's doing a first-
class job in Washington. (Applause.)
May I salute Mayors Daddona and Smith; the Mayor of
Allentown and the Mayor of Bethlehem. And of course, pay my respect
to Ed Donley, a driving force behind Lehigh valley 2000 and Co-chair
of Pennsylvania 2000. [Applause: And my respectivalso to she who
led us in the Pledge a Ann shyder the Valedictorian of the class of
'92. Ann thank you. (Applause.)
Our guests who did such a great Job with the goals.
Mike Meilinger, the Principal; and I thank him for calling this
special assembly today and getting a lot of you out of class: You
ought to be grateful to him. (Laughter and applause.)
My special thanks to the parents and the teachers and
the staff Thanks also to all the folks here from Allentown and
Easton and Bethlehen -- the leading lights of Lehigh valley Last
but not least, let me say héllo to the students of Dieruff High, with
special thanks to the band -- it was first-class music. Thank you
all very, very much. (Applause.)
I don't know who 15 in charge of signs around this
place, but they did a first-class job -- all through the building and
everyplace else. (Applause.) And it's astonishing to be here with
the Classrof 92 as a graduate of the Class of '42, I realize the
world I thought of as new -- for you, wall, it's history.
But look now at the world you 11 soon call your own 12
at the pace of change that we come to expect. Each day we see
history played out in the headlines literally. old empires expire
new worlds are born. In the past six months alone -- six months
we ve seen the birth of 18 new nations. who knows how many there
MORE
2
will be by the time you take your big geography final a few weeks
from now.
But the challenges we face the sheer complexity of
our world -- cannot obscure the basic values that guide this nation.
Times change, but truths fundamental truths endure. I'm talking
about the big issues that shape our world about the values close
to home. Everything I've tried to do and done to preserve and
advance three precious legacies: strong families; good jobs; and a
world at peace. These are-my goals. They should be all of ours.
securing those legacies has been my mission as President
-- and it's going to be my mission today and every day as long as I
am President of the United states
You know, right now here in Allentown and across
America, the number one concern is the economy and turning this
economy around, creating jobs is the sission that matters most
Listen to what people say about the economy, Get beneath the cold
statistics get down to the real heart of this issue People want
to know whether they can keep the 10b they gat and whether
they' re on track for a better one. For their kids -- for each one of
the students:here today ALL parents have got grander visions, great
hopes Not just a job a career work that means more than simply
making ends meet work that gives real meaning to your life
People have a right to ask, what is government 9. role
in all of this? No we can legislate the American Dream But
government caniserve Ks catalyet for change clearing away the
obstacles to, economic growth and the innecessary costs of doing
business. Expanding the oppor tunities for aggressive businesses for
enterprisingoindividuals to create new jobs. Training and educating
our children:- giving you the tools of thought you need to
compete in this new, exciting world economy
The fate of America's economic future rests ori five Rey
reforms: Free Nand fair trade our ability to break down barriers,
open new markets to American goods Gur future rests on legal reform
on ending the explosion of litigation thatostrains our patience
and saps our economy We re suingreachnother too such; we ought to
be helping each other more. (Applause<) On health care reform
opening up access to all Americans controlling the runeaway cost of
health care without sacrificing choice and without sacrificing the
best quality health care In the entire world. And then on government
reform. -- because only if we reverse: a generation of cresping
bureaucracy and only if we restoreslimits- to government can Me:
restore public trust,
Finally, the reason I've come here to the Valley today:
our future depends OR education reform on our ability to Jas
revolutionize literally reinvent our schools To take that
revolution beyond the four walls of the classroom transform our
attitudes and ideas, the way we think about education
And I wish every adult and every kid could have been
with me a few minutes ago as some of the leaders BE business and
education leaders assembled civic leaders to telkine about this
exciting change taking place right here in Lehigh Valley
non
Education it represents a perfect community of
interest between the individual and society between one
generation and the next between the proud history we must pass onl
and the path breaking future we must create And in terms of
America's economic future, education is nothing less than matter of
economic survival It 8 just this simple: better schools mean
better jobs.
You've seen the news stories. You've heard the
statistics. Anyone who worries about slack productivity or a bad
MORE
balance of trade ought to be alarmed about the test scores. Millions
of students work hard millions of dedicated teachers doing their
very best and still, in one test after another, America's children
score at or near the bottom ranks of international achievement. We
don't need another test to tell at something is wrong with the state
of American education. For the sake of every student here today,
we've got- to shake off any sense of complacency and have to shake
up the status quo. (Applause.)
Now, inva sense, I'm preaching to the choir because here
in Lehigh Valley, that! a lesson you learned long ago, years ago.
But you didn't wait for word from Washington, D.C. You didn't stand
back and watch another generation of kids get less education than
they deserved This community took a direct interest in what was
going on in the classroom. This community came together; this
community took action
I took office determined to put the power of the
presidency behind change More than two years ago, we took a strong
first step. Working together with the nation's governors, Democrat
and Republican alike we set six ambitious goals for the year 2000.
It never had been done before: Every American child must start
school ready to learn We must raise the high school graduation rate
to 90 percent We must put in place a system of world-class
standards and tests to neasure students progress. We must be first
in the world in math and science. By the year 2000, every American
adult must be literate, and every American school must be free of
drugs, free from the violence that today too often follows our kids
into the classroom (Applause.
Let me sum up the six goals this way: Together, by the
year 2000, we must create the best schools in the world for our
children (Applause.)
Let ne share a story that our Secretary, Lamar, told me
about a little girl, a 4th-grader named Ariane Williams At the
kick-off for New Orleans 2000, down in Louisiana, she stood up -- and
here's what she said: "These goals are not just the President's
goals. They're not Just the governors' goals. They are the nation's
goals." That little girl got the message and so do you here in
this Valley
Goals define the mission. They tell us where WE want to
go -- not how to get there That' 8. why, nearly -- as I was reminded
at this meeting I told you about nearly one year ago today, I
mapped out a strategy I call America 2000! a plan to revolutionize
American education. Then I heard the progress that had been made
before that even began -- to break the mold and, for the sake of our
children, put an end to business-as-usual
Two days from now, we're going Ro mark the first
anniversary of America 2000. Let me share with you today a kind of
report card, if you will, on what we've accomplished. In one year's
time, we've seen America 2000 literally-catch fire all across this
country. Already, 43. states and more than 1,000 communities from
Grand Junction, Colorado, to Lewiston, Maine have joined the
America 2000 crusade. Everywhere; people like you are working to
break down the barriers between the classroom and the community -- to
spark a grass-roots revolution to reinvent -- not just rework, but to
literally reinvent the American school.
But you know-that story because, once again, Lehigh
Valley has led the way. (Applause. your want to share with you an old
African proverb that the smotto of Minnesota 2000: "It takes an
entire village to educate one child. And that is what it takes --
because education doesn' just happen in the classroom. It doesn't
start at 8:20 a.m. each morning and end at five of 3:00 p.m. All of
us lead busy lives -- but we must never be too busy to read to our
kids. And if I might ad lib something in here, I an very, very proud
- 4 -
E
of Barbara Bush for setting an example about how families ought to
stay together and how families ought to read to their kids -- parents
ought to read to their kidsis (Applause:
And we must never be too busy to teach them right from
wrong; to take an interest is the things that they worry about and
wonder at and to listen, really listen, to what they say We owe
it to our children and to ourselves tossee that we live in
communities that care about education is communities where learning
can happen
You got every right to ask. what can Washington do
to help? Well, here' one way we can Today, I want to announce a
new legislative initiative that I call the Lifetime Education and
Training Account a package of grants and Tine of credit worth
$25,000 dollars to every elbgiblecAmerican rto further their
education or acquire new job skills to make the most of their
abilities I've said before if we want to compate in the 21st
century, got to become a nation of itudents
TO do that we we got to take & new approach to the old
notions of "student aid Think of sthe working mother, balancing her
responsibility for her family and ber JOB against Her own hopes for
the future She'd take one college course at a time but she
doesn' qualify right now for the grent or loan that would help pay
tuition our Lifetime Education and Training Account would help her
get back into the classroom. Here the message for the students
here today and for their parents= Education doesh t end with
graduation. Learning has got to be a life-long pursuit
I came to Lehigh to one of the first communities to
join the America 2000 crusade -- to set the agenda for the second
year of America 2000. our next step forward depends on our success
in building a consensus for change around four core ideas -- four
ways to build on what we've begun, to transform the federal
government into a catalyst for real education reform. First, if
we're serious about reaching our goals; we must set world-class
standards in five core subjects for and establish a series of
voluntary American Achievement Tests to neasure our children's
progress
second we yot to grant states and local school
districts relief from federal rules and regulations that limit their
ability to improve educational achievement and do nothing to help us
meet our national education goals: (Applause: And parenthetically,
I'm told by the leaders I metowith today that the Governor of this
state has granted such regulatory flexibility and regulatory relief
to this community effort here
our teachers and our principals deserve flexibility
freedom to use their front line experience on what works best in
their schools to meet these national goals: Has anyone asked the
teachers here today: How.can we ask you to teach and then tie
your hands?
Third got to dunch a wide-open effort to create
thousands of new American schools starting with at least one in
every congressional district all across the United States Right
here in Lehich Valley, you're hard at work on your plan to make this
community home to its own New American School I heard the exciting
proposals on that today
These break-the-mold schools wön't conform to any one
blueprint Some may make a quantus leap forward into tomorrow's
technologies. Others might seek to reach the future by restoring
older traditions, the discipline and disciplines -- of an earlier
era. Each one of these schools would be a Tiving example of how we
can reinvent American education A21 We need now from Congress is
the seed money to help people like you translate ideas into action
MORE
- 5 -
Fourth, we must create an incentive to improve education
by promoting school choice. (Applause For far too long, we've
shielded our schools from competition -- allowed the system a
damaging monopol rupower over students well just as monopolies are
bad for the economy, they're to bad for our kids. Every parent should
have the power to choose which school is best for his child
public, private or religious. (Applause.)
Look at our colleges, look at America's colleges. Look
at the students. Our university system is the anvy of the world.
Each year, we sake over $20 billion dollars in federal grants and
loans directly to students -- one of every two students enrolled in
college right now to use at the university of their choice. No
one asks whether they enroll at Penn State, or Pennsylvania
University, or Villanova, or Lehigh, or Lafayette. It's time we make
the same choice available to all parents from the mement their
children go to school. Whether it the public school on your street
or the one across town -- whether it' private, parochial, yeshiva or
bible school -- let parents, not the government, make that choice.
(Applause.)
And let's be clear: If we deny parents school choice --
if we deny that choice let redognize who hurt worst by the
status quo. It's not the Well-to-do It's not the rich guy. It's
not the upper middle class. It' not any one of us who ever went
house-hunting with a map of the good school districts. Deny people
school choice, and the ones you hurt most are the middle class and
lower -- and especially the poor.
That's Why choice is catching on in some of the
hardest-hit neighborhoods in this nation: Talk to parents that are
spearheading the school choice crusade people like now famous
Polly Williams in Wilwaukee. They tell you how the lack of choice
left them powerless to force change -- and how a public school
bureaucracy turned students into statistics and parents into pawns.
Look at Milwaukee today -- pioneering school choice, giving poor
parents control, and poor children a sense of pride. Look at the
schools closer to home -- Bast Harlem -- where teachers put their
names on waiting lists to get a chance to teach in a choice school.
They can't wait to stand in front of a classroom of children who want
to be there -- who want to learn.
Choice works -- and here why. When our students are a
captive audience, our schools have no incentive to improve. Say what
you want about reforming our schools, if you re for change, you are
for school choice. These four ideas are generating interest and
entbusiasm among governors and mayors Democrats, Republicans,
liberals, conservatives among business Ieaders -- Ed Donley right
here and the Allentown-Lehigh County Chamber of Commerce to the
Fortune 500. Among teachers and students and parents and principals
-- everyone at every level who understands the need for change.
Everyone, that is, except the leaders of the United
States Congress. At a moment when the consensus for change seems to
be reaching critical mass, on Capitol Hill you can watch the last
stand of the status quo. Forces there are waging a last-ditch effort
to put the brakes on change -- to preserve the business-as-usual
approach that brought us the present crisis in education.
The mind-set up on Capitol Hill reminds the of & letter I
got the other day from an elementary school student -- a little girl
named Haruka Abe: "I like," she says, "when my teacher reads my
class some books -- because everybody gets sleepy.' (Laughter.)
Well, it reminds me of Capitol Hill and the way they're approaching
change. (Laughter and applause.) Take a look at the bill that's now
winding its way through the Congress -- the tired old ideas, tried
and failed, that it wants to substitute for the four path-breaking
ideas I mentioned a moment ago.
As part of America 2000, we asked Congress for authority
to help develop world-class standards and America Achievement Tests;
tools that would help us measure our students' progress; help
families understand where their kids might stand and Assess the
return we're getting for our education dollars. And the status quo
crowd up there on Capitol Hill maideslow down to testing and
standards. I asked Congress for funds for this New American Schools
Congress said no no to even funding one-percent, 535 of 50,000 New
American Schools that this nation needs.
They want to funnel more federal dollars.inte these
existing mandated business-as-usual state bureaucracy -- the very
same bureaucracy that put as where we are today.
And we asked the Congress for flexibility for teachers,
flexibility for principals And Congress said no, let stick to the
status quo. And finally, we asked the Congress to fund pilot
programs to promote school choice) programs to help poor families in
six American cities. And Congress said no to school choice
so today, let me just serve notice on the lobby, on the
education lobby and their friends back on capitol Hill: One year
ago, I asked you to join with be in a revolution a revolution to
be a part of America 2000. The time has come to get on board or get
out of the way and stay behind No more business-as-usual.
(Applause.)
Congress can drag its feet but it cannot stop change.
Lehigh Valley is living proof of the words of the great Abraham
Lincoln: "Revolutions do not go backward." There's a time early in
every revolution when the status quo looks steady and strong -- and
the forces that challenge it weak and without effect. And there's
the moment when the forces of change carry the day the bankruptcy
of the status qua stands revealed and the whole, hollow house of
cards collapses
The revolution in American education is already
underway. In Lehigh Valley and in communities all across America,
the old ways are being pushed aside, they're being abandoned; new
ideas advanced. This revolution will triumph for the simplest and
the strongest of reasons: because American parents want the best for
their children. (Applause.) And also because there don't à single
child anywhere in the United States of America who doesn't deserve
the best education possible. (Applause )
From our schools to our courts from our hospitals to
the halls of government, from the neighborhoods outside our door to
the realities of the new world economy, the need for reform won't
wait. The only acceptable response is the American response We
must rekindle a revolution a revolution to bring change to the
country that's changed the world.
The American people have made their choice. The
American people want change. And you here in Lehigh Valley can
proudly say, we are out front for fundamental constructive change.
Thank you all for this wonderful day of learning this
warm welcome And may God bless the United states of America. Thank
you very much. (Applause:)
END
1:03 P.M. EDT
Allentown - (215)-437-7546
Birthleter - -(215)-865-7100
- Mayn Joseph Daddona
pronounced (DaDona na
key to city
Da DO
da Do na
Bethlelen- Mayn Kenneth Smith
John T Kauffman 215-774-5151
Allentown he fer Power Fight
Tneia
7965 Charles Dent - stake Rep
821-8468 allentown
Joseph
865-7725 Bethur
Uliana
will
pronounced-
NOT
local
commentation studio
David (215) 432-3355
Bausch
VILL
1 Allentown - Mayor
Hon. Joseph Daddona
da-Dot-na -
- Rethlehen Mayn
Hon. Kenneth Smith
- John T. Kauffman
- State Representative
Hon. Charles Dent
- Lehigh County Executive
Hon- David Bausch
(BOW- sch)
- stite Rep. Uliana WILL NOT !
Be There
THE WHITE HOUSE
WASHINGTON
SCHEDULE OF THE PRESIDENT
FOR
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
EVENTS:
Meeting with Lehigh Valley 2000 Leadership
Address to School Community
DRESS:
Men
- Business Suit
Women
- Day Dress
CONTACTS:
Office of Presidential Advance
Ed Murnane
- 202/456-7565
Trip Coordinator
Patricia L. Conrad
- 202/456-7565
Allentown, PA Signal
- 215/433-8000
- * 96 33 000
ADVANCE:
Doug MacKenzie
- LEAD
Bruce Wilson
- SITE
Kim Fuller
- PRESS
Jack McDougle
- SITE
Mike Rose
- USSS
Mark Coin
- SITE
Russ Cancilla
- MIL. AIDE
Rich Williams
- WHCA
WEATHER:
Partly Cloudy/Low 50's
SCHEDULE OF THE PRESIDENT
FOR
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
GUEST AND STAFF INSTRUCTIONS:
7:35 am Baggage Call. Please place all
unlocked baggage outside Room
89 1/2, OEOB, at this time.
9:30 am
Vans depart West Basement en
route Andrews Air Force Base.
9:30 am
Guests and Staff with own
transportation and Baggage should
arrive Distinguished Visitor's
Lounge, Andrews Air Force Base,
at this time for check-in.
9:50 am
Guests and Staff with own
transportation but without
Baggage should arrive
Distinguished Visitor's Lounge,
Andrews Air Force Base, at this
time for check-in.
10:15 am
THE PRESIDENT boards Marine One and departs White
House en route Andrews Force Base.
MARINE ONE:
THE PRESIDENT
H. Moore
Adm. Howe
M. Fitzwater
D. Valdez
B. Farish
Doctor
Mil. Aide
2 USSS
(Flying Time: 10 Minutes)
10:25 am
THE PRESIDENT arrives Andrews Air Force Base and
proceeds to board Air Force One.
10:35 am
THE PRESIDENT departs Andrews Air Force Base en
(E.D.T.)
route Allentown, Pennsylvania.
(Flying Time: 45 Minutes)
(Time Change: None)
(Interchange: No)
(Food Service: Snacks)
11:20 am
THE PRESIDENT arrives Allentown-Bethlehem-Easton
(E.D.T.)
Airport, Allentown, Pennsylvania and proceeds to
Motorcade.
Met by:
Mayor of Allentown
The Honorable Joseph Daddona (da-DoE-na)
The Honorable Kenneth Smith
Mayor of Bethlehem
Mr. John T. Kauffman
Chairman and Chief Executive Officer, Pennsylvania
Power and Light and Co-Chair of Lehigh Valley
2000 State Action Committee
The Honorable Charles Dent
State Representative
will not
The Honorable Joseph Uliana
be There
State Representative
-colar commentating
Page Two
The Honorable David Bausch
(Bow-sch)
County Executive, Lehigh County
The Honorable Jeffrey Skinner
Chairman, Lehigh County Commission
No ANSWER
Mr. Elmer Gates
AT OFFICE
President, Fuller Company and Bush/Quayle '92
Supporter
Mrs. Sally Meminger
Chairman, GOP Northeast Central Caucuses
Mr. Charles Snelling
Bush/Quayle '92 Supporter
Mr. Dexter Baker
Bush/Quayle '92 Supporter
Daily Point of Light Greeters:
Mr. Jeffrey Brightbill
Executive Director, Association for the Blind
and Visually Impaired and 273rd Daily Point of
Light
Ms. Clair Searfass
Volunteer, Association for the Blind and Visually
Impaired and 273rd Daily Point of Light
Ms. Margaret Conway
Volunteer, 399th Daily Point of Light
Ms. Phyllis Rada
Daughter of Mrs. Conway, 399th Daily Point of
Light
11:30 am
THE PRESIDENT boards Motorcade and departs Airport
en route Dieruff High School.
MOTORCADE ASSIGNMENTS:
Lead
D. MacKenzie
Spare
Doctor
B. Farish
Page Three
LIMO
THE PRESIDENT
Follow Up
Control
H. Moore
Adm. Howe
Mil. Aide
Support
M. Fitzwater
E. Murnane
Official Photographer
Medic
WHCA
Camera I
J. Herrick
Guest I
Sec. Alexander
Camera II
Wire I
Wire II
Staff Van
All Remaining Staff
Guest Van
All Remaining Guests
Press Van I
M. Busch
Press Van II
Press Van III
(Drive Time: 10 Minutes)
GUEST AND STAFF INSTRUCTIONS:
Upon arrival at Dieruff High School,
Guests and Staff will be escorted to
Staff Viewing Area or Holding Rooms.
Page Four
Please board Motorcade no later than
12:50 pm for transport to Airport.
Guests and Staff not travelling
to Kennebunkport will be escorted
to vehicles for transport to
Airport Main Terminal.
11:40 am
THE PRESIDENT arrives Dieruff High School and
proceeds to Library.
Met by:
Mr. Ray Erb, Jr.
Assistant Superintendant, Pupil Personnel
Services
Mr. Michael Meilinger
Principal, Dieruff High School
Ms. Sandra Holod
Assistant Principal, Dieruff High School
Mr. Richard Parks
Assistant Principal, Dieruff High School
Mr. Steven Budihas
Head Custodian, Dieruff High School
Ms. Hilda Rivas
Senior Class President, Dieruff High School
EVENT:
MEETING WITH LEHIGH VALLEY 2000 LEADERSHIP
EXPANDED POOL COVERAGE (PHOTO AT BEGINNING)
11:45 am
THE PRESIDENT arrives Library, proceeds to Seat
and begins participation in Meeting.
Page Five
12:15 pm
THE PRESIDENT concludes participation in Meeting,
departs Library and proceeds to Holding Room.
12:20 pm
THE PRESIDENT arrives Holding Room and holds
briefly.
12:22 pm
THE PRESIDENT departs Holding Room and proceeds
to Gymnasium Off-Stage Announcement Area.
12:24 pm
THE PRESIDENT arrives Gymnasium Off-Stage
Announcement Area and holds briefly.
EVENT:
ADDRESS TO SCHOOL COMMUNITY
OPEN PRESS
RUFFLES AND FLOURISHES
OFF-STAGE ANNOUNCEMENT
HAIL TO THE CHIEF
REMARKS
TELEPROMPTER
12:25 pm
THE PRESIDENT is announced onto Stage and proceeds.
to Seat.
12:26 pm Pledge of Allegiance by Miss Ann Snyder,
Valedictorian and Member, ROTC.
12:27 pm Mr. Ed Donley, Chairman, Lehigh Valley
2000, introduces The Honorable Lamar
Alexander, Secretary of Education
12:28 pm Secretary Alexander gives brief remarks.
Page Six
12:30 pm Fourth Graders recite America 2000
Goals.
12:33 pm
THE PRESIDENT is introduced for Remarks by Ms.
Hilda Rivas, Senior Class President, Dieruff High
School.
12:35 pm
THE PRESIDENT Remarks.
12:55 pm
THE PRESIDENT concludes Remarks, departs Stage
and proceeds to Holding Room.
1:00 pm
THE PRESIDENT arrives Holding Room and holds
briefly.
1:05 pm
THE PRESIDENT departs Holding Room and proceeds
to Motorcade.
1:10 pm
THE PRESIDENT boards Motorcade and departs
Dieruff High School en route Allentown-Bethlehem-
Easton Airport.
MOTORCADE ASSIGNMENTS:
Same as on Arrival.
(Drive Time: 10 Minutes)
1:20 pm
THE PRESIDENT arrives Allentown-Bethlehem-Easton
Airport and proceeds to board Air Force One.
Page Seven
1:25 pm
THE PRESIDENT departs Allentown, Pennsylvania
(E.D.T.)
en route Pease Air National Guard Base.
(Flying Time: 55 Minutes)
(Time Change: None)
(Interchange: No)
(Food Service: Lunch)
Page Eight
THE WHITE HOUSE
WASHINGTON
VISIT OF THE PRESIDENT
TO
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
EVENT:
Meeting with Lehigh Valley 2000 Leadership
DATE:
Thursday, April 16, 1992
TIME:
11:55 am - 12:15 pm
LOCATION:
Library, Dieruff High School
ATTENDEES:
17
PRESS:
Expanded Pool Coverage (Photo at Beginning)
SCENARIO:
THE PRESIDENT arrives Dieruff High School and is
met by: Mr. Ray Erb, Jr., Assistant
Superintendant, Pupil Personnel Services; Mr. Michael Meilinger,
Principal, Dieruff High School; Ms. Sandra Holod, Assistant
Principal, Dieruff High School; Mr. Richard Parks, Assistant
Principal, Dieruff High School; Mr. Steven Budihas, Head
Custodian, Dieruff High School; and Ms. Hilda Rivas, Senior Class
President, Dieruff High School. Following the greetings, THE
PRESIDENT proceeds to the Library, takes his seat and begins
participation in Meeting. THE PRESIDENT concludes participation
in Meeting, departs Library and proceeds to Holding Room.
THE WHITE HOUSE
WASHINGTON
VISIT OF THE PRESIDENT
TO
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
EVENT:
Address School Community
DATE:
Thursday, April 16, 1992
TIME:
12:25 pm - 12:55 pm
LOCATION:
Gymnasium, Dieruff High School
ATTENDEES:
2,000
PRESS:
Open
SCENARIO:
THE PRESIDENT arrives Gymnasium, Off-Stage
Announcement Area and holds briefly. THE
PRESIDENT is announced onto Stage to Full Honors by the Dieruff
High School Band, and proceeds to Seat. The Pledge of Allegiance
is led by Miss Ann Snyder, Valedictorian and Member of ROTC,
followed by Mr. Ed Donley, Chairman, Lehigh Valley 2000, who
introduces The Honorable Lamar Alexander, United States
Secretary of Education. Secretary Alexander gives brief remarks.
THE PRESIDENT is introduced for Remarks by Ms. Hilda Rivas,
Senior Class President. (NOTE: A group of Fourth Graders will
read the six goals of America 2000.) THE PRESIDENT Remarks.
(NOTE: A Teleprompter will be used.) Upon conclusion of
Remarks, THE PRESIDENT departs Stage and proceeds to Holding
Room. After a brief hold, THE PRESIDENT proceeds to the
Motorcade and departs Dieruff High School en route Allentown-
Bethlehem-Easton Airport.
The backdrop for Remarks are some of the Dieruff High School
students on bleachers and a banner reading "Lehigh Valley 2000
Welcomes Education President Bush." The Press Platform is
straight on at a 50 ft. throw.
McGroarty/Bunton
April 15, 1992
7:30 pm
PRESIDENTIAL REMARKS: LEHIGH VALLEY 2000
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
1:00 P.M.
Thank you Hilda -- or I should say, my fellow President. //
Let me recognize our able Secretary of Education, Lamar
Alexander. Hometown Congressman Don Ritter. Mayor Joe Daddona
[DA-DOE-NA] of Allentown. Mayor Ken Smith of Bethlehem.
Ed Donley ---- driving force behind Lehigh Valley 2000 and Co-
chair of Pennsylvania 2000, which kicked off back in October.
Ann Snyder -- valedictorian of the class of '92. Our guests who
did such a great job with the goals. Principal Mike Meilinger
[MILE-INJER] for calling this special assembly today.
My thanks to the parents, the teachers and the staff.
Thanks also to all the folks here from Allentown and Easton and
Bethlehem -- the leading lights of Lehigh Valley. Last but not
least, let me say hello to the students of Dieruff High. //
It's astonishing to be here with the Class of '92 as a
graduate of the Class of '42. // I realize the world I thought
of as new -- for you is, well, history. //
Look at the world you'll soon call your own -- at the pace
of change we've come to expect: each day, we see history played
out in the headlines. Old empires expire -- new worlds are born.
In the past six months alone, we've seen the birth of 18 new
nations. [[Who knows how many there'll be by the time you take
that big geography final.]]
2
But the challenges we face -- the sheer complexity of our
world -- can't obscure the basic values that guide this Nation.
Times change, but truths endure. I'm talking about the big
issues that shape our world -- about the values close to home.
Everything I've done -- I've done to preserve and advance three
precious legacies: strong families. Good jobs. A world at
peace.
Securing those legacies has been my mission as President --
and it will be my mission today and every day, now and for the
next four years. //
Right now, here in Allentown and across America, the number
one concern is the economy -- and turning this economy around,
creating jobs, is the mission that matters most. Listen to what
people say about the economy. Get beneath the cold statistics -
- down to the real heart of this issue. People want to know
whether they can keep the job they've got -- and whether they're
on track for a better one. For their kids -- for each one of the
students here today -- parents have got grander visions: not
just a job -- a career. Work that means more than simply making
ends meet: Work that gives real meaning to your life. //
People have a right to ask: what is government's role in
all of this? / No, we can't legislate the American Dream. But
government can serve as a catalyst for change -- clearing away
the obstacles to economic growth and the unnecessary costs of
doing business. Expanding the opportunities for aggressive
businesses and enterprising individuals to create new jobs.
3
Training and educating our children -- giving you the tools of
thought you'll need to compete in the new world economy. //
The fate of America's economic future rests on five key
reforms: On free and fair trade --- our ability to break down
barriers, open new markets to American goods. Our future rests
on legal reform -- on ending the explosion of litigation that
strains our patience and saps our economy. On health care reform
-- opening up access to all Americans, controlling the run-away
cost of health care without sacrificing choice and quality. On
government reform -- because only if we reverse a generation of
creeping bureaucracy, only if we restore limits to government,
can we restore public trust.
Finally, the reason I've come to Lehigh Valley today: our
future depends on education reform -- on our ability to
revolutionize -- literally re-invent our schools. To take that
revolution beyond the four walls of the classroom -- transform
our attitudes and ideas, the way we think about education. //
Education represents a perfect community of interest:
between the individual and society -- between one generation and
the next. Between the proud history we must pass on -- and the
path-breaking future we must create. // And in terms of
America's economic future -- education is nothing less than a
matter of economic survival. It's just this simple: better
schools mean better jobs. //
You've seen the news stories. You've heard the statistics.
Anyone who worries about slack productivity or a bad balance of
4
trade ought to be alarmed about our children's test scores.
Millions of students work hard, millions of dedicated teachers do
their best -- and still, in one test after another, America's
children score at or near the bottom ranks of international
achievement. 11
We don't need another test to tell us something is wrong
with the state of American education. For the sake of every
student here today, we've got to shake off any sense of
complacency -- and shake up the status quo.
Here in Lehigh Valley, that's a lesson you learned years
ago. You didn't wait for word from Washington. You didn't stand
back and watch another generation of kids get less education than
they deserved. This community took a direct interest in what was
going on in the classroom. This community took action. //
I took office determined to put the power of the Presidency
behind change. More than two years ago, we took a strong first
step. Working together with the nation's Governors, we set six
ambitious goals for the year 2000: Every American child must
start school ready to learn. We must raise the high-school
graduation rate to 90%. We must put in place a system of World
Class Standards --- and tests to measure students' progress. We
must be first in the world in math and science. By the year
2000, every American adult must be literate -- and every American
school must be free of drugs, free from the violence that today
too often follows our kids into the classroom. Let me sum up the
5
six goals this way: Together, by the year 2000, we must create
the best schools in the world for our children. //
Let me share a story Lamar told me about a little girl, a
4th Grader named Ariane Williams. At the kick-off for New
Orleans 2000, she stood up -- and here's what she said: "These
goals are not just the President's goals. They're not just the
Governors' goals. They are the nation's goals." / That little
girl got the message -- and so do you.
Goals define the mission. They tell us where we want to go
-- not how to get there. That's why, nearly one year ago to the
day, I mapped out a strategy I call America 2000: a plan to
revolutionize American education. To break the mold -- and for
the sake of our children, put an end to business-as-usual.
Two days from now, we'll mark the first anniversary of
America 2000. Let me share with you today a kind of "report
card" on what we've accomplished. / In one year's time, we've
seen America 2000 catch fire all across this country. Already,
43 states and more than 1000 communities -- from Grand Junction,
Colorado to Lewiston, Maine -- have joined the America 2000
crusade. Everywhere, people like you are working to break down
the barriers between the classroom and the community -- to spark
a grass-roots revolution to re-invent the American school.
But, you know that story -- because Lehigh Valley has led
the way. / /
6
I want to share with you an old African proverb that's the
motto of Minnesota 2000: "It takes an entire village to educate
one child."
And that is what it takes -- because education doesn't just
happen in the classroom. It doesn't start at 8:20 each morning
and end at 5 of 3:00. All of us lead busy lives -- but we must
never be too busy to read to our kids. To teach them right from
wrong. To take an interest in the things they worry about and
wonder at -- to listen, really listen, to what they say. We owe
it to our children, and to ourselves, to see that we live in
communities that care about education -- communities where
learning can happen.
You've got every right to ask: What can Washington do to
help? Here's one way we can. Today, I want to announce a
legislative initiative I call the Lifetime Education and Training
Account -- a package of grants and line of credit worth $25,000
dollars to every eligible American, to further their education or
acquire new job skills to make the most of their abilities. //
I've said before if we want to compete in the 21st Century, we've
got to become a nation of students.
To do that, we've got to take a new approach to the old
notions of "student aid." Think of the working Mom, balancing
her responsibility for her family and her job against her own
hopes for the future. She'd take one college course at a time -
- but she doesn't qualify right now for the grant or loan that
would help pay tuition. Our Lifetime Education and Training
7
Account would help her get back into the classroom. / Here's
the message for the students here today -- and for their parents,
too: Education doesn't end with graduation. Learning has got to
be a life-long pursuit. //
I came to Lehigh -- to one of the first communities to join
the America 2000 crusade -- to set the agenda for the second year
of America 2000. Our next step forward depends on our success in
building a consensus for change around four core ideas -- four
ways to build on what we've begun: to transform the federal
government into a catalyst for real education reform.
First, if we're serious about reaching our goals, we must set
World Class Standards in five core subjects -- and establish a
series of voluntary American Achievement Tests to measure our
children's progress.
Second, we've got to grant states and local school districts
relief from Federal rules and regulations that limit their
ability to improve educational achievement and do nothing to help
us meet our national goals. Our teachers and principals deserve
flexibility -- freedom to use their front-line experience on what
works best in their schools to meet federal goals.
Has anyone asked the teachers here today: How can we ask
you to teach -- and then tie your hands?
Third, we've got to launch a wide-open effort to create
thousands of New American Schools -- starting with at least one
in every Congressional District across the country. Right here
8
in Lehigh Valley, you're hard at work on your plan to make this
community home to its own New American School.
These break-the-mold schools won't conform to any one
blueprint. Some may make a quantum leap forward into tomorrow's
technologies. Others may seek to reach the future by restoring
older traditions, the discipline -- and disciplines -- of an
earlier era. / Each one of these schools would be a living
example of how we can re-invent American education. All we need
now from Congress is the seed money to help people like you
translate ideas into action.
Fourth, we must create an incentive to improve education by
promoting school choice. For far too long, we've shielded our
schools from competition -- allowed the system a damaging
monopoly-power over students. Well, just as monopolies are bad
for the economy -- they're bad for our kids. Every parent should
have the power to choose which school is best for his child --
public, private or religious. //
Look at America's college students. Our university system
is the envy of the world. Each year, we make over $20 billion
dollars in federal grants and loans directly to students -- one
of every two students enrolled in college right now -- to use at
the university of their choice. No one asks whether they enroll
at Penn or Penn State -- at Villanova or Lehigh or Lafayette.
It's time we make the same choice available to all parents from
the moment their children go to school. Whether it's the public
school on your street or the one across town -- whether it's
9
private or parochial, yeshiva or bible school: let parents --
not the government -- decide. //
And let's be clear: if we deny parents school choice --
let's recognize who's hurt worst by the status quo. It's not the
well-to-do. It's not the upper middle class. It's not any one
of us who ever went house-hunting with a map of the good school
districts. Deny people school choice, and the ones you hurt most
are the Middle Class and lower -- and especially the poor.
That's why choice is catching on in some of the hardest-hit
neighborhoods in this nation. Talk to parents spearheading the
school choice crusade -- people like Polly Williams in Milwaukee.
They'll tell you how the lack of choice left them powerless to
force change -- how a public school bureaucracy turned students
into statistics and parents into pawns. Look at Milwaukee today
-- pioneering school choice, giving poor parents control, and
poor children pride. Look at the schools in East Harlem -- where
teachers put their names on waiting lists to get a chance to
teach in a choice school. They can't wait to stand in front of a
classroom of children who want to be there -- who want to learn.
Choice works -- and here's why. When our students are a
captive audience, our schools have no incentive to improve. Say
what you want about reforming our schools: If you're for change
-- you're for school choice. //
These four ideas are generating interest and enthusiasm
among Governors and mayors --- Democrats and Republicans -- among
business leaders from Ed Donley and the Allentown-Lehigh County
10
Chamber of Commerce, to the Fortune 500. Among teachers and
students and parents and principals -- everyone at every level
who understands the need for change.
Everyone, that is, except the leaders of the U.S. Congress.
At a moment when the consensus for change seems to be
reaching critical mass, on Capitol Hill you can watch the last
stand of the status quo. Forces there are waging a last-ditch
effort to put the brakes on change -- to preserve the business-
as-usual approach that brought us the present crisis in
education.
The mind-set up on Capitol Hill reminds me of a letter I got
the other day from an elementary school student -- a little girl
named Haruka Abe: "I like," she says, "when my teacher reads my
class some books -- because everybody gets sleepy."
Take a look at the bill now winding its way through the
Congress -- at the tired old ideas it wants to substitute for the
four path-breaking ideas I mentioned a moment ago.
As part of America 2000, I asked Congress for funds for New
American Schools. Congress said no -- no to funding even 1
percent -- 535 -- of 50,000 New American Schools this nation
needs. They want to funnel more federal dollars into existing
business-as-usual state bureaucracies -- the very same
bureaucracies that put us where we are today.
We asked Congress for authority to help develop World Class
Standards and American Achievement Tests -- tools that would help
us measure our students' progress -- and assess the return we're
11
getting for our education dollars. Congress said no to testing
and standards.
We asked the Congress for flexibility for teachers and
principals. Congress said no -- let's stick to the status quo.
Finally, we asked the Congress to fund pilot programs to
promote school choice -- programs to help poor families in six
American cities. Congress said no to school choice. //
So today, let me serve notice to education lobby and their
friends back on Capitol Hill: One year ago, I asked you to join
with me in a revolution -- to be a part of America 2000. The
time has come to get "on board" -- or stay behind. No more
business-as-usual. //
Congress can drag its feet -- but it can't stop change.
Lehigh Valley is living proof of the words of the great Abraham
Lincoln: "Revolutions do not go backward." There is a time
early in every revolution when the status quo looks steady and
strong -- and the forces that challenge it weak and without
effect. And there is the moment when the forces of change carry
the day -- the bankruptcy of the status quo stands revealed, and
the whole, hollow house of cards collapses.
The revolution in American education is already underway.
In Lehigh Valley and in communities all across America, the old
ways are being abandoned, new ideas advanced. This revolution
will triumph for the simplest and the strongest of reasons:
because American parents want the best for their children.
12
Because there isn't a single child anywhere in America who
doesn't deserve the best education possible. //
From our schools to our courts, from our hospitals to the
halls of government, from the neighborhoods outside our door to
the realities of a new world economy -- the need for reform won't
wait. The only acceptable response is the American response. We
must rekindle a revolution -- a revolution to bring change to the
country that's changed the world. //
The American people have made their choice. The American
people want change. //
Thank you all for this warm welcome -- and may God bless the
United States of America.
# # #
FACSIMILE TRANSMITTAL SHEET
NUMBER OF PAGES INCLUDING COVER 13
DATE 16 APRIL 1992
TO
JANE B. LEONARD
FAX NUMBER 215-820-2244 2228
COMMENTS As IT LEFT OUR SHOP; COULD
CHANGE ON PLANE.
FROM
MCGROARIY /BUNTON
*
DEPARTMENT OF COMMUNICATIONS
*
OFFICE NUMBER
456-2930 / 7750
POTUS INTRO
FACT
ACKS: CAB DIGS
4 Eph
McGroarty/Bunton
April 14 1992
3:30 pm
LEHIGH]
PRESIDENTIAL REMARKS: LEHIGH VALLEY 2000
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
1:00 P.M.
Jeanner please osk
My thanks to the parents, the teachers and the staff.
Thanks also to all the folks here from Allentown and Easton and
Bethlehem -- the leading lights of Lehigh Valley. Last but not Rae
least, let me say hello to the students of Dieruff High. // to
It's astonishing to be here with the Class of '92 as a
revew
graduate of the Class of '42. // I realize the world I thought pile
Philips Andsva 613 Bio
of as new -- for you is, well, history. //
Look
at
the
world
you'll
soon
call
your
own
:
at
the
pace
Thanks
out of change in the we've headlines. come to Old expect: empires each expire day, -- we new see worlds history are played born. Mink
4/19/92 ASNE
In the past six months alone, we've seen the birth of 18 new
nations. [[Who knows how many there'll be by the time you take
that big geography final. ]]
But the challenges we face -- the sheer complexity of our
world -- can't obscure the basic values that guide this Nation.
Times change, but truths endure. I'm talking about the big
issues that shape our world -- about the values close to home.
Everything I've done -- I've done to preserve and advance three
precious legacies: strong families. Good jobs. A world at
peace.
2
Securing those legacies has been my mission as President --
and it will be my mission today and every day, now and for the
next four years. //
Right now, here in Allentown and across America, the number
one concern is the economy -- and turning this economy around,
creating jobs, is the mission that matters most. Listen to what
people say about the economy. Get beneath the cold statistics -
- down to the real heart of this issue. People want to know
whether they can keep the job they've got -- and whether they're
on track for a better one. For their kids -- for each one of the
students here today -- parents have got grander visions: not
just a job -- a career. Work that means more than simply making
ends meet: Work that gives real meaning to your life. //
People have a right to ask: what is government's role in
all of this? / No, we can't legislate the American Dream. But
government can serve as a catalyst for change -- clearing away
the obstacles to economic growth and the unnecessary costs of
doing business. Expanding the opportunities for aggressive
businesses and enterprising individuals to create new jobs.
Training and educating our children -- giving you the tools of
thought you'll need to compete in the new world economy. //
The fate of America's economic future rests on five key
reforms: On free and fair trade -- our ability to break down
barriers, open new markets to American goods. Our future rests
on legal reform -- on ending the explosion of litigation that
strains our patience and saps our economy. On health care reform
3
-- opening up access to all Americans, controlling the run-away
cost of health care without sacrificing choice and quality. On
government reform -- because only if we reverse a generation of
creeping bureaucracy, only if we restore limits to government,
can we restore public trust.
Finally, the reason I've come to Lehigh Valley today: our
future depends on education reform -- our ability to
revolutionize -- literally re-invent our schools. //)
Education represents a perfect community of interest:
between the individual and society -- between one generation and
the next. Between the proud history we must pass on -- and the
path-breaking future we must create. // And in terms of
America's economic future -- education is nothing less than a
matter of economic survival. //
You've seen the news stories. You've heard the statistics.
Anyone who worries about slack productivity or a bad balance of
trade ought to be alarmed about our children's test scores.
Richard
Millions of students work hard millions of dedicated teachers
do
whalen
their best -- and still, in one test after another, America's
children score at or near the bottom ranks of international
achievement. //
We don't need another test to tell us something is wrong
with our schools. For the sake of every student here today,
school
we've got to shake off any sense of complacency -- and shake up
the status quo.
teachers
4
Here in Lehigh Valley, that's a lesson you learned years
ago. You didn't wait for word from Washington. You didn't stand
back and watch another generation of kids get less education than
they deserved. This community took a direct interest in what was
going on in the classroom. This community took action. //
I took office determined to put the power of the Presidency
9-27-89
Va.
behind change.
More than two years ago, we took a strong first
step. Working together with the nation's Governors, we set six
ambitious goals for the year 2000: We agreed we must raise the
high-school graduation rate to 90%. We must be first in the
world in math and science. We must put in place a system of
Nat'l 4-18-91 Ed. Strategy
World Class Standards -- and tests to measure students' progress.
By the year 2000, every American adult must be literate. Every
American child must start school ready to learn -- and every
American school must be free of drugs, free from the violence
that today too often follows our kids into the classroom. Let
me sum up the six goals this way: Together, by the year 2000, we
must create the best schools in the world for our children. //
Let me share a story Lamar told me about a little girl, a
4th Grader named Ariane Williams. At the kick-off for New
Orleans 2000, she stood up -- and here's what she said: "These
goals are not just my goals. They're not just the Governors'
goals. They are the nation's goals." / That little girl got
the message -- and so do you.
Goals define the mission. They tell us where we want to go
-- not how to get there. That's why, nearly one year ago to the
4-18-91
day, I mapped out a strategy I call America 2000:
a plan to
revolutionize American education. To put an end to business as
usual: to break the mold -- build a new generation of American
schools.
4-18-92 Thurs. 16ᵗʰ, speechdate
Two days from now, we'll mark the first anniversary of
America 2000. Let me share with you today a kind of "report
card" on what we've accomplished. / In one year's time, we've
seen America 2000 catch fire all across this country. Already,
Jay
43 states and more than 1000 communities -- from Grand Junction,
Diskey
Colorado to Lewiston, Maine -- have joined the America 2000
crusade. Everywhere, people like you are working to break down
0570
the barriers between the classroom and the community -- to spark
a grass-roots revolution to re-invent the American school.
But, you know that story -- because Lehigh Valley has led
the way. //
I want to share with you an old African proverb that's the
motto of Minnesota 2000: "It takes an entire village to educate
one child.
] Jay Diskey 401-0570
And that is what it takes -- because education doesn't just
to
happen in the classroom. It doesn't start at 9 a.m. and end at
2:55
3
3.
All of us lead busy lives --- but we must never be too busy to
read to our kids. To teach them right from wrong. To take an
interest in the things they worry about and wonder at -- to
listen, really listen, to what they say. We owe it to our
children, and to ourselves, to see that we live in communities
w/
Jinaring
to
ann
print
6
A
will
that care about education -- communities where learning can
happen
define then
92
You've got every right to ask: What can Washington do to
17, help? Here's one way we can. Today, I want to announce a new
initiative:
a Lifetime Education and Training Account -- a line
legislation Suposal
eligible
of credit, a package of grants and loans worth $25,000 dollars to
every American, to use to further their education or aquire new
job skills to make the most of their abilities. // I've said
before if we want to compete in the 21st Century, we've got to
become a nation of students.
To do that, we've got to take a new approach to the old
notions of "student aid." Think of the working Mom, balancing
her responsibility for her family and her job against her own
hopes for the future. She'd take one college course at a time -
- but she doesn't qualify right now for the grant or loan that
would help pay tuition. Our Lifetime Education and Training
Account would help her get back into the classroom. / Here's
the message for the students here today -- and for their parents,
too: Education doesn't end with graduation. Learning has got to
be a life-long pursuit. //
I came to Lehigh to one of the first communities to join
the America 2000 crusade to set the agenda for the second year
Value
America 2000. Our next step forward depends on our success in
building a consensus for change around four core ideas -- four
ways to build on what we've begun: to transform the federal
government into a catalyst for real education reform.
field
Report.
7
First, if we're serious about reaching our goals, we must set
World Class Standards in five core subjects -- and establish a
series of voluntary American Achievement Tests to measure our
children's progress.
Second, we've got to grant states and local school districts
relief from Federal rules and regulations that limit their
ability to improve educational achievement and do nothing to help
us meet our national goals. Our teachers and principals deserve
flexibility -- freedom to use their front-line experience on what
works best in their schools to meet federal goals.
Right now, federal rules force schools to stick with
outdated tests -- rather than go with new ones and risk the loss
of millions of dollars in federal funds. In other cases, federal
restrictions result in sprinkling remedial instruction in equal
but ineffective amounts across large numbers of children --
instead of focusing enough time and energy to make a real
difference for kids who need it most.
Has anyone asked the teachers here today: does that make
sense? How can we ask you to teach -- and then tie your hands?
Third, we've got to launch a wide-open effort to create New
American Schools -- at least one in every Congressional District
across the country. Lehigh Valley is hard at work on its plan
to make this community home to its own New American School.
These break-the-mold schools won't conform to any one
blueprint. Some may make a quantum leap forward into tomorrow's
technologies. Others may seek to reach the future by restoring
8
older traditions, the discipline -- and disciplines -- of an
earlier era. Each one of these schools would be a laboratory of
learning -- a living example of how we can re-invent American
education. All we need now from Congress is the seed money to
help people like you translate ideas into action.
Fourth, we must create an incentive to improve education by
promoting school choice. For far too long, we've shielded our
schools from competition -- allowed the system a damaging
monopoly-power over students. Well, just as monopolies are bad
21.4
for the economy -- they're bad for our kids. Every parent should hillim
have the power to choose which school is best for his child --
actual
Terri Williams
public, private or religious. //
5880
OMB
192
Look at America's college students. Our university system
zz nearly bil.
is the envy of the world. Each year, we make over $15 billion
dollars in federal grants and loans directly to students -- to
in GSC
use at the university of their choice. No one asks whether they
prive denom.
enroll at Penn or Penn State -- at Villanova or Lehigh or
public- non
pri- Catholic
pri-NON
Lafayette. It's time we make the same choice available to all
pri- Presbyterian
parents from the moment their children go to school. Whether
it's public or parochial school, yeshiva or bible school -- let
parents, not the government, decide. //
And let's be clear: if we deny parents school choice --
let's recognize who's hurt worst by the status quo. It's not the
well-to-do. It's not the upper middle class. It's not any one
of us who ever went house-hunting with a map of the good school
9
districts. / Deny people school choice, and the ones you hurt
most are the Middle Class and lower -- and especially the poor.
That's why choice is catching on in some of the hardest-hit
neighborhoods in this nation. Talk to parents spearheading the
school choice crusade -- people like Polly Williams in Milwaukee.
They'll tell you how the lack of choice left them powerless to
force change -- how a public school bureaucracy turned students
into statistics and parents into pawns. Look at Milwaukee today
-- pioneering school choice, giving poor parents control, and
poor children pride. Look at the schools in East Harlem -- where
teachers put their names on waiting lists to get a chance to
teach in a choice school. They can't wait to stand in front of a
classroom of children who want to be there -- who want to learn.
Choice works -- and here's why. When our students are a
captive audience, our schools have no incentive to improve. What
competition brings to the economy -- choice can bring to
education. Say what you want about reforming our schools: If
you're for change -- you're for school choice.
These four ideas are generating interest and enthusiasm
among Governors and mayors -- Democrats and Republicans -- among
business leaders from Ed Donley and the Allentown-Lehigh County
Chamber of Commerce, to the Fortune 500. Among teachers and
students and parents and principals -- everyone at every level
who understands the need for change.
Everyone, that is, except the leaders of the U.S. Congress.
At a moment when the consensus for change seems to be
10
reaching critical mass, on Capitol Hill you can watch the last
stand of the status quo. Forces there are waging a last-ditch
effort to put the brakes on change -- to preserve the business-
as-usual approach that brought us the present crisis in
education.
Take a look at the bill now winding its way through the
Bob Okun
Congress -- and what it does to the four path-breaking ideas I O.FEd
401-0020
mentioned a moment ago.
As part of America 2000, I asked Congress for funds for New
ok but can use $550 (gral even more this is start)
American Schools $545 million from now until 1994. Last year,
par of which for new Am. schools ->(for entire Am 2000 activities)
Congress set aside $100 million dollars for 1992 -- and set a
deadline of April 1 to decide how the money would be used. This
month, that self-imposed deadline came and went -- wiping out any
for Congress
Private sector is maving
chance to make a start on New American Schools this year. For ahead to
1993, the House plans more of the same: the bill under AM. people want shows these
fund
new schools!
consideration right now would funnel more than $800 million into Congress
is
ended in
existing business-as-usual state bureaucracies -- and not a penny
scread up
opending
for the new experimental schools we need.
and Amexa wents)
We asked Congress for authority to help develop World Class
to
Princing
Standards and American Achievement Tests -- tools that would help
us measure our students' progress -- and assess the return we're
getting for our education dollars.
The House of
Representatives is threatening an amendment to deny the Education
Samy
Department the right to fund even a study of standards or tests.
7
Finally, we asked the Congress to fund pilot programs to
promote school choice -- programs to help poor families in six
public school
no
choice
American cities.
Under heavy pressure from the education lobby,
House and Senate leaders have stripped any mention of school
choice out of their bills. //
Instead of supporting America 2000, the bill Congress claims
will help our schools is an exercise in cynicism -- call it the
Status Quo Schools Act of 1992. So today, let me serve notice to
education lobby and their friends back on Capitol Hill: I will
not let Congress spend a billion dollars on a business-as-usual
bill -- and call it education reform. [[ If Congress wants to
side with status quo schools --- Congress can count on a veto. ]]
Congress can drag its feet -- but it can't stop change.
Lehigh Valley is living proof of the words of the great Abraham
Lincoln
Ency
Lincoln:
Revolution
"Revolutions do not go backward.
There is a time
early in every revolution when the status quo looks steady and
strong -- and the forces that challenge it weak and without
effect. And there is the moment when the forces of change carry
the day -- the bankruptcy of the status quo stands revealed, and
the whole, hollow house of cards collapses.
The revolution in American education is already underway.
In Lehigh Valley and in communities all across America, the old
ways are being abandoned, new ideas advanced. This revolution
will triumph for the simplest and the strongest of reasons:
because American parents want the best for their children.
Because there isn't a single child anywhere in America who
doesn't deserve the best education possible. //
12
From our schools to our courts, from our hospitals to the
halls of government, from the neighborhoods outside our door to
the realities of a new world economy -- the need for reform won't
wait. The only acceptable response is the American response. We
must rekindle a revolution -- a revolution to bring change to the
country that's changed the world. //
The American people have made their choice. The American
people want change. //
Thank you all for this warm welcome -- and may God bless the
United States of America.
# # #
where to
Jeannie- F411 L.A.'s
2.5 pm
put
accounts,
McGroarty/Bunton
April 14, 1992
5:00 pm
[LEHIGH]
PRESIDENTIAL REMARKS: LEHIGH VALLEY 2000
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
1:00 P.M.
My thanks to the parents, the teachers and the staff.
Thanks also to all the folks here from Allentown and Easton and
Bethlehem -- the leading lights of Lehigh Valley. Last but not
least, let me say hello to the students of Dieruff High. //
It's astonishing to be here with the Class of '92 as a
graduate of the Class of '42. // I realize the world I thought
of as new -- for you is, well, history. //
Look at the world you'll soon call your own. Each day we
see new evidence: History played out in the headlines. Old
empires expire -- new worlds are born. In the past six months
alone, we've seen the birth of 18 new nations. [[Who knows how
many there'll be by the time you take that big geography final. ]]
But the challenges we face -- the sheer complexity of our
world -- can't obscure the basic values that guide this Nation.
Times change, but truths endure. I'm talking about the big
issues that shape our world --- about the values close to home.
Everything I've done -- I've done to preserve and advance three
precious legacies: strong families. Good jobs. A world at
peace.
Securing those legacies has been my mission as President --
and it will be my mission today and every day, now and for the
next four years. //
2
Right now, here in Allentown and across America, the number
one concern is the economy -- and turning this economy around,
creating jobs, is the mission that matters most. Listen to what
people say about the economy. Get beneath the cold statistics -
- down to the real heart of this issue. People want to know
whether they can keep the job they've got -- and whether they're
on track for a better one. For their kids -- for each one of the
students here today -- they've got grander visions: not just a
job -- a career. Work that means more than simply making ends
meet: Work that gives real meaning to your life. //
People have a right to ask: what is government's role in
all of this? / No, we can't legislate the American Dream. But
government can serve as a catalyst for change -- clearing away
the obstacles to economic growth and the unnecessary costs of
doing business. Expanding the opportunities for aggressive
businesses and enterprising individuals to create new jobs.
Training and educating our children -- giving you the tools of
thought you'll need to compete in the new world economy. //
The fate of America's economic future rests on five key
reforms: On free and fair trade -- our ability to break down
barriers, open new markets to American goods. Our future rests
on legal reform -- on ending the explosion of litigation that
strains our patience and saps our economy. On health care reform
-- opening up access to all Americans, controlling the run-away
cost of health care without sacrificing choice and quality. On
government reform -- because only if we reverse a generation of
3
creeping bureaucracy, only if we restore limits to government,
can we restore public trust.
Finally, the reason I've come to Lehigh Valley today: our
future depends on education reform -- our ability to
revolutionize -- literally re-invent our schools. (Together, by
the year 2000, we must create the best schools in the world for
our children. //)
Education represents a perfect community of interest:
between the individual and society -- between one generation and
the next. Between the proud history we must pass on -- and the
path-breaking future we must create. // And in terms of
America's economic future -- education is nothing less than a
matter of economic survival. //
You've seen the news stories. You've heard the statistics.
Anyone who worries about slack productivity or a bad balance of
trade ought to be alarmed about our children's test scores.
Millions of students work hard, millions of dedicated teachers do
their best -- and still, in one test after another, America's
children score at or near the bottom ranks of international
achievement. //
We don't need another test to tell us something is wrong
with our schools. For the sake of every student here today,
we've got to shake off any sense of complacency -- and shake up
the status quo.
Here in Lehigh Valley, that's a lesson you learned years
ago. You didn't wait for word from Washington. You didn't stand
4
back and watch another generation of kids get less education than
they deserved. This community took a direct interest in what was
going on in the classroom. This community took action. //
I took office determined to put the power of the Presidency
behind change. More than two years ago, we took a strong first
step. Working together with the nation's Governors, we set six
ambitious goals for the year 2000: We agreed we must raise the
high-school graduation rate to 90%. We must be first in the
world in math and science. We must put in place a system of
World Class Standards -- and tests to measure students' progress.
By the year 2000, every American adult must be literate. Every
American child must start school ready to learn -- and every
American school must be free of drugs, free from the violence
that today too often follows our kids into the classroom.
ANIANE Wms.
[Lamar told me about a little girl named XXX -- and what she
She said:
said :] These goals are not just my goals. They're not just the
The Prenduct
Governors' goals. They are the nation's goals and more than
that, they are the hope of the next generation.
Goals define the mission. They tell us where we want to go
-- not how to get there. That's why, nearly one year ago to the
day, I mapped out a strategy I call America 2000: a plan to
revolutionize American education. To put an end to business as
usual: to break the mold -- build a new generation of American
schools.
Two days from now, we'll mark the first anniversary of
America 2000. Let me share with you today a kind of "report
5
card" on what we've accomplished. / In one year's time, we've
seen America 2000 catch fire all across this country. Already,
43 states and more than 1000 communities -- from Grand Junction,
Colorado to Lewiston, Maine -- have joined the America 2000
crusade. Everywhere, people like you are working to break down
the barriers between the classroom and the community -- to spark
a grass-roots revolution to re-invent the American school.
But, you know that story -- because Lehigh Valley has led
the way. //
I want to share with you an old African proverb that's the
motto of Minnesota 2000: "It takes an entire village to educate
one child."
And that is what it takes -- because education doesn't just
happen in the classroom. It doesn't start at 9 a.m. and end at
tack
simular trans: transation
3. All of us lead busy lives -- but we must never be too busy to
to to flee you
read to our kids. To teach them right from wrong. To take an
kids
end docut duation alw
interest in the things they worry about and wonder at -- to
"you"
listen, really listen, to what they say. We owe it to our
instead
children, and to ourselves, to see that we live in communities
that care about education -- communities where learning can
happen.
Today, I came to Lehigh --- to one of the first communities
to join the America 2000 crusade -- to set the agenda for the
second year of America 2000. Our next step forward depends on
our success in building a consensus for change around four core
ideas -- four ways to build on what we've begun: to transform
6
the federal government into a catalyst for real education reform.
First, if we're serious about reaching our goals, we must
set World Class Standards in five core subjects -- and establish
a series of voluntary American Achievement Tests to measure our
children's progress.
Second, we've got to grant states and local school districts
relief from the rigid formula-grant approach that forces a one-
size-fits-all solution on our schools: allowing teachers and
principals flexibility -- freedom to apply federal resources to
fit local circumstances.
Right now, federal rules force schools to stick with
outdated tests -- rather than go with new ones and risk the loss
of millions of dollars in federal funds. In other cases, federal
restrictions result in sprinkling remedial instruction in equal
but ineffective amounts across large numbers of children --
instead of focusing enough time and energy to make a real
difference for kids who need it most.
Has anyone asked the teachers here today: does that make
sense? How can we ask you to teach -- and then tie your hands?
Third, we've got to launch a wide-open effort to create New
American Schools -- at least one in every Congressional District
across the country. Lehigh Valley is hard at work on its plan to
make this community home to its own New American School.
These break-the-mold schools won't conform to any one
blueprint. Some may make a quantum leap forward into tomorrow's
technologies. Others may seek to reach the future by restoring
7
older traditions, the discipline -- and disciplines -- of an
earlier era. Each one of these schools would be a laboratory of
learning -- a living example of how we can re-invent American
education. All we need now is the seed money to translate ideas
into action.
Fourth, we must create an incentive to improve education by
promoting school choice. For far too long, we've shielded our
schools from competition -- allowed the system a damaging
monopoly-power over students. Well, just as monopolies are bad
for the economy -- they're bad for our kids. Every parent should
have the power to choose which school is best for his child --
public, private or religious. //
Look at America's college students. Our university system
is the envy of the world. Each year, we make over $15 billion
dollars in federal grants and loans directly to students -- to
use at the university of their choice. No one asks whether they
1)oub/st.
enroll at Penn State or Penn? -- at SMU or Notre Dame. It's
waiting
time we make the same choice available to all parents from the
cuput
rearges
aprivate-
cath
moment their children go to school. Whether it's parochial
school or yeshiva or bible school -- let parents, not the
3) Privabe
government, decide. //
PROJ.
And let's be clear: if we deny parents school choice --
let's recognize who's hurt worst by the status quo. It's not the
well-to-do. It's not the upper middle class. It's not any one
of us who ever went house-hunting with a map of the good school
8
districts. / Deny people school choice, and the ones you hurt
most are the Middle Class and lower -- and especially the poor.
That's why choice is catching on in some of the hardest-hit
neighborhoods in this nation. Talk to parents spearheading the
school choice crusade -- people like Polly Williams in Milwaukee.
They'll tell you how the lack of choice left them powerless to
force change -- how a public school bureaucracy turned students
into statistics and parents into pawns. Look at Milwaukee today
-- pioneering school choice, giving poor parents control, and
poor children pride. // Look at the schools in East Harlem --
where teachers put their names on waiting list to get a chance to
teach in a choice school. They can't wait to stand in front of a
classroom of children who want to be there -- who want to learn.
Choice works -- and here's why. When our students are a
captive audience, our schools have no incentive to improve. What
competition brings to the economy -- choice can bring to
education. Say what you want about reforming our schools: If
you're for change -- you're for school choice.
These four ideas are generating interest and enthusiasm
among Governors and mayors -- Democrats and Republicans -- among
business leaders from Ed Donley and the Allentown-Lehigh County
Chamber of Commerce, to the Fortune 500. Among teachers and
students and parents and principals -- everyone at every level
who understands the need for change.
Everyone, that is, except the leaders of the U.S. Congress.
At a moment when the consensus for change seems to be
9
reaching critical mass, on Capitol Hill you can watch the last
stand of the status quo. Forces there are waging a last-ditch
effort to put the brakes on change -- to preserve the business-
as-usual approach that brought us the present crisis in
education.
Take a look at the bill now winding its way through the
Congress -- and what it does to the four path-breaking ideas I
mentioned a moment ago.
OMBI
As part of America 2000, I asked Congress for funds for New
American Schools -- $545 million from now until 1994. Last year,
Congress set aside $100 million dollars for New American Schools
in 1992 -- and set a deadline of April 1 to decide how the money
would be used. This month, that self-imposed deadline came and
went -- wiping out any chance to make a start on New American
Schools this year. Next year, the House bill would funnel more
than $800 million into existing business-as-usual state
bureaucracies -- and not a penny for the new experimental schools
we need.
We asked Congress for funds to develop World Class Standards
and American Achievement Tests -- tools that would help us
measure our students' progress -- and assess the return we're
getting for our education dollars. When it comes to making our
schools more accountable, the House of Representatives is
threatening an amendment to deny the Education Department the
right to fund even a study of standards or tests.
10
Finally, we asked the Congress to fund pilot programs to
promote school choice -- programs to help poor families in six
cuats?
American cities. Under heavy pressure from the education lobby,
House and Senate leaders have stripped any mention of school
choice out of their bills. //
Instead of supporting America 2000, the bill Congress claims
will help our schools is an exercise in cynicism -- call it the
Status Quo Schools Act of 1992. So today, let me serve notice to
education lobby and their friends back on Capitol Hill: I will
not let Congress spend a billion dollars on a business-as-usual
bill -- and call it education reform. [[ If Congress wants to
side with status quo schools -- Congress can count on a veto. ]]
Congress can drag its feet -- but it can't stop change.
Lehigh Valley is living proof of the words of the great Abraham
Lincoln: "Revolutions do not go backward." There is a time
early in every revolution when the status quo looks steady and
strong -- and the forces that challenge it weak and without
effect. And there is the moment when the forces of change carry
the day -- the bankruptcy of the status quo stands revealed, and
the whole, hollow house of cards collapses.
The revolution in American education is already underway.
In Lehigh Valley and in communities all across America, the old
ways are being abandoned, new ideas advanced. This revolution
will triumph for the simplest and the strongest of reasons:
because American parents want the best for their children.
11
Because there isn't a single child anywhere in America who
doesn't deserve the best education possible. //
From our schools to our courts, from our hospitals to the
halls of government, from the neighborhoods outside our door to
the realities of a new world economy -- the need for reform won't
wait. The only acceptable response is the American response. We
must rekindle a revolution -- a revolution to bring change to the
country that's changed the world. //
The American people have made their choice. The American
people want change. //
Thank you all for this warm welcome -- and may God bless the
United States of America.
# # #
FACT CHECK Copy
INTRO POTUS:
McGroarty/Bunton
April 13, 1992
5:00 pm
MC
[LEHIGH]
ACKS: CABINET
PRESIDENTIAL REMARKS: LEHIGH VALLEY 2000
ALLENTOWN, PENNSYLVANIA
APRIL 16, 1992
1:00 P.M.
My thanks to the parents, the teachers and the staff.
Thanks also to all the folks here from Allentown and Easton and
Bethlehem -- the leading lights of Lehigh Valley. Last but not
least, let me say hello to the students of Dieruff High. //
It's astonishing to be here with the Class of '92 as a
[PHILLIPS ACADEMY, ANDOVER]
graduate of the Class of '42. // I realize the world I thought
of as new -- for you is, well, history. //
Look at the world you'll soon call your own. Each day we
see new evidence: History played out in the headlines. Old
ASWE
empires expire -- new worlds are born.
In the past six months
April9, 1992
alone, we've seen the birth of 18 new nations.
[[Who knows how
many there'll be by the time you take that big geography final.]]
But the challenges we face -- the sheer complexity of our
world -- can't obscure the basic values that guide this Nation.
Times change, but truths endure. I'm talking about the big
issues that shape our world -- about the values close to home.
Everything I've done -- I've done to preserve and advance three
precious legacies: strong families. Good jobs. A world at
peace.
2
Securing those legacies has been my mission as President --
and it will be my mission today and every day, now and for the
next four years. //
Right now, here in Allentown and across America, the number
one concern is the economy -- and turning this economy around,
creating jobs, is the mission that matters most. Listen to what
people say about the economy. Get beneath the cold statistics -
- down to the real heart of this issue. People want to know
whether they can keep the job they've got -- and whether they're
on track for a better one. For their kids -- for each one of the
students here today -- they've got grander visions: not just a
job -- a career. Work that means more than simply making ends
meet: Work that gives real meaning to your life. //
People have a right to ask: what is government's role in
all of this? / No, we can't legislate the American Dream. But
government can serve as a catalyst for change -- clearing away
the obstacles to economic growth and the unnecessary costs of
doing business. Expanding the opportunities for aggressive
businesses and enterprising individuals to create new jobs.
Training and educating our children -- giving you the tools of
thought you'll need to compete in the new world economy. 11 MASLIM
The fate of America's economic future rests on five pillars:
On free and fair trade -- our ability to break down barriers,
open new markets to American goods. Our future rests on legal
reform -- on ending the explosion of litigation that strains our
patience and saps our economy. On health care reform -- opening
3
(5)
up access to all Americans, controlling the run-away cost of
health care without sacrificing choice and quality. On
government reform -- because only if we reverse a generation of
creeping bureaucracy, only if we restore limits to government,
can we restore public trust.
Finally, the reason I've come to Lehigh Valley today: our
future depends on education reform -- our ability to
revolutionize -- literally re-invent our schools: to prepare a
new generation for the challenges of the next century.
Education represents a perfect community of interest:
between the individual and society -- between one generation and
the next. Between the proud history we must pass on -- and the
path-breaking future we must create. // And in terms of
you business leaders have know
America's economic future -- education is nothing less than a
matter of economic survival. //
You've seen the news stories. You've heard the bleak
statistics. Anyone who worries about slack productivity or a bad
balance of trade ought to be alarmed about our children's test Dept. Ed
RICHARD
scores. Millions of students work hard, millions of dedicated WHALEN
219 1664
teachers do their best -- and still, in one test after another,
est. 91-92
America's children score at or near the bottom ranks of
2,431, 000
international achievement. //
public sches public teachers
We don't need another test to tell us something is wrong
with our schools. For the sake of every student here today,
we've got to shake off any sense of complacency -- and shake up
the status quo.
4
Here in Lehigh Valley, that's a lesson you learned years
ago. You didn't wait for word from Washington. You didn't stand
back and watch another generation of kids get less education than
they deserved. This community took a direct interest in what was
going on in the classroom. This community took action. //
I took office determined to put the power of the Presidency
September 27, 1989 Va
National Natucation
behind change. More than two years ago, we took a strong first
step. Working together with the nation's Governors, we set six
strategy
ambitious goals for the year 2000: We agreed we must raise the
April 18, 1991
high-school graduation rate to 90%. We must be first in the
world in math and science. We must put in place a system of
World Class Standards -- and tests to measure students' progress.
By the year 2000, every American adult must be literate. Every
American child must start school ready to learn -- and every
American school must be free of drugs, free from the violence
that today too often follows our kids into the classroom.
Let me make this clear: These goals are not just my goals.
They're not just the Governor's goals. They are the nation's
goals -- and more than that, they are the hope of the next
generation.
Goals define the mission. They tell us where we want to go
-- not how to get there. That's why, nearly one year ago to the
April 18,1991 18,
day, I mapped out a strategy I call America 2000: a plan to
revolutionize American education. To put an end to business as
usual: to break the mold -- build a new generation of American
schools.
18, 1992644 spachdate
5
Two days from now, we'll mark the first anniversary of
America 2000. Let me share with you today a kind of "report
card" on what we've accomplished. / In one year's time, we've
Jay
seen America 2000 catch fire all across this country. Already,
A
Disley
43 states and more than 1000 communities -- from
Grand Junction,
Colorado to Lewiston, Maine -- have joined the America 2000
crusade. Everywhere, people like you are working to break down
the barriers between the classroom and the community -- to spark
a grass-roots revolution to re-invent the American school.
But, you know that story -- because Lehigh Valley has led
the way.
Jay
I want to share with you an old African proverb that's the
motto of Minnesota 2000: "It takes an entire village to educate
Dishey
one child."
4060570
Half
chese
And that is what it takes -- because education doesn't just
happen in the classroom. It doesn't start at 9 a.m. and end at 8:20am to
3.
We owe it to our children and to ourselves to see that we 2:55 PM
live in communities that care about education -- communities
where learning can happen.
America 2000 Newsletter Oct. /March92 Am.2080 3000
Am
Field Report
Today, I came to Lehigh -- to one of the first communities
to join the America 2000 crusade -- to say the time has come to
carry the revolution to the national level. Taking that step
depends on our success in building a consensus for change around
four core ideas -- four ways to transform the federal government
into a catalyst for real education reform.
6
First, if we're serious about reaching our goals, we must
set World Class Standards in five core subjects -- and establish
a series of voluntary American Achievement Tests to measure our
children's progress.
Second, we've got to grant states and local school districts
relief from the rigid formula-grant approach that forces a one-
size-fits-all solution on our schools: allowing teachers and
principals flexibility -- freedom to apply federal resources to
fit local circumstances
*
Right now, federal rules force schools to stick with
graph Underderation
outdated tests -- rather than go with new ones and risk the loss
millions of dollars in federal funds. In other cases, federal
restrictions result in sprinkling remedial instruction in equal
but ineffective amounts across large numbers of children --
instead of focusing enough time and energy to make a real
difference for kids who need it most.
Has anyone asked the teachers here today: does that make
sense? How can we ask you to teach -- and then tie your hands?
Third, we've got to launch a wide-open experiment to create
New American Schools -- at least one in every Congressional
District across the country. Lehigh Valley is hard at work on
its plan to make this community home to its own New American
School.
These break-the-mold schools won't conform to any one
blueprint. Some may make a quantum leap forward into tomorrow's
technologies. Others may seek to reach the future by restoring
7
older traditions, the discipline -- and disciplines -- of an
earlier era. Each one of these schools would be a laboratory of
learning -- an experimental attempt to re-invent American
education. All we need now is the seed money to translate ideas
into action.
Fourth, we must create an incentive to improve education by
promoting school choice. For far too long, we've shielded our
schools from competition -- allowed the system a damaging
monopoly-power over students. Well, just as monopolies are bad
for the economy -- they're bad for our kids. Every parent should
have the power to choose which school is best for his child --
New 20 birin (estimate)
Tem
williams
public, private or religious. //
[21. 4 bullin actual] 5880
Look at America's college students. Our university system OMB
92>
$ nearly 22 billion in gsL
is the envy of the world. Each year, we make over $15 billion
and
dollars in federal grants and loans directly to students -- to wre study
use at the university of their choice. No one asks whether they
enroll at Penn State or USC -- at SMU or Notre Dame. It's time
we make the same choice available to all parents from the moment
New york
their children go to school. Whether it's parochial school or
yeshiva or bible school -- let parents, not the government,
decide. //
And let's be clear: if we deny parents school choice --
let's recognize who's hurt worst by the status quo. It's not the
well-to-do. It's not the upper middle class. It's not any one
of us who ever went house-hunting with a map of the good school
8
districts. / Deny people school choice, and the ones you hurt
most are the Middle Class and lower -- and especially the poor.
That's why choice is catching on in some of the hardest-hit
neighborhoods in this nation. Talk to parents spearheading the
school choice crusade -- people like Polly Williams in Milwaukee.
They'll tell you how the lack of choice left them powerless to
force change -- how a public school bureaucracy turned students
into statistics and parents into pawns. Look at Milwaukee today
-- pioneering school choice, giving poor parents control, and
poor children pride. 11 Look at the schools in East Harlem --
where teachers put their names on waiting 1ist to get a chance to
teach in a choice school. They can't wait to stand in front of a
classroom of children who want to be there -- who want to learn.
Choice works -- and here's why. When our students are a
captive audience, our schools have no incentive to improve. What
competition brings to the economy -- choice can bring to
education. Say what you want about reforming our schools: If
you're for change -- you're for school choice.
These four ideas are generating interest and enthusiasm
among Governors and mayors -- Democrats and Republicans -- among
business leaders from Ed Donley and the Allentown-Lehigh County
Chamber of Commerce, to the Fortune 500. Among teachers and
students and parents and principals --- everyone at every level
who understands the need for change.
Everyone, that is, except the leaders of the U.S. Congress.
At a moment when the consensus for change seems to be
9
reaching critical mass, on Capitol Hill you can watch the last
stand of the status quo. Forces there are waging a last-ditch
effort to put the brakes on change -- to preserve the business-
as-usual approach that brought us the present crisis in
education.
Take a look at the bill now winding its way through the
Bob
Congress -- and what it does to the four path-breaking ideas I
Okun
mentioned a moment ago.
401-ouzo
As part of America 2000, I asked Congress for funds for New
American Schools -- $545 million from now until 1994. Last year,
new
Congress set aside $100 million dollars for New American Schools
Forth
in 1992 -- and set a deadline of April 1 to decide how the money
on
would be used. This month, that self-imposed deadline came and
5:00
pm
went -- wiping out any chance to make a start on New American
Drish.
Schools this year. Next year, the House bill would funnel more
than $800 million into existing business-as-usual state
bureaucracies -- and not a penny for the new experimental schools
we need.
We asked Congress for funds to develop World Class Standards
and American Achievement Tests -- tools that would help us
measure our students' progress -- and assess the return we're
getting for our education dollars. When it comes to making our
schools more accountable, the U.S. Senate has stonewalled -- and
the House is threatening an amendment to deny the Education
Department the right to fund even a study of standards or tests.
10
Finally, we asked the Congress to fund pilot programs to
promote school choice. Under heavy pressure from the education
lobby, House and Senate leaders have stripped any mention of
school choice out of their bills. //
Instead of supporting America 2000, the bill Congress claims
will help our schools is an exercise in cynicism -- call it the
Status Quo Schools Act of 1992. So today, let me serve notice to
education lobby and their friends back on Capitol Hill: I will
not let Congress spend a billion dollars on a business-as-usual
bill -- and call it education reform. If Congress wants to side
with status quo schools -- Congress can count on a veto. //
Congress can drag its feet -- but it can't stop change.
LINCOLN ENCYCLO
Lehigh Valley is living proof of the words of the great Abraham
Revoluting
Lincoln: "Revolutions do not go backward." There is a time
early in every revolution when the status quo looks steady and
strong -- and the forces that challenge it weak and without
effect. And there is the moment when the forces of change carry
the day -- the bankruptcy of the status quo stands revealed, and
the whole, hollow house of cards collapses.
The revolution in American education is already underway.
In Lehigh Valley and in communities all across America, the old
ways are being abandoned, new ideas advanced. This revolution
will prevail for the simplest and the strongest of reasons:
because American parents want the best for their children.
Because there isn't a single child anywhere in America who
doesn't deserve the best education possible.
//
classrooms
11
From our schools to our courts, from our hospitals to the
halls of government, from the neighborhoods outside our door to
the realities of a new world economy -- the need for reform won't
wait. The only acceptable response is the American response. We
must rekindle a revolution -- a revolution to bring change to the
country that's changed the world. //
The American people have made their choice. The American
people want change. //
Thank you all for this warm welcome -- and may God bless the
United States of America.
# # #
|
Dear President Bush
T like when my
teacher reads my class
same books because
every bady gets sleepy
from Haruka
(Sor file)
Horuka Abe
DISTRICT PM TRIAD AREA
20 USA
G Sawmill Ct.
CN 28158 717,
1992
Greensburo, NC
27407
The President
1600 pennsylvania Ave.
washing ton, DC
{
20500
THE WHITE HOUSE
WASHINGTON
April 15, 1992
ADDRESS TO LEHIGH VALLEY SCHOOL COMMUNITY
DATE:
April 16, 1992
TIME:
12:25 p.m.
LOCATION:
L.E. Dieruff High School Gymnasium
THROUGH:
SHERRIE ROLLINS Dee
FROM:
CECE KREMER
LEIGH ANN METZGER
Lam
I.
PURPOSE
To commemorate the first anniversary of AMERICA 2000 which
will be in two days on April 18, 1992.
To recognize the Lehigh Valley community as an AMERICA 2000
model community.
To announce a new education legislative initiative: the
creation of the Lifetime Education and Training Account.
II. BACKGROUND
Your education program, AMERICA 2000, is spreading across
the country. In the first year, over forty three states and
over 1100 communities have kicked-off AMERICA 2000 and have
adopted your National Education Goals.
Your remarks to the Lehigh Valley community today will
congratulate them on their efforts and recognize that they
were one of the first communities to accept your AMERICA
2000 challenge. The 2,000 person audience in the L.E.
Dieruff High School Gymnasium will consist of over 1,300
Dieruff ninth through twelfth graders, 400 Lehigh Valley
2000 task force members, and 300 business leaders, parents,
teachers, and elected officials.
The initiative you will announce today, the Lifetime
Education and Training Account, creates a line of credit --
a package of grants and loans worth $25,000 to every
eligible American -- to use to further their education or
acquire new job skills to make the most of their abilities.
Track III of your AMERICA 2000 education strategy calls for
creating a "Nation of Students.' You stated in your AMERICA
2000 sourcebook that "Education is not just about making a
living; it is also about making a life." Lifetime Education
and Training Accounts will help make that a reality.
You will be joined on the dais by Secretary Alexander; Ed
Donley, Chairman of Lehigh Valley 2000; Congressman Don
Ritter (R-PA) i Dieruff's Principal Michael Meilinger; and
the school's Senior Class President, Hilda Rivas. Beside
the stage will be six children from various Lehigh Valley
elementary schools who will each recite one of your National
Education Goals prior to your speech.
III. PARTICIPANTS
The President
Secretary Alexander
Congressman Don Ritter (R-PA)
Ed Donley, Chairman of Lehigh Valley 2000
Michael Meilinger, Principal, Dieruff High School
Hilda Rivas, L.E. Dieruff High School Senior Class President
Six students who will recite the National Education Goals:
Lyndsay Talbert - 1st grade, Ritter Elem. School
Jacqueline Gonzalez - 4th grade, Sheridan Elem. School
Peter Guerrero - 4th grade, Mosser Elem. School
Audrey Wagner - 4th grade, Union Terrace Elem. School
Amanda Beitzer - 4th grade, Lehigh Parkway Elem. School
Jose Cruz - 4th grade, Cleveland Elem. School
2000 members of the Lehigh Valley community
Sherrie Rollins, Assistant to the President for Public
Liaison and Intergovernmental Affairs
Jane Barnett Leonard, Associate Director,
Office of Public Liaison
IV. PRESS PLAN
Open Press
V.
SEQUENCE OF EVENTS
See Advance Office scenario.
VI. REMARKS REQUIRED
To be provided by speechwriters.
JB.
FYI
-Marc
THE WHITE HOUSE
WASHINGTON
April 15, 1992
MEETING WITH THE LEHIGH VALLEY 2000 STEERING COMMITTEE
DATE:
April 16, 1992
TIME:
11:45 p.m.
LOCATION:
L.E. Dieruff High/School Library
THROUGH:
SHERRIE ROLLINS
FROM:
CECE KREMER
LEIGH ANN METZGER
I. PURPOSE
To meet with the business and education leadership of the
Lehigh Valley 2000 Steering Committee to learn about their
progress and plans for becoming an AMERICA 2000 community.
To congratulate the Committee on their teamwork and
steadfast leadership and to mark the first anniversary of
AMERICA 2000.
II. BACKGROUND
In 1989, the business and education communities of the
Lehigh Valley area joined forces to create Lehigh Valley
2000 to assist in the development of a quality process to
educate youth.
Lehigh Valley 2000, chaired by Ed Donley, former Chairman of
Air Products & Chemicals, Inc., has adopted your six
national education goals and published a community-wide
strategy to achieve them. They are currently in the process
of developing plans to create New American Schools.
Secretary Alexander has recognized the accomplishments of
Lehigh Valley 2000 and has said that their progress toward
becoming an AMERICA 2000 Community is among the most
advanced of all AMERICA 2000 efforts.
Your meeting will provide an opportunity for the leadership
of the Steering Committee to report their progress to you.
You will be meeting with 16 members of the steering
committee chaired by John A. Jordan, Senior Vice President
of Bethlehem Steel Corporation.
The one year anniversary of AMERICA 2000 is in two days on
April 18, 1992.
III. PARTICIPANTS
The President
Secretary Alexander
Congressman Don Ritter (R-PA)
Lehigh Valley 2000 Steering Committee (see attached list)
Sherrie Rollins, Assistant to the President for Public
Liaison and Intergovernmental Affairs
Jane Barnett Leonard, Associate Director,
Office of Public Liaison
IV. PRESS PLAN
Stills only
V.
SEQUENCE OF EVENTS
See Advance Office scenario.
VI. REMARKS REQUIRED
Talking points to be provided by the Office of Public
Liaison.
LEHIGH VALLEY 2000 STEERING COMMITTEE
Edward Donley, Former Chairman, Air Products and Chemicals, Inc.
and Chairman of Lehigh Valley 2000
Robert P. Daday, Special Assistant for Community Affairs,
Pennsylvania Power & Light Company and Secretary-Treasurer of
Lehigh Valley 2000
Jerold Dougherty, President, East Pennsylvania Education
Association and Member of the Lehigh Valley 2000 Board of
Directors
Ray Erb, Jr., Superintendent, Allentown School District
F. Laird Evans, Superintendent, Salisbury Area School District
and Vice Chairman of Lehigh Valley 2000
Elmer D. Gates, Vice Chairman, Fuller Company and Co-Chair of
Lehigh Valley 2000 Coalition Action Committee
Richard S. Gurin, President and CEO of Binney & Smith, Inc. and
Vice Chairman of Lehigh Valley 2000
John D. Jenkins, Superintendent, Nazareth Area School District
and Co-Chair of Lehigh Valley 2000 Coalition Action Committee
John A. Jordan, Jr., Senior Vice President, Bethlehem Steel Corp.
andCo-Chair of Lehigh Valley 2000 Steering Committee
John T. Kauffman, Chairman and CEO, Pennsylvania Power & Light
Company and Co-Chair of Lehigh Valley 2000 State Action Committee
Robert J. KopeceK, President, Northampton Community College and
Member of Lehigh Valley 2000 Choice and Restructuring Committee
Fern Mann, President, Allentown Education Association and Member
of Lehigh Valley 2000 Teaching Environment Task Force
Roger H. Martin, President, Moravian College and Member of Lehigh
Valley 2000 Board of Directors
Lupe Pearce, President, International Connections Travels and
Tours and Member of Lehigh Valley 2000 Board of Directors
Marcia Theodoredis, Co-Chair, Lehigh Valley 2000 Communications
Committee
Jerold Dougherty
Lehigh Valley 2000
Elmer D. Gates
Board of Directors
Co-Chair, Lehigh Valley 2000
Coalition Action Committee
Roger H. Martin
John T. Kauffman
Lehigh Valley 2000
Co-Chair, Lehigh Valley 2000
Board of Directors
State Action Committee
Ray Erb, Jr.
Robert Daday
Superintendent
Secretary-Treasurer
Allentown School District
Lehigh Valley 2000
John A. Jordan, Jr.
Secretary Alexander
L.E. Dieruff High School Library
Co-Chair, Lehigh Valley 2000
Steering Committee
The President
Congressman Ritter
Edward Donley
Fern Mann
Chairman
Lehigh Valley 2000
Lehigh Valley 2000
Teaching Environment Task Force
John D. Jenkins
Lupe Pearce
Lehigh Valley 2000
Co-Chair, Lehigh Valley 2000
Board of Directors
Coalition Action Committee
Robert J. Kopecek
Lehigh Valley 2000
F. Laird Evans
Choice and Restructuring Committee
Vice Chairman
Lehigh Valley 2000
Marcia Theodoredis
Co-Chair, Lehigh Valley 2000
Richard S. Gurin
Communications Committee
Vice Chairman
Lehigh Valley 2000
DOOR
TALKING POINTS FOR MEETING WITH THE
LEHIGH VALLEY 2000 STEERING COMMITTEE
It is good to be here with you today as we mark the
first anniversary of AMERICA 2000. I came to Lehigh
Valley today because Lamar tells me that Lehigh
Valley is among the most advanced of all AMERICA
2000 efforts. He says that there is a powerful
education revolution taking place here.
I know that becoming an AMERICA 2000 community
requires a tremendous amount of teamwork and.
commitment and I thank you for your efforts. I have
heard about the accomplishments -- under Ed Donley's
steadfast leadership -- here in Lehigh Valley to get
the whole community involved in transforming its
schools for the next century.
The report is that you all are doing exactly what
I've challenged every community to do -- you are a
model for the nation. So I am here to follow up on
your progress and learn about what you are doing.
I am interested in hearing some examples of how your
networking is changing education here in Lehigh
Valley.
And now I will turn this over to Lamar, who has been
on the road working with communities across this
country to lead the way on AMERICA 2000.
& PA 2000,
Thank you Hilda -- or I should say, my fellow President
// Let
me recognize our able Secretay of Education, L.A. Hometown Cong.
Don Ritter. Navor Jon Dadona of Allentown. Mayor Ken Smith of
Bethlehem. Ed Donley driving force behind LH 2000. Ann
Snyder -- valedi Corisho. our 4th Grade guests who did such a
great job on the goals. Principal Mike Meilinger for calling
this special assombly
Jeannie " "ken"
Bethleten Mayor-
Kenneth Smith-
(215)-865-7100
Legigh acks:
Hilda Rivas [Ree-vas] intro; Sr. class presidet
Sec. Alexander; Cong. Don Ritter [his district]
15th -Lehigh Valley
Mayor of Allentown Joseph Da Dona [Da-doe-na]
"Joe" Daddona
Mayor of Bethlehem Kennuth Smith o
State Rep "Charlie" Dent
AD tehigh County Executive David Bausch
Dais:
Ed Donley- - Chair Leingh Valley 2000
Co-chain PA 2020
which kicked Ht in Oct 18,91
Principal Mike Meilinger [Mile- inojer]
Jun
Dieruff Faculty : Stuff
days
members of behigh Valley 2000 XX leadership
Miss Ann Snyder - valedictorian and ROTC member
Ar pledyr of Allegins
4th graders recite A 2000 gouls
Lebugh acks:
Hilda Rivas [Ree-vas] intro; Sr. class presidet
Sec. Alexander; Cong. Don Ritter [his district]
15th -Lehigh Valley
Mayor of Allentown Joseph Da Dopona [Da-doe-na]
"Joe" Daddona
Mayor of Bethlehem kennuth Smith ,
State Rep "Charlie" Dent
Dais:
Ed Donley- - Chair Leingh Valley 2000
Co-chain PA 2020
which kicked Ht in Oct 18,91
Principal Mike Meilinger [Mile- inojer]
Dieruff Faculty = Stuff
members of behigh Valley 2000 X leadership
Miss Ann Snyder - valedictorian and ROTC member
Ar pledyr of Allegins
4th graders recite A 2000 gouls
greaters who will attend speech.
light
lood that offinds
VDIERUFF STAFF/FACULTY
LEADERSHIP
pledger VALLY (kids) 2000
Ed Donler/
BA 2000 kichroft
See. Alexander
Fouth grade recitors
Hidh
CEHIGH ACICS:
guir
Some random
10:20 am
Cong
(Thomas Welch)
Bishop will Se there
15 April 92
ACKS
headseep
[Becky Anderson girl
Becky
yes X No
Cong. Bill Good ling (Rank Repub. M House 4:05 Eds labor com.)
Cong. Don Ritter (his district
NO
Sen. Alan Spector
cab. affairs:
yes
Sec. Lamar Alexander
No Bettlen speele
Pa 2000
Fane
ack
kickoff oct 1991 18,
to Moravian- ack No meed ann to or man
Jane Leonard:
(
Kys
YES
Mike
Ed Donley- - Chrm Jer Lehigh Valley 2000; Co-Chair Pa 2000
YES
Mailinger (Mile inger) principal Diemff High School
? NO (Pokengie) Gov. Robert P. (Bob) Casey (DOMBLE w/ 16A:
DAIS: RITTER
CASEY
kid(s) Neilinger goals one of which may intro POINS
INTRO poins HILDA NOT HILGA RIVAS [REEVIS]
on The
DEAL
w/ MORAVIAN ANN
NO Jan NO Jan BETHLEING SIEELE ANN?
(Ton NOTE Morainari TO
?
Extle guy Bert Danay
Betheinn
Devall comments on speech
Bart Dablay's concerns
form. a.m.
June introporns?
read out on 4:30 Com. mtg deaim
R kids of goals
Memo- Argyst small in writing
1:45
Back
Dept.HEd
your Gira Ran
Scott Hamilton 401-3040
waiting for it Creck pp 10
call
Menns
Brunked Dept-of
that
1
401-3078
Twand
Ligh
TO DEAC WITH:
WEDS, 4m
A
ACKNOWLEDGEMENTS
VMC
/CAB AFFAIRS
State opticials: Dong M kemgin
? A POTHS INTRO
? A STUDENTS is 6 EDALS
JANE INFO ON VETO/POTUS
215-770-8078 F
CHANGES (Largenton heads up)
SFACT POST POTUS FOR MINOR Bd.
215-770-8000 P4 allentown Signal 43tel
ADJUSTMENTS.
A
ET,AL, WATER PLANTS
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992
4:46PM
P.01
/ refrence the
1742
X 7610
MORAVIAN COLLEGE
Fax 215-861-3919
remindered am JB.
FACSIMILE TRANSMITTAL COVER SHEET
DATE 4/13/92
TIME 4:45 pm.
PLEASE DELIVER THE FOLLOWING PAGE (S) TO:
messages Carrespondence.
Charlie Hornath and Deputy Director, Office of Presidential
FROM: de Ruger H. martin President moravian College
TOTAL NUMBER OF PAGES INCLUDING THIS COVER SHEET:
3
SPECIAL COMMENTS: THE DEDARTMENT OF EDUCATION requested Something
ON the hosewian - Nontrampton Liberty H.S. program that was
a Direct eviavowth or the Leugu Ualby 2000 phasect for
possible inclusion in the President's Speech this thousday. It
is important that our Little prodect Not defanct from
the Laager Legign Valley - 2000 initiative which
Pressent Bush Should be PROUD of, However it is
P
good Bencolour. Cxample of what Can be done in a Community Cike
Thanks for YOUR help Charlie IN trying to get the
PRESIDENT to OUR Consencerent, we Appreciate YOUR heap
doeply
BETHLEHEM. PENNSYLVANIA 18018
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992 4:46PM P.02
LEHIGH VALLEY BUSINESS EDUCATION PARTNERSHIP
The spirit of institutional cooperation and support, which is at the
heart of the Lehigh Valley 2000 project, has led to the development of a
mentoring program for "at risk" minority students involving collaboration
between private and public institutions in Bethlehem, Pennsylvania.
Moravian College, which has a 250-year history* of community
involvement and a commitment to teaching and teacher education, joined
together with Northampton Community College and Liberty High School to
organize a mentoring program to improve the retention rate of minority
students and to open the possibility of college attendance to students
for whom it may not presently be an option.
A pilot program, now in its third month, involves twelve Liberty
High School students who meet each week with twelve students from
Moravian College and Northampton Community College. [A request was made
for the names of at least two students involved in this program. It was
strongly felt, however, that because the program is only two months old,
media coverage involving particular individuals would not be wise.]
The college students tutor the high school students, ten of whom are
Hispanic-American and two African-American, and establish a close
personal relationship. Field trips and visits to Moravian College and
Northampton Community College are planned. The goal is to keep these
capable but at-risk students in high school, to provide supportive
academic help, and finally, to encourage the students to 80 on to
post-secondary education.
*See page 2.
FROM: MORAVIAN COLLEGE
TO:
2024562926
APR 13, 1992
4:47PM P.03
Page 2
*Please note that Drew Lewis, CEO of Union Pacific, and Walter Williams,
CEO of Bethlehem Steel, extended an invitation to President Bush to speak
at Moravian College's 250th Commencement in May. Although the President
was unable to accept that invitation, we are delighted that he will be
visiting the Lehigh Valley this week.
Thesday
14 92
can soon go Thirs it
boilinglite langur
will transmist
Scott said lookert @ Speech thought it
was grant
Lamme read and is send G a memo
to us 1
(life time earning credits)
doesn't think famar said anythe about the credits
still up in air
from our Justing ab but your on am you
in a for
good enargle of just what Pressert wants"
tweating nation model
Rae sad spuch
French grat His 1 the in girl good gn
2pm call Ras up heads-up
To
Jeanne
Date 4/15
Time 1150
WHILE YOU WERE OUT
M
Gina
of
Phone 7777
Area Code
Number
Extension
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
Lidelong Learning
Line of Credit
Operator
george
AMPAD
EFFICIENCY@
23-021 CARBONLESS
FROM Rae Nelson
9. Flexibility -- Meet with teachers anywhere about
this: "I can't think of a better example of the
difference between what Washington thinks and what
America thinks about this. I have yet to meet a teacher
who does not think that she and her colleagues could not
help children more if they had more flexibility in the
way they spend the $12 billion in more than 70 federal
elementary and secondary programs. Yet Congress won't
move. I think everybody against the idea of giving
teachers more flexibility in the classroom must live in
Washington, D.C."
10. Retraining Teachers -- Go to a Teachers or
Principals Academy, lots of places: "One thing is
certain -- if we are going to have new world-class
standards, and different curriculum frameworks, and New
American Schools, if we are going to expect so much more
of our children we must be prepared for a period of
massive retraining of teachers. That is why I have
recommended that Congress provide funds to begin
Governors Academies for teachers of math, science,
English, history and geography in every state. That is
why we have refocused $2.1 billion of federal math and
science education programs on teacher retraining."
11. Education and Job Training for working Americans and
their Children -- Go to any community college, or to the
national convention of community colleges in Phoenix on
April 12 (or videoconference) : "When I think of America
in the year 2000, I think of a nation of students,
Americans of all ages, throughout their lifetimes
educating themselves in the best system of schools,
colleges and universities in the world. This means we
must give working men and women and their children a
$25,000 lifetime line of credit for education and job
training which may be paid back from earnings collected
by the IRS. It means we should let the working mother,
who can only take one class at a time while she is
working and managing her family, be eligible for our
federal grants and loans to continue her education.
12. The Armed Forces helping to create the best schools
in the world -- The President should take Cheney and
Alexander to a conference in Los Angeles, direct them to
implement a plan for how the armed forces can work with
Los Angeles and other school districts to create schools
for kids that aren't making it in regular schools: "If
we can put missiles down smokestacks, we can create the
best schools in the world for our children. As we cut
back on military spending, we should take some of this
brain power, equipment and dollars to help our cities
with some of their toughest educational problems."
4
From Rac Nelson
LIFELONG LEARNING AND INCOME CONTINGENT LOAN REPAYMENT
0
Congressman Petri's amendment would, first, make It possible for all
working men and women and the unemployed to obtain Federal grant and
loan assistance for the training and education they need. on a one course at
R time basis. to get a new or better job.
Provisions are included that make this PAYGO neutral.
0
Further, the amendment would create a program providing a $25.000
lifetime line of credit. which individuals could borrow egainst all through the
working life, and repay as they can afford to.
The Lifetime Line of Credit program would be run by the Student Loan
Marketing Association (SLMA) under agreements made with the
Secretary on maximum Interest rates that could be charged and on
repayment options.
For this program and the income-contingent loan program below.
SLMA would be required to raise $100 million in non-Federal capital.
These are not Federal loans, so no Federal subsidy costs are involved.
Non-traditional (for the Higher Education Act) training providers --
such as employers and community-based organizations -- may be
eligible to participate in this program, if the Secretaries of Education
and Labor determine that adequate quality and accountability controls
can be implemented and that the Federal funding will not supplant
their current training spending.
0
SLMA would also be required to offer Income Contingent Loans as a
replacement for the current SLS program (for financially independent
undergraduates and graduate and professional students) up to 50 schools.
Repayment terms and school agreements would be subject to the
Secretary's approval. These would not be Federal loans, so no
Federal subsidy costs are involved.
0
When the Secretary and SLMA determine that the Lifetime Line of Credit
and Income contingent Loan programs prove successful. they could be
expanded.
The amendment also authorizes a feasibility study of Integrating data from
multiple Federal postsecondary training programs through the use of
electronic card technology.
200
50:01
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
January 17, 1992
JOB TRAINING 2000
Creating Job Opportunities by
Improving the Federal Job Training System
FACT SHEET
The President believes that to compete successfully in the
global marketplace, America needs a dynamic, flexible and well-
trained workforce. While the primary responsibility for job
training must remain with the private sector, Federal, state
and local governments can play an important supporting role.
Today, the President announced his Job Training 2000
initiative -- a comprehensive Federal job training system
designed to meet the Nation's workforce needs into the 21st
century. The initiative was developed by a joint working group
of the Domestic Policy Council and the Council on Competitive-
ness, chaired by Secretary of Labor Lynn Martin. It will
streamline the maze of Federal job training programs currently
dispersed across numerous Federal agencies and create a "one-
stop shopping center" to serve individuals and employers more
effectively.
The President proposed a world-class job training system
based on four basic principles:
Simplifying and coordinating program services;
Decentralizing decision-making and creating a flexible
delivery structure for public programs that reflects local
labor market conditions;
Ensuring high standards of accountability and incentives
for quality job training services; and
Encouraging greater and more effective private sector
involvement.
-more-
-2-
The Job Training 2000 initiative consists of four major
elements:
Reforming vocational training
Facilitating the transition from school-to-work
Facilitating the transition from welfare-to-work
Promoting life-long learning
I. Reforming Vocational Training
The new unified job training system builds upon the
existing Private Industry Council (PIC) structure. It would:
A.
Transform the Employment Service offices into Skills
Centers, which would:
Serve as a "one-stop shopping" point of entry into a
comprehensive job training and vocational education
program; and
Provide skills assessment and testing, referral services,
labor market information, job placement assistance and
counseling concerning post-secondary vocational education
programs.
B.
Expand the role of the PICs, subject them to performance
standards, and provide them with incentive grants. The
PICs would:
Manage the Skills Centers -- either directly, or
indirectly by contracting with local colleges or
community-based organizations;
Certify, in conjunction with State agencies, all local
area vocational education and job training programs. This
will help clean up abusive trade schools that devour
Federal and State funds without providing any real
training;
Coordinate the local delivery of more than $11 billion in
vocational education services currently provided under:
JTPA, Perkins post-secondary vocational training, Adult
Education Act, Food Stamps employment and training, and
-more-
-3-
Employment Services, as well as Pell grants and Guaranteed
Student Loans;
Issue $2 billion in training vouchers to eligible
individuals for PIC-certified programs;
The voucher would cover up to, but not exceed, 90
percent of the cost of the training services
provided.
At least 20 percent of the voucher would be withheld
until the trainee has successfully completed the
program, and has held a job in the field of training
for at least 90 days.
Permit contracting for direct services where there are
insufficient training facilities (e.g., sparsely populated
areas), and where existing training programs are unable to
serve effectively the extremely disadvantaged.
II. Facilitating the Transition from School-to-Work
A.
Establish voluntary skill standards.
The President's AMERICA 2000 education strategy calls for
establishing voluntary standards for what employees should know
and be able to do in different occupational areas.
The Departments of Labor and Education, building upon the
experience of the Department of Defense and other agen-
cies, will work with the business, education, and labor
communities to develop core proficiencies and standards as
well as voluntary non-governmental "skill certificates"
tied to the standards. The standards will help workers
and employees make more intelligent decisions about
training investments.
The PICs will use these standards in evaluating federally-
funded job training programs.
B.
Enable schools to create youth apprenticeship programs.
The Department of Labor will review the Fair Labor
Standards Act to identify incentives and barriers that
may promote or inhibit voluntary youth apprenticeship
opportunities.
-more-
-4-
The apprenticeship program would be offered to students
beginning in the 11th or 12th grades.
Those students choosing apprenticeships would make
formal agreements with the school, employer and
parent or guardian for a structured combination of
academic instruction, classroom training, paid on-
the-job training, and mentoring.
Students would be held to high academic standards
that would allow entry to a full academic program at
any time.
Successful apprentices would receive a high school
diploma or associate degree, a certificate attesting
to their skill competencies and qualifications, and
employment.
PICs would certify that employers' training and work
experience programs meet the requirements of the Fair
Labor Standards Act. The PIC will monitor programs to
ensure high academic and job skill standards.
III. Facilitating the Transition from Welfare-to-Work
The Administration will fund demonstrations of private
sector welfare-to-work projects involving more than $20 million
in welfare benefits in the first year. States will be allowed
to use private and non-profit firms to provide basic training
and job placement for welfare recipients. The selection of
participants would be based on rigorous guidelines to facili-
tate the targeting of welfare recipients.
The participating welfare recipient would receive any-
where from three to eight weeks of training in basic job/office
skills, all at no cost to the trainee. During this time,
recipients would continue receiving public assistance.
The worker would then be placed in a job on a four-month
trial basis.
The employer pays the firm an amount equal to the market
wage for that position. In return, the firm pays FICA,
workers' compensation, medical and fringe benefits, as
well as the minimum wage to the employee.
-erom-
-5-
The value of the worker's public assistance would
gradually decrease according to established guidelines.
The firm would provide various support services and
counseling, such as assistance in finding child care, on a
regular basis.
The employer may decide at any time to terminate the
employment agreement.
At the end of the trial period, the employer may choose to
hire the worker outright. If so, the State would pay the
firm some portion the State saves by having the individual
off the welfare rolls and paying taxes. If the worker is
not hired, the firm receives nothing.
These demonstration projects would allow states to use
Federal funds to pay for programs similar to one that has been
successful in some states.
IV. Promoting Life-long Learning
America must become a nation of students. The Administra-
tion proposes that each citizen eligible for Federal assistance
for education or training have access to a simplified Lifetime
Education and Training Account consisting of a combination of
grants and loans. Citizens may use that account throughout
life to continue their education and update their skills, in
order to have a better life.
The President's FY 1993 budget proposals for Federal
student aid programs will help make the Lifetime Education and
Training Account a reality. Instead of "student aid," we will
begin to think in terms of Lifetime Education and Training
Accounts -- for continued personal training and development.
The President directed the Secretary of Education to
explore the feasibility of providing a single card -- similar
to a bank card -- to facilitate access to Guaranteed Student
Loans (GSLs) and other Federal training aid programs. This
voluntary passport to continuing education and training could
greatly expedite processing of grants and loans, help
coordinate benefits across programs, and improve quality
control.
# # # #
ID:
APR 14'92 13:30 No.002 P.01
BUSH
QUAYLE
92
TO:
Dan Mc Groaty
DATE: 4/14
by fox
FROM: JIM PINKERTON 456.6218
1 pg. to
follow
Paid for by Bush-Quayle '92 Primary Committee, Inc.
Printed on Recycled Paper
ID:
APR 14'92
13:30 No 002 P.02
Hidebound Schools,
f.ed.
Gutless Senators
On the campaign trail, every candi-
the state's chief school officer, and the
date in the Republican and Democratic
project, if approved, would have to
primaries pledges his efforts on behalf
operate under his direction.
of the children. Education is the totem
To understand the Implications of
to which they all bow. It is no different
that declsion-which was lauded by
on Capitol Hill. But there, choices are
the education lobby-you need look
made that affect the opportunities
no further than the city in which the
those children will have--and too of
Senate sits, Washington, D.C.
ten, the choices are tragically wrong.
As Kennedy's chief staff assistant
Last month, the U.S. Senate faced a
told me in an interview, "Under Alex-
choice of how to spend a bit more than
ander's plan, the District of Columbia
half a billion dollars to improve the
would have gotten $1 million for one
quality of the nation's schools. It is a
'break-the-mold' school, run by
small sum, given the $250 billion size
whomever Alexander decided. Under
of the annual school bill, but it is all
our plan, the District superintendent
that can be afforded in a time of
and school board will receive their
runaway deficits. The debate was not
share of funds and they will decide
about dollars but about principles: how
how they are to be used."
to leverage change, how to Induce
And there's the rub. The District
innovation in one of the largest and
school bureaucracy is an administrative
most hidebound organizations in the
horror show, which, as my Washington
country, the public school system.
Post colleague Sari Horwitz reported
The Bush administration proposal
last week, chronically turns in dismal
was simple and striking: Finance a
student achievement scores and seems
nationwide network of "break-the-
incapable of reporting with any certain-
mold" schools, one in each congres-
ty how much It is spending, how many
sional district. Invite today's educa-
employees it has or how many students
tors as well as talented people outside
it is ostensibly educating.
the professional education bureaucrs-
The District's school budget Is
cy to submit proposals for radical
$519 million. It is seeking 3 $40
redesign of the school building, cur-
million increase. But Mayor Sharon
riculum, calendar and teaching meth-
Pratt Kelly is balking because, she
ods. And let the winners of that com-
says, she does not want to throw
petition test their approaches where
"good money after bad."
parents and students could easily
Her distrust is well-founded. The
judge the results.
American Association of School Ad-
That idea was too much for the
ministrators last October called the
Senate to cope with. Sen. Edward M.
District school bureaucracy "unstable
Kennedy (D-Mass.), the Democrats'
and mismanaged." District schools,
floor leader on the measure, worried
the report said, are "well-funded" but
that there would be press releases
are lagging because of an "inefficient
from the Bush administration about
use of dollars." The Senate decision to
the winning communities and pro-
give "innovation money" to the same
jects, that Republican governors
people who have been running the
might steer the grants to communi-
District's schools is & futile gesture.
ties where they have "a hot race"
Offering that money to innovators
against & Democratic congressman.
inside the system-or to outsiders
"It lends itself to that," he said omi-
ready to challenge the status quo--
nously. as if no senator had ever
might have worked no better: there are
earmarked funds for projects In politi-
no guarantees for such experiments.
cally important areas.
But there's at least a chance that the
Sen. Ernest F. Hollings (D-S.C.) filled
$1 million might have created a model
pages of the Congressional Record with
that excited and motivated and educat-
nearly identical letters from county
ed a few hundred District youngsters.
school superintendents, remonstrating
And that, in turn, might-as Alexander
against the threat newly chartered
believes-have unleashed 8 demand
schools would pose to the old order.
among District residents for similar
The Democrats have the votes, of
changes in the other schools and even
course, so rather than push the ad-
for the overhaul or scrapping of the
ministration plan to inevitable defeat,
bureaucracy that cannot manage itself
Secretary of Education Lamar Alex-
or perform its vital task.
ander negotiated with Kennedy's staff
Kennedy and the Senate Democrats,
for the best deal he could get.
heeding the education bureaucrats like
It was an agreement that one-
Hollings's letter-writers, have decreed
quarter of the money could be used by
that only the most timid experiments,
states to finance innovative schools.
those the bureaucracy finds least
But the catch was that Instead of the
threatening, will be attempted.
ideas being put forward by fresh minds,
The children of the District-and
the request would have to come from
the nation-need more than that.
6 at least the
First, if we're serious about reaching our goals, we must
set World Class Standards in five core subjects -- and establish
a series of voluntary American Achievement Tests to measure our
children's progress.
Second, we've got to grant states and local school districts
Mrelief from the rigid formula-grant approach that forces a one-
size-fits-all solution on our schools: allowing teachers and
acumie
principals flexibility -- freedom to apply federal resources to
See insert 1
Y2
not
fit local circumstances,
Y2
can
Jut away with
next page,
Right now, federal rules force schools to stick with
outdated tests rather than go with new ones and risk the loss
true
sel
of millions of dollars in federal funds. In other cases, federal
Saily
DOE:
5178
Phespine
Mestrictions result in sprinkling remedial instruction in equal
but
ineffective amounts across large numbers of children --
instead of focusing enough time and energy to make a real
&
Bruno
Menno?
difference for kids who need it most.
Has anyone asked the teachers here today: does that make
sense? How can we ask you to teach -- and then tie your hands?
401-3078
Third, we've got to launch a wide-open experiment to create
New American Schools -- at least one in every Congressional
District across the country. Lehigh Valley is hard at work on
its plan to make this community home to its own New American
to showthe other schools howit
School.
can be done
see
These break-the-mold schools won't conform to any one
change
blueprint. Some may make a quantum leap forward into tomorrow's p.7
technologies. Others may seek to reach the future by restoring
forther
point.
CROUSE/GROSSMAN
Wednesday, April 15, 1992
1:15pm
[ED-RADIO.005]
PRESIDENTIAL REMARKS:
RADIO ADDRESS ON
EDUCATION FOR
SATURDAY, APRIL 18, 1992
Each year thousands of America's school children come to see
their nation's capital in the Spring when the cherry blossoms
transform Washington -- already one of the world's most beautiful
cities. When I see their faces peering at the White House
through the school bus windows, I am awed, anew, by our
responsibilities toward these young people -- the next generation
of Americans.
Over the past three years, I have repeatedly emphasized the
importance of specific education goals for my Presidency and I am
proud of the progress we have made in forging programs to
revitalize our school system. We have given Secretary of
Education, Lamar Alexander, a mandate to ensure that by the year
2000:
Our children will start school ready to learn.
Our national high school graduation rate will increase
to at least 90%.
Our students will be competent in five core subjects
-- based on world-class standards.
Our children will be first in the world in science and
math.
Our adults will be literate and able to compete in the
work force.
Our schools will be drug-free, safe and disciplined.
2
To achieve these educational goals, we must have a brave,
innovative blueprint -- an action plan that gives our nation's
teachers and principals the flexibility they need to create a
sound educational environment in the classroom. We cannot
continue to tie the hands of our teachers when it comes to
shaping the classroom experience and then blame them when the
students can't learn. This plan -- which I call, America 2000
-- will produce a new generation of American schools with world-
class standards of performance.
The principle of parental choice of schools is the linchpin
of America 2000. And, this principle is the primary difference
between my approach to educational reform and the Democratic
approach. The Democrats stand for the status quo and the Bush
Quayle team is committed to change. Competition is the force
that constantly re-charges our economy; just so, competition can
renew and revitalize public education. Parental choice offers
new hope for American parents who want their children to get the
best possible preparation for success and it offers new hope for
our nation's economic future.
Our plan is designed to give our nation's children a double-
edged competitive advantage -- quality education and strong
character. The next century will offer wonderful opportunities
for the fully prepared, but few jobs for the poorly educated.
And, if the next century is to be another American century, we
must arm our children with excellence both in learning and in the
moral principles and ethical values that give word and deed,
3
integrity and meaning. We must remind them that America excels,
because we value education; and America is great, because America
is good. Let no one mistake our determination to provide
America's students with the education, values and job
opportunities they must have for economic advancement and for
America's world-leadership.
Our goals of America 2000 are practical; they give us a
reliable plan for the future. We have a forward-moving, dynamic
program that will be a powerful force for change. Forty-three
states have endorsed these goals and thousands of American
communities are mobilizing to help ensure the implementation of
America 2000.
As we work toward these goals, we will secure three
important legacies for our children's and the nation's future:
peace -- in our schools, on our streets and around the world,
jobs -- both for today's workers and for tomorrow's graduates,
and families -- to sustain us as individuals, to nurture and
encourage our children, and to preserve our nation's character
and culture.
Thank you for your role in assuring the success of the
educational reform goals of America 2000. As we enter this new
Century, we know that the values and character of the United
States of America will help shape the world. May God guide and
direct our reforms, preserve these legacies and bless the United
States of America.
#####
LEHIGH SPEECH: REPLACEMENT nothing FOR THE SECOND PARAGRAPH ON PAGE 6
Bningaid
trum
with
this is mak than accurate wath we
find
to
this
have
may
beter
Second, we've got to grant states and local school districts
relief from Federal laws or regulations that limit their ability
Saily
to improve our students' educational achievement and are not
nothing
ST78
thelp
Unecessary to achieve national goals: give teachers and
do
principals flexibility -- freedom to meet the goals of federal not inacivat
programs with locally tailored project designs.
but not clear
Right now, schools receiving federal funds from several
give Feach proupu the to must gouls' of fed. progs. w/o unporter a host of regulations-
programs must comply with a host of rules under each one. Taken
together, complying with all these rules can make it harder, not
easier, to raise student performance and meet program goals.
We
need to change the focus of federal programs from process to
+
results. Until we succeed at the national level, we need to let
teachers and principals do their best to make this shift at the
local level.
Could anyone here disagree with that? How can we ask
16
teachers to teach and then tie their hands?
suhe belief Arm fest laws etc.)
small Note:
not rigia gran
formula
a change like this is needed because of errors in the
speech draft:
but
Formula grants, presumably here meaning mostly Chapter 1, do
not impose "one size fits all solutions." They only move
money in certain ways; they do not dictate, for example,
teaching methods. One large program that has tougher
process (but not educational content) requirements is
Education of the Handicapped. The President has not
proposed any changes to these so-called "procedural
frex to mut Souls of
safeguards" of that Act.
Bruro said these points all
Federal law does not specify any particular test (outmoded
?
or modern), only that the test be "standardized" so that
results are comparable across jurisdictions. Further, it
lets states propose their own self-developed tests as long
as the tests meet generic technical standards.
7
education. It encourages just the opposite by stressing
Promise so to fam tean pringh
senders just worl memi
Federal law does not require "sprinkling" of remedial
service to those with greatest need, but many States choose
to scatter funds widely to satisfy a political need to show
more kids being served.
4/14/92: Pac nelson suggestor Soully grof
on
w/ phrase at end of my graf, refs. p. usofs
ones
not
L 3957289:#
SENT Y:Xerox Telecopier 7021 ; 4-14-92 :11:19AM ;
THE MORNING CALL
THE MORNING CALL, SEPTE MIP R 1991
USING THE QUALITY PROCESS TO ACHIEVE
UALITY IN EDUCATION
LEHIGH VALLEY
Gurin cited four reasons for
A compilation
wanting a local partnership: He
of Morning Call Reports
watched the demands on educa
by Susan Snyder
tion grow. He noticed the quality
of graduates declining He saw
In April, President George
technology advance at a quicker
Bush called for a strategic over-
pace than schools could keep. And
haul of the nation's education sys-
he felt the pinch of overseas com-
tem by the year 2000.
petition on American business
A similar call had already been
did some reading on how Ja
echoing in an eastern Pennsylva-
pan seems to be able to beat us to
nia region comprising three cities
the punch even on technology
their Education: Community
that we may have invented Gur
and business professionals had be-
gun a drive to improve schools in
were winning World War III and
the Allentown Bethlehem Easton
couldn t.understand how they
area almost two years earlier,
could do that. So I looked at their
forming the Lehigh Valley Busi-
test scores versus our test scores
ness Education Partnership. Com
and their classrooms versus ours.
munities in this major metropoli-
tan area - home to Air Products
He concluded that the global
battle begins in the classroom,
and Chemicals, Bethlehem Steel,
and America must better arm its
Binney & Smith; Mack Trucks and
Union Pacific - lic about 50 min-
youngest troops.
utes north of Philadelphia and 90
Framers of the partnership set
minutes southwest of New York
out to involve a spectrum of play.
City.
ers. Letters went to the heads of
The partnership of business,
the largest corporations in Lehigh
basic education and higher educa
and Northampton counties, school
tion was born out of the education
superintendents, heads of the
chambers of commerce in Allen-
committee of a group formed in
town, Bethlehem and Easton,
1985 the Lehigh Valley Partner
ship. The committee of business
teacher union representatives and
leaders was led by Richard Gurin,
college and university presidents
who has spent his professional life
All accepted the invitation, The
in both the education and busi-
par thership was formed.
ness community. He is president
Its charge:to figure out what
of Binney & Smith, which pro-
Lehigh Valley schools have; what
duces school supplies
they need, what it will take to get
The committee looked for
them there and then work to
someone to take charge of a part
make it happen.
nership. Attention drew to Ed
Last June, the partnership re-
Donley, retired president and
leased a 66-page task force action
chairman of Air Products and,
plan and reports from committees.
Chemicals.
The reports the subject of this
Donley embraced the job and
special section - advocates more
has since assumed the chairman
than 200 changes in area schools.
ship of two other groups with sim
Since its release, educators and
ilar objectives: the Center for
business leaders have formed com
Workforce Preparation and Quali-
mittees which are beginning to
ty Education in Washington D.C.
work on making the changes hap-
and a committee charged with set-
pen.
ting up a statewide coalition of
business education partnerships
It can't be done by the educa
Pennsylvania Gov. Robert Casey
tion community alone " Donley
asked Donley to oversee the state
said needs to be done in part
group,
nership:
Photo by TOM VOLK The Morning Call
Ed Donley is chairman of the Lehigh Valley Business Education Partnership
Photo Copy Preservation
Photo Copy Preservation
2 THE MORNING CALL, SEPTEMBER, 1991
QUALITY EDUCATION
FROM THE PUBLISHER
?
THE
Gary K. Shorts,
Publisher and Chief Executive Officer
Dear Reader:
MORNING
Lawrence H. Hymans,
Vice President and Executive Editor
The Morning Call is proud to produce this reprint of articles
CALL
from our news pages. We hope that the ideas contained here will
Vincent Adone,
Vice President Marketing
promote better understanding of the state of basic education in the
Lehigh Valley as well as throughout the United States. Hundreds of
Allentown, Pennsylvania
Roy Heffelfinger, Managing Editor
volunteers devoted thousands of hours to explore our local
educational needs and potential solutions.
John F. Grim, Assistant Managing Editor
Sincerely,
James L. Kelly 11, Assistant Managing Editor
Times Mirror
Alfred G. Roberts, Assistent Managing Editor
Newspaper
Van A. Cavett, Comment Pages Editor
Dary
Gary K. Shorts
THE BUSINESS-EDUCATION PARTNERSHIP
Reports from
study panels.
Established in 1989 as part of The Le-
Dr. William J. Leary Jr., superinten-
Gary K. Shorts, publisher and CEO, The
The Lehigh Valley
high Valley Partnership, the Lehigh Val-
dent, East Penn School District.
Morning Call.
Business-Educati
ley siness-Education Partnership
Dr. William J. Moloney, superinten-
Sheldon P. Siegel, president, WLVT-TV,
Partnership task force report
brought together leaders in business and
dent, Easton Area School District.
Channel 39.
includes recommendations
education. The governing board is com-
Lupe Pearce, president, International
George C. Spill, office managing partner,
from the following committees:
posed of CEOs, school superintendents,
Connections Travel and Tours.
Deloitte and Touche,
Learning environment
and four year college, community college,
vocational-technical school and union
Douglas D. Perkins, president, United
Nancy A. Taylor, publisher, The Globe
Times.
Stresses staff development,
Way in Lehigh County.
elimination of tracking through
representatives.
Joseph L Teklits, Eastern Division man-
George W. Southworth, former presi-
ager, Metropolitan Edison Co.
eighth grade (tracking groups
dent, Allentown-Lehigh County Chamber
students with their academic
Robert C. Wood, president, Wood Co.
of Commerce.
peers), heavy parental
BOARD OF DIRECTORS
involvement.
Richard L. Strain, executive director,
Dr. Dorothy Gulbenkian Blaney, presi-
Bethlehem Area Chamber of Commerce.
Teaching environment
dent, Cedar Crest College.
Stresses in-service training,
Walter F. Williams, chairman, Bethle-
ACADEMIC MEMBERS
Dr. Richard H. Cahn, superintendent,
hem Steel Corp.
interaction with colleges,
Joseph A. Cammarata, director, Eastern
encouraging minority and
Allentown School District.
Northampton County Vocational-Technical
women candidates for
Dr. James J. Cusimano, superinten-
h and #
administrative positions.
dent of education; Diocese of Allentown
Dr. Michael S. Clark, administrator, North-
State regulations
Bert P. Daday, special assistant to the
ADVISORY COMMITTEE
em Lehigh School District.
Stresses purging outdated state,
president for community affairs, Penn-
C. Hugh Bloom, president, C.F. Martin and
John F. Cooney, campus executive officer,
laws, revamping tax system to
sylvania Power and Light Co.
Co. Inc.
Pennsylvania State University Allentown cam-
alleviate burden on property
Thomas J. Doluisio, superintendent,
pus.
Ross Born, president, Just Born Inc.
owners, equity in school
Bethlehem Area School District.
Dr. David L Fallinger, administrator,
David Davis, president, KD's Restaurant
Northwestern Lehigh School District.
funding.
Edward Donley, chairman of the ex-
Equipment.
Dr. Frank Farrell, administrator, Catasau-
Basic/higher education
ecutive committee, Air Products and
Richard C. Dean, general manager,
qua Area School District.
cooperation Stresses college
Chemicals Inc.
WFMZ-TV, Channel 69.
The Rev. Daniel G. Gambel, president, AI-
faculty being used as guest
Jerold Dougherly, president, East
Richard Hotchkiss, president, Bangor
lentown College of St. Francis DeSales.
speakers in school districts,
Penn Education Association.
Lumber Co.
Dr. James E. Gilbert, president, East
school faculty having access to
J. Michael Dowd, executive vice pres-
John R. Howell, chairman and CEO, First
Stroudsburg University.
college resource centers for
Valley Bank.
Ident, Two Rivers Area Chamber of
Dr. Roger H. Martin, president, Moravian
professional development.
John A. Jordan Jr., senior vice president,
Commerce.
College.
Special committee on
corporate development and human resources,
Dr. F. Laird Evans, superintendent,
Audrey Mathison, president, Parkland Ed-
restructuring and choice
Stresses increasing length of
Salisbury Township School District.
Bethlehem Steel Corp.
ucation Association,
Robert W. Knipe, chairman, president and
Dr. David E, McFarland, president, Kutz-
school year, limiting types of
Donald L. Foeliner, director, Bethle-
hem Area Vocational-Technical School.
CEO, Merchants Bank.
town University.
parental choice systems,
Drew Lewis, chairman, Union Pacific
Dr. Jonathan C Messerti, president, Muh-
studying the choice issue
Elmer Gafes, vice chairman, Fuller
Corp.
lenberg College.
further.
Co.
Dr. Peter W. Likins, president, Lehigh Uni-
Dr. Wilford L Offey, administrator, Bangor
At risk Stresses free
Dr. Galen Godbey, director, Lehigh
versity.
Area School District.
health-care screenings,
Valley Association of Independent Col-
Alexander R. Macklewicz, director, AT&T
Dr. M. David Preston, administrator, Sau-
establishing a bank of
leges.
Microelectronics.
con Valley School District.
employee volunteers to tutor
Dr. Michael F. Greene, superinten-
Jack H. McNairy, resident vice president,
Carmen J. Riola, administrator, Parkland
students, developing a
dent, Southern Lehigh School District.
Merrill Lynch, Pierce, Fenner and Smith Inc.
School District.
drug-education curriculum for
Richard S. Gurin, president and CEO,
Donna Mulholland, president and CEO,
Russell H. Roper, administrator, Pen Argyt
kindergarten through 12th
Binney and Smith.
Easton Hospital.
School District.
grade.
Laurence W. Hecht, executive direc-
Jamie P. Musselman, president, Mussel-
Joseph G. Rothdeufsch, director, Lehigh
Education for
man Advertising.
County Vocational-Technical School.
for, lacocca Institute at Lehigh Universi-
employment Stresses
Dr. Peter W. Sipple, headmaster, Moravian
fy.
David G. Periello, vice president, The
making sure curriculum
Leon C. Holt Jr., retired vice chair-
Guardian.
Academy.
matches workplace needs,
Douglas D. Perkins, (ex-officio) president,
Dr. Jerry B. Stout, executive director, Car-
asking employers to encourage
man, Air Products and Chemicals Inc.
The United Way in Lehigh County.
bon-Lehigh Intermediate Unit #21.
employees to get involved in
John D. Jenkins, superintendent, Naz-
Martha A. Phelps, president, Allentown-
Ralph 1. Tarola, administrator; Northamp-
education.
areth Area School District.
ton Area School District.
Lehigh County Chamber of Commerce.
Curriculum Stresses
John T. Kauffman, chairman, presi-
Ratph Reins, former chairman, CEO,
Dr. George E. Taylor, superintendent,
thinking and communication
dent and CEO, Pennsylvania Power &
Mack Trucks Inc.
Quakerfown Community School District.
skills, computer instruction,
Light Co.
Ardath Rodale, chairman, Rodale Press
Eric Welland, president, Lehigh County
Vocational-Technical Education Association.
current events as regular
Dr. Robert J. Kopecek, president,
Inc.
discussion topics, the practical
Dr. Daniel Yakubecek, administrator,
Northampton Community College.
application of math skills to
Amelio Scott, Scotty's Fashions.
Whitehall-Coplay School District.
William J. Kuhnsman, president,
Andy Scott, vice president, Scott Chevrolet
Albert J. Zarbatany, administrator, Wilson
daily life.
Crowder Jr. Co.
Inc.
Area School District.
Photo Copy Preservation
THE MORNING CALL, SEPTEMBER, 1991 3
QUALITY EDUCATION
Part
Overview
A report unveiled June 10 by Lehigh
stand but determined that it needs great-
write and compute when they graduate.
Education Association. "It's a lot easier
Valley educators and business leaders
er study.
Integrating computers, calculators and
to get there if you can see where you are
recommends more than 200 changes for
Members identified the following 18
other technology into science and math
going, and think that this is what the
improving schools, hitting just about ev-
recommendations as the first to be imple-
instruction.
plan allows."
ery area from A to z.
mented:
Making sure all schools have access
Thomas Gentzel, spokesmian for the
Although many of the ideas have been
Getting the state to change the
to the best resources wherever they exist
Pennsylvania School Boards Association,
and are being debated in various arenas,
mandatory school age to 18, up from 16.
in the educational system.
said the report seems to be in line with
members of the Lehigh Valley Business
Providing professional development.
an emerging trend in education to focus
Other key recommendations include:
Education Partnership say their report of-
on the outcome of public education: What
training for administrators.
fers a comprehensive plan for improve-
Purging state laws to eliminate out-
The elimination of "tracking." a
kind of students are schools producing
ment and a road to get there.
long-standing system that groups stu-
and how can they be made better.
dated regulations that hinder schools.
dents with their academic peers. The re-
Teachers in the Bethlehem Area
They-hope to establish committees to
Targeting low income/high risk
port suggests that tracking seals the edu-
School District, however, decided that
work on implementing the changes this
children for school-based, pre-school pro-
cational fate of students at an early age,
they will snub any activities relating to
summer and to begin the next round of
grams.
sending some on to college and higher
the Business-Education Partnership. in-
work shortly after.
Suggesting that businesses encour-
paying jobs.
cluding the task force report.
age their employees to get involved in ed-
Robert Frey, president of the teachers
The task force action plan, in the mak-
ucation, such as serving on school
Delaying vocational technical edu-
union, said teachers took the action be-
ing for 18 months, encourages a greater
boards.
cation until 11th or 12th grade to ensure
cause of stagnant contract negotiations
meshing of business and education,
Encouraging businesses to sponsor
that students are competent in academic
and recent negative statements toward
strong parental involvement, sweeping
workshops on parenting skills and educa-
areas.
teachers by the Bethlehem Area Chamber
state reforms, greater focus on human
services in schools, school staff develop-
tion topics.
of Commerce.
ment and other changes.
Providing health care screenings for:
Task force members said the initial 18
recommendations were chosen based on-
special needs students.
"The chamber is made up of busi-
importance and best chance of success.
The plan - the first of its kind, at
Developing a job analysis to ensure
nesses and the business-education part-
They anticipate that early successes will
least in Pennsylvania represents ideas
nership report has business in it, so I
that Lehigh Valley school curriculums
keep the plan rolling.
from more than 350 students; parents,
match the needs of the workplace.
guess it all goes together." Frey said.
teachers, administrators, college repre-
Emphasizing teamwork between
As committees finish the Initial 18 rec-
Elmer Gates, vice chairman of the
sentatives and business and community
businesses, school administrators, teach-
ommendations, they will be handed an-
Fuller Co. and member of the steering
leaders from Lehigh and Northampton
other set of goals, task force members
committee, said the support has been
ers, students and parents.
counties.
in
planning.v.
said.
strong from other educational groups
Involving teach
around the Lehigh Valley
Task force leaders said they hope the
in -service programs.
Our work isn't finished, said Ed
Lehigh Valley can be designated an
Teaching thinking and communica-
Donley, partnership chairman and former
"The (Bethlehem Education Associa-
tion
president and chairman of Air Products
tion) is an exception." he said.
America 2000 Community as outlined in
skills in every subject.
President George Bush's recently re-
and Chemicals Inc. "Our work is just
Donley said he doubts it will take
Developing a common definition for
leased education plan and thus be eligible
risk students and dropouts, regardless
starting.
much money to meet the goals of the task
at
for a $1 million grant. They said their
force report, rather a reorganizing of pri-
of
the district. 1
plan coincides with Bush's plan in every
State education leaders reacted posi-
orities and more community effort.
area but one giving parents greater
Rewarding excellence and outstand-
tively to the initial recommendations of
Besides the special committee on
freedom to choose the school their chil-
ing achievement, including the recogni-
the task force and praised the task force
choice, there were seven other commit-
dren will attend.
tion of vocational technical schools.
concept.
tees: learning environment, teaching en-
Initiating drug education curricu-
"They really are targeting exactly
vironment, state regulations, curriculum.
A special committee of the task force
lum from kindergarten to 12th grade.
what the community needs," said George
at-risk youth. education for employment
researched the issue of choice, took no
Making sure all students can read,
Badner, spokesman for the Pennsylvania
and basic/higher education.
Part
The learning environment
In some educational circles, they
clan or a secretary, that decision should
school year, tried a pilot program in 7th-
receiving, Leary said. The committee did
been criticizing It for a decade.
be his alone, and not the decision of his
grade science and social studies classes
not examine how widespread tracking is
first-grade teacher.
In which students of different ability lev-
in Lehigh and Northampton counties
In others, the movement against
els were mixed.
schools, he added.
grouping students in elementary and jun-
The above statements come from one
A group of parents petitioned the
But from working in the area. he said
for high schools solely on their academic
of eight reports in the Lehigh Valley
Business Education Partnership task
School Board in May asking that the
he knows it is used in some schools, in-
abilities is beginning to emerge
practice not be continued into eighth-
cluding East Penn.
force action plan.
grade, Leary said. The parents were con-
The task force committee suggests
And by the year 2000, a group of busi-
This report is on the Learning Envi-
cerned the grouping would hinder the ed-
ness and education leaders wants homo-
that grouping students within a class for
ronment came from a committee CO-
ucation of the brighter students. The
reading and math is acceptable, as long
geneous grouping what's known as
chaired by East Penn School District Su-
School Board voted not to proceed with
as there is frequent reassessing and mix-
"tracking" stopped in elementary and
perintendent William Leary and Donald
the program until results on the 7th-
ing in other areas. It also says that teach
middle schools across the Lehigh Valley.
Shire of Air*Products and Chemicals.
grade pilot project are available, Leary
ing strategies for the gifted should be
"Ability grouping and tracking has
said.
used on all students.
not worked. It has, rather, established a
Leary said some who viewed his com-
"There is not a shred of evidence that
"Do you know that teachers wait on
two-tiered educational system of quality
mittee's recommendation on tracking
have ever seen that ordinary kids hold
warned that there would be opposition
an average of 4 to 6 seconds for an an-
education for'a few and Inferior educa-
back bright kids,' Leary said.
from some teachers and parents. He has
swer when they ask a bright kid a ques-
tion for many
seen some of that opposition first-hand.
Eliminating tracking will give all stu-
tion,' Leary said, citing committee re-
"When an 18-year old decides that he
dents a chance for the kind of education
The East Penn district, in the 1990
that the honors and gifted students are
Please See PART 2 Page 4
wants. to be an auto mechanic or a physi-
Photo Copy Preservation
4 THE MORNING CALL, SEPTEMBER, 1991
QUALITY EDUCATION
PART 2
In Its 1991-92 and 1992-93 plan for edu-
sion exists at the school and concessions
may never reach 11th grade," he said.
Continued From Page 3
cation, the Pennsylvania Department of
from educators that tracking unintention-
Education recommends that tracking be
ally separates students by race.
Other recommendations of the learn-
search. "If it's a child in a slow class,
reconsidered by school districts.
ing environment report include:
they walt no more than 1 to 2 seconds.
"We're not making a radical change
That's the opposite of what should be the
overnight,' Hutchison said. "We have
Creation of a valleywide consor-
case."
The Pennsylvania State Education As-
spent a great deal of time looking at the
tium, or "think tank," to share informa-
sociation goes a step further. It objects to
tracking system as we ve known it."
tion and encourage staff development.
Students in lower tracks traditionally
tracking. Says spokesman George Bad-
Raising the mandatory school-atten-
get one-half or two-thirds the content of
ner, "The student should not be pigeon-
Also in the learning environment re-
dance
age to 18, from 16.
those in higher levels, he added.
holed, if you will, and just categorized
port, the committee recommended that
Some of the criticisms expressed by
and classified and never to leave that
students not be allowed to take vocation-
Instituting an "adopt a student"
program in which each student would be
the committee appeared in a recent arti-
classification.'
al technical school courses until 11th or
assigned a staff member who would give
cle by the national Education Writers As
12th grade so that they are first made ac-
sociation magazine. The first substantive
Allentown School District middle
ademically competent.
special attention to his or her progress.
objections to homogeneous grouping sur-
schools are re-evaluating their longstand-
Developing programs to control ab-
Joseph Rothdeutsch, director of the
faced a decade ago, the report said.
ing tracking system. South Mountain
sentecism and limit the number of ab-
Lehigh County Vocational Technical
Middle School is scrapping tracking be-
sences allowed for sports programs and
Tracking was a key method in the in-
School, said he opposes that recommen-
ginning this school year, said Principal
other special school activities.
dustrial society "where life exists on a
dation. The vo-tech school takes students
Bruce Hutchison. Instead the school will
normal curve" and a certain percentage
as young as 10th grade into its regular
Involving human services organiza-
divide each grade of students into two
tions
programs.
in schools to meet children's needs.
of students are expected to do worse than
"families" that will be taught by a team
others, the article said, quoting Thomas
Rothdeutsch said delaying vocational
Encouraging businesses and cham-
of teachers, he said.
Erb of the University of Kansas.
education might increase the dropout
bers of commerce to offer parental educa-
"The 80 percent of the schools which
rate because some students will be denied
tion courses, featuring topics such as un-
Each family will feature a mix of abili-
use tracking haven't gotten the message
access to programs that could interest
derstanding children's behavior and mis-
ties, races, behavior patterns and self-es-
yet that we are in a new age," the article
teem and motivational levels, he said.
them and keep them in school.
behavior, how to listen to your child and
said. paraphrasing Erb.
The move follows charges that racial ten-
"If you delay their opportunity, they.
building your child's feelings of confi-
dence and self-worth.
Part
The teaching environment
Go into any Lehigh Valley school, and
The report produced by a commit-
'We're concerned because there are so
today,' said Dr. Elaine Clark, a member
you won't find classrooms behind steel
tee co-chaired by Richard Cahn, Allen-
many changes in education today, and
of the Teaching Environment Committee
bars or administrators with whips linger-
town School District superintendent, and
it's important that all teachers and ad-
and an administrator at Carbon Lehigh
ing in doorways
John Jordan Jr., Bethlehem Steel Corp.
ministrators keep up with-research, said
"Intermediate Unit 21.
senior vice president says the school
Fern Mann, president of the Allentown
Still, sometimes teachers feel trapped,
"And more women are pursuing
year should be lengthened so there is ade-'
Education Association and a member of
one Lehigh Valley educator says:
higher/education and more sophisticated
quate time for professional development.
the Teaching Environment Committee.
degrees in administration.
"The way scheduling takes place insue
school districts, you're trapped in your
Further, the report calls for a more CO-
She cited research on crack-cocaine
Cahn said it's important for all chil-
classroom, and It's not because of the will
hesive partnership between area colleges
bables and fetal alcohol syndrome and
dren to have role models with whom they
of the administration or anything else,
and school districts to develop more effec-
changes in special education regulations
can identify.
said William Kirkendall, a Salisbury High
tive undergraduate programs for future
as examples.
Allentown School District, the third
School chemistry teacher.
teachers and better in-service programs
"We've come a long way from the
largest school system in the state, has 11
for current teachers.
times when you could teach through in-
women and five minorities on an admin-
Teachers are unable to see what's hap-
tuition, Mann said. "There's a lot to be
istrative staff of about 70, Cahn said.
pening in other classrooms, and because
Whenever possible, teachers should
learned.'
That's about 23 percent.
of scheduling there's little time for mean-
have a say on the type of training pro.
grams to be offered, the report says.
Administration's composition also
But top administration does not reflect
ingful exchange of teaching methods dur-
must be changed to reflect society's grow.
that mix.
ing the regular school day, he said.
ing number of minorities and women in
"When go to School Board meetings.
So, in one of eight reports released by
For administrators, it recommends
education, the report says. Women and
1 see our administration is basically
the Lehigh Valley Business-Education
more intense training, including an
minorities should be "identified, re-
white male,' Mann said. "I feel left out,
Partnership, Kirkendall and other Lehigh
in-service program with similar managers
cruited and helped with their training for
and expect the same goes for minorities.
Valley business leaders and educators
from business, industry and higher edu-
administrative positions,' it says.
It's comforting to know that there is
stress the importance of offering semi-
cation. It also supports the development
"We Just thought that there are very
someone in a power group that under-
nars and training for teachers and admin-
of a mentorship program for new admin-
istrators.
few women in administrative positions
stands you and sees the role from your
istrators.
perspective.
Part
State regulations
Causing any kind of comprehensive
In its report one of eight included in:
tions chosen by task force leaders as the
Making the state funding formula
change in Lehigh Valley schools will
the Lehigh Valley Business-Education
first priority.
fairer, so that poorer districts get the
mean toppling some big dominos in Har-
Partnership's task force action plan
Extending the length of the school
same opportunities as the richer ones. A
risburg.
the state regulations committee offered a
year from its current 180 days and asking
group of school districts is suing the
And a group of area business leaders
long slate of suggestions. If fulfilled, the
the General Assembly to provide funds
state, charging that the funding system is
and educators considered that when they
changes could affect schools across Penn-
for the longer stay.
inequitable.
set up a task force on education reform 18
sylvania.
Task force leaders hope to begin work
months ago.
Some of the recommendations are:
Establishing financial penalties for
on implementing the plan in the coming
Within the task force, a committee
Revamping, updating and stream-
both school boards and teachers when
months.
was established to study state regula-
lining state education regulations. Some
strikes occur.
The State Regulations committee was
tions. That topic loomed SO large that a
laws on the books-are hindering districts
Mandating that the state release
chaired by Michael Greene, superinten-
subcommittee was spun off to tackle
rather than improving education. This
funds for school districts on schedule,
state education funding.
suggestion is one of the 18 recommenda-
even if it means raising taxes.
Please See PART 4 Page 5
Photo copy Preservation
QUALITY EDUCATION
THE MORNING CALL. SEPTEMBER, 1991 5
PART 4
schools the opportunity to become com-
lose it from their pockets under the sug-
along with the state regulations commit-
Continued From Page 4
petitive in a global market.
gested provision.
tee recommendation.
State Sen. Jeanette Reibman, D-18th,
The recommendation met with mixed
dent of the Southern Lehight School Dis
has sponsored legislation which would
reaction from educators and business pro-
"Any law that would discourage teach-
trict, and John Howell, of First Valley
extend the school year to 220 days. An-
fessionals.
er strikes, feel would therefore encour-
Bank.
other proposal has called for adding one
hour to each school day and allowing dis-
D. Phillip Markley, a Southern Lehigh
age negotiations,' she said, "and I would
Some of the ideas suggested by the
School District 5th-grade teacher and a
be very supportive of it.
committee have been or are being debat
tricts individually to decide how they
member of the state regulations commit-
ed statewide. There has been proposed
meet that requirement.
Now, school boards are penalized fi
tee, sald he supports the recommenda-
legislation on some of the items.
Some question how the financially
nancially only if the school year is short-
tion. The 18-year teaching veteran said he
The State Board of Education, for ex:
troubled state and the school districts
ened to fewer than 180 days by a strike,
had to strike only one day in his career
Mann said. The state regulations commit-
ample, is working on updating its curric-
could afford to pay for the extra educa-
and found the experience "embarrassing"
ulum, vocational education and student
tion time during a recession.
tee provision would kick in a penalty
and "regretful."
sooner. Teachers tend to lose money dur-
testing requirements. and plans to review
"There seems to be some consensus
"It's not popular with the teachers' un-
ing strikes, so it's only fair if the loss is
its teacher certification requirements,
that before we simply expand the amount
lon to say I'm against strikes, but 1 really
on both sides, she said.
said Robert Feir, the board's executive di-
of time that we take a more careful look
don't think they been productive so
rector.
at how we spend the time that we have,"
far, he said. He added that educators
The Pennsylvania Department of Edu-
"I think you will see some significant
Feir said.
provide a vital service and likened teach-
cation has proposed mandating a 48-hour
change in those over the course of the
Greene said money would become
er strikes to nurses suddenly turning off
notification period for strikes to bar the
next six to 12 months," Feir said
available if the state changed some of its
life-support machines.
abruptness some teachers unions have
The partnership committee report said
outdated regulations.
However, Jerold Dougherty, president
used in recent years with the advent of
some laws are nebulous: the law that re-
On the issue of teacher strikes, the
selective strikes. In selective strikes,
of the East Penn Education Association
quires a minimum of 180 days of school,
committee report points out that Pennsyl-
and of the Lehigh County Education As-
teachers strike sporadically, walking out
for one. One section of the law reads:
vania has more strikes than any other
sociation, said he would not endorse the
in different buildings, on different days,
"And no time shall be counted as a pupil
state and that strikes hinder education.
at different hours.
recommendation on financial penalties.
session for any activity to which admis-
The report suggests that teachers and
Dougherty was a key player in the forma-
sion is charged. Committee members
boards of education be financially penal-
tion of the partnership report, but did not
The state regulations report also says
questioned in the report whether this pro-
ized for strikes.
serve on the state regulations committee.
that the state should deliver payments to
vision prevents trips to the 200 or a mu-
"There should be an equal penalty
school districts on time, even If It means
"We're satisfled with Act 195 as it is
seum from being considered a school day.
that deals with both the board (of educa-
right now," he said, adding that he hasn't
raising taxes. Districts have complained
The committee report also says that
tion) and teachers,' Greene said.
repeatedly that the state has been late
seen any favorable proposals to change it.
more than 180 days of school are needed
with payments The report also suggests
School boards would lose money from
Greene said the extra time would give
Fern Mann, president of the Allentown
that the ax-structure should be shifted
their state subsidies, and teachers would
Education Association; said she would go
from property to income.
Part
Basic/higher education cooperation
The Japanese government is spending
"They wouldn't have to interrupt their
a quarter of a trillion dollars this decade
stations is dropping.
sic/higher education cooperation.
daily schedule (to travel)," he points out.
to link schools, businesses and govern-
Today, it costs about $60,000 to set up
She learned about the program
mental agencies via television:
He explained that the interactive
one station; as recently as three months
through the committee.
hook-up would permit visual and audio
ago, it was more than $80,000, he said:
"There are an awful lot of positive
And it's time that the United States
communication from their own buildings:
and more specifically the Lehigh Valley
The report also says that many posi-
things being done in the community, but
catches up, said Galen Godbey, direc-
tive cooperative programs are going on
no coordinating body that knows how to
The basic/higher education coopera-
tor of the Lehigh Valley Association of
between colleges and school districts, but
put together what's being done in the
tion task force, which was chaired by Ce-
they're being done sporadically. There's a
various school districts, Borinsky said.
Independent Colleges.
dar Crest College President Dorothy Gul-
benkian Blaney and Sheldon P. Siegel,
need for a clearinghouse of information
The report also encourages more team
"We in the United States can no long
president of WLVT-TV Channel 39, also is
about cooperative programs, the report
teaching between college faculty and ba-
er continue to ignore that kind of compet-
calling for better communication and CO-
says, suggesting that the Lehigh Valley
sic education teachers. College faculty
itive threat,' he said.
operation between area colleges and the
Educational Cooperative might be the
should be used as guest lecturers in
Godbey was a member of a Lehigh
elementary and secondary school system.
group to do the job.
school, the report recommends.
Teachers also should be given access
Valley Business-Education Partnership
task force committee that is recommend-
It is one of eight task force committees
"We simply cannot afford to ignore
that helped to develop the partnership's
each other's assets and problems any
to equipment at colleges, and elementary
and secondary schools should be offered
ing schools establish interactive audio
longer, the report states.
and video stations.
task force action plan. Partnership lead-
opportunities to Interact with foreign fac-
"It would permit wealthier districts to
ers plan to begin implementing the report
Parkland School District elementary
ulty and foreign students.
in the coming months.
teacher Margo Borinsky underlines that
College students also should be en-
share courses with poorer districts," said
observation. She took her class for a day
couraged to serve as tutors for high
Godbey, a member of the committee on
Godbey said the Lehigh Valley recent-
of educational fun at a colonial crafts pro-
school and elementary students, the re-
basic/higher education cooperation. "Uni-
ly was turned down for a federal grant
gram put on by gifted students in the
versities would be able to share their
that would have allowed 30 area school
Bethlehem Area School District.
port recommends. More than 500 college
students in the area indicated at a recent
classes with schools. And it would permit
districts, 10 colleges and eventually busi-
business and industries to use staff to do
But she said her students may not
meeting they are involved in such ar-
nesses to link up via the television. But
have had the opportunity if she hadn't
presentations for students in K-12 or post
rangements, the report states. That pro-
he says encouragingly that the price for
been a member of the business-education
gram should be expanded and coordinat-
secondary schools.
equipment to set up video conference
partnership task force committee on ba-
ed, the report states.
Part
Choice of schools
Allentown resident Gall Phillips lives
Jackson:
ary system.
2½ blocks from Jackson Elementary
School and 10 blocks from Union Terrace
But the choice is not her's to make.
Some would agree with her. and some
"I think parents should be able to
would not.
Elementary.
The Allentown School District makes
choose whatever school they see fit for
She wants to send her two children to
that choice, sending students to schools
their child," said Phillips, who recently
But two things are for sure: A lot of
based on where they fall within a bound-
took her case to the school board.
Please See PART 6 Page 6
Photo Copy Preservation
6 THE MORNING CALL, SEPTEMBER, 1991
QUALITY EDUCATION
PART 6
Nothstein, an art teacher at Sheckler Ele-
member F. Laird Evans, superintendent
If implemented, the program could
mentary School in the Catasauqua School
of the Salisbury School District, said he
cost the financially strapped state as
Continued From Page 5
district. "Schools without a good reputa-
advocates choice within the public school
much as $300 million. It's also likely to
tion no one would be going there.
system. But he would oppose any public
bring a court challenge from groups that
people are talking about choice nation-
There would be empty buildings."
money going to private schools.
oppose choice because It would allow
wide and they have a lot of ideas how
such a system should work.
He also questioned whether parents
The partnership's decision not to take
public dollars to go to private schools.
Those who advocate choice say it
know enough about schools to make a
a stand didn't surprise Don Eberly. chair-
Spokesmen from the Pennsylvania
choice. And he questioned how transpor-
man of REACH (the Road to Educational
School Boards Association and Pennsyl-
would break up a monopoly in public ed-
tation would be handled and if elitest
Achievement through Choice), a group
vania State Education Association, as
ucation and force schools to get better
schools would be created because of
that formed in February to lobby in favor
well as the Department of Education's
through competition. Some advocates say
choice.
of choice.
commissioner for elementary and second-
parents should have their pick of any:
school within their home district. Others
"Let's do choice? That's like saying
"Business partnerships are not partic-
ary education Joseph Bard - have
broaden the scope to any public school in
let's pick up the town of Catasauqua and
ularly strong tools to push the education-
criticized choice.
the area. And others open even wider and
move it eight miles north," he said.
al establishment much beyond the status
"The educational problems of poor
say parents should have their pick of any.
Other committee members panned the
quo," sald Eberly, who is also president
children have to be met by making public
public or private school and receive tax
argument that public schools, would suf-
of the Commonwealth Foundation, a pub-
schools stronger, not weaker,' Bard said
dollars to pay for going there.
fer.
lic policy group based in Harrisburg.
recently in response to President Bush's
"If a particular school was being no-
'Partnerships tend to be business with
But others say choice will harm public
America 2000 education plan, which advo-
all its cautiousness and timidity and has
education, not help It. Precious tax dol-
glected or ignored, obviously the school
cates choice programs around the nation.
never been a match for entrenched Inter-
lars would be inappropriately diverted to
administration would have to take steps
"The whole thing (choice) is being built
to drastically change the situation, said
est groups like educators Citizens
private schools; transportation systems
on the assumption that people are not do
would be snarled; and some schools with
James Cusimano, superintendent of the
groups are organizing and bypassing
ing the job they can do. And I think they
Diocese of Allentown.
these more official platforms being creat-
image problems would be shunned, they
are doing the best damn job they know
ed."
how.'
say.
Choice would force the school to
And then there's those In between,
change to keep students, said Cusimano.
Ed Donley, chairman of the partner-
Around the country, choice programs
like the Lehigh Valley Business
"The status quo certainly protects and
ship. is also a member of the REACH
are being tried in different ways. For ex-
tion Partnership which offered no firm
makes a very, very secure life for public
board and an advocate for choice.
ample, parents in East Harlem were al-
position on choice in a task force action
educational administrators and teach-
During June, more than 1,000 parents
lowed to choose any school in their dis-
plan.
ers," he said:
and private-school officials rallied at the
trict. A recent New York Times article
"It is a very. very volatile issue,' said
Easton School District Superintendent
state Capitol in support of legislation in-
said student test scores, teacher morale
Robert Kopecek, president of the North-
William Moloney one of a few public
troduced in February that would set up a
and parent involvement improved.
ampton Community College and a mem-
school administrators who advocates
choice system and provide grants to stu-
In Milwaukee more than 300 students
ber of the partnership task force on
broad based choice said public educa-
dents for tuition. The grants which
from low-income families were allowed to
choice and restructuring. "It causes peo-
tion has problems and needs to be rede-
would be $900 per student or 90 percent of
attend private schools with public dol-
ple to get really polarized, and don't
signed.
the amount of the tuition could be
lars. One school, which was troubled
think it's worth it.'
"Why are we last in achievements
used to pay public schools or private.
from the beginning, closed mid-year.
The task force committee on choice in-
(compared to other countries) and first in
non-profit schools, under the proposed
sending many students scrambling back
cluded public and private school adminis-
cost?" he asked.
legislation.
to the public system.
trators, a teacher, the executive director
One bill is in the House Education
John F. Witte, a University of Wiscon-
of the lacocca Institute, business leaders
Moloney said choice would help public
Committee and the other in the Senate
sin political science professor who is
but no parents, which one member
schools by giving poor students the same-
Education Committee. The House com-
studying the Milwaukee experiment, said
pointed out as a deficiency
opportunity that richer students already
mittee is likely to hold public hearings on
he won't know conclusively for a few
The committee recommended that
have. It would allocate money for poorer
choice around the state in the Fall.
years whether the students in the experi-
choice be studied more and that,limited
students to attend a school of their
"It's an Issue that we feel has constitu-
ment did better than their counterparts
choice programs be tried within a dis-
choice, Richer students can do that now
tional, philosophical and major financial
in public schools.
trict.
by paying tuition.
ramifications,' said Jan Bissett, research
He recommends that more places ex-
Members on the committee inter-
He suspects that many students would
analyst for the House Education Commit-
periment with choice. But he cautions
viewed differed greatly in their views.
end up staying in their home district.
tee. "It's not an issue that we can just
that choice is not a cure for all ills in
"Choice would wreak havoc," said Bill
Offering yet another view, committee
jump right into.'
America's inner city schools.
At-risk students
Many parents, like Carol Sham, take
Health screenings, which would be of-
Bethlehem School District Superinten-
Northampton Area School District.
their children to a pediatrician for regu-
fered free under the committee's recom-
dent Thomas Doluisio and Gary Shorts,
The task force made other recommen-
lar checkups through childhood.
mendation, are tests designed to check
publisher and chief executive officer of
dations, several which won't be new to
for potential medical problems.
The Morning Call, didn't specify who
some school districts. They include:
But Sham, assistant principal of two
would pay for or provide the health
Bethlehem elementary schools that have
The recommendation was made in a
Districts should provide classes for
screenings, or what kind of tests would
task force report released by the Lehigh
parents to learn how to become better
a high population of students from poor
be done.
families, knows that not all parents have
Valley Business-Education Partnership.
parents.
"The point here isn't to dictate," Sham
Teen pregnancy programs should be
the money to do the same.
The committee report lists more than
said. "It's just to come up with some
provided to keep students in school and
"Sometimes our school nurse is the
50 recommendations on how to keep at-
ideas.'
teach prenatal and parenting programs.
only medical attention they get." said
risk students in school and help them be
Also. require students to take parenting
Sham, who said she routinely sees chil-
successful. It's among eight reports that
She said she suspects pre-kindergar-
classes to graduate.
make up a task force action plan. which
ten, or when new students come into the
dren with allergies, bladder problems and
Require schools to provide full-day
other ailments not being treated by a doc-
prescribes more than 200 changes to
district, would be an ideal time for the
screenings. The committee said in the re-
kindergarten classes.
tor.
make Lehigh Valley schools better.
port that research shows children learn
Encourage corporations to hire stu-
That's why health screenings for dis-
At-risk students is a title that applies
better when they have adequate nutrition
dents under 18 only if they maintain a C
advantaged students are vital, said Sham,
to troubled youth. It could mean any-
and are in good health.
average.
thing from poor students to students
Require tutoring for all students
who works at Donegan and Marvine ele-
The report also recommends that stu-
mentary schools.
from broken families to students who
dents be taught about drugs from kinder-
achieving 75 percent or lower in any
The district in which she works does
abuse drugs and alcohol.
garten through 12th grade, a recommen-
course.
some of that before children enter kinder-
School districts define at-risk youths
dation that one task force member sus-
Set up a bank of employee volun-
garten. But a committee of business lead-
differently which the task force says
pects many schools already are doing.
teers who can be released during working
crs and educators, of which Sham is a
should change. The report calls for a
Committee members wanted to rein-
hours to tutor students.
member, is calling for more comprehen-
common definition to be developed for el-
force the importance of teaching children
Set up homework hotlines to be
sive health screenings in Lehigh and
ementary, middle and high schools.
about the dangers of drugs. sald Craig
staffed by teachers, peers. parents and
Northampton county schools.
The task force committee. chaired by
Moyer, principal at Lehigh School in
business employees.
Preservation
Copy
proto
THE MORNING CALL, SEPTEMBER, 1991 7
QUALITY EDUCATION
Part
Education for employment
Rothdeutsch said school officials em-
work and better prepare students at
of our area, and we feel all of us should
You must perform well to succeed is
an axiom schools stress to students.
phasize to students that good grades and
school, for work. The report offers dozens
make a contribution to that," he said.
attendance will help them get a better job
of recommendations.
But Joseph Rothdeutsch, director of
with decent pay when they graduate.
The company discusses volunteerism
the Lehigh County Vocational Technical
That statement should hold true, he said.
One of the most prominent sugges-
with new employees and offers awards to
School, is finding that many businesses
tions calls for a job analysis to be per-
employees who appear the most outstand-
in the Lehigh Valley are undercutting the
"You need a transcript to get into col-
formed in the Lehigh Valley so the work
ing in community service, Gombos said.
schools on that lesson. Some businesses
lege; why don't you need a transcript to
skills students are learning match the
PP&L makes a contribution to a charity
aren't checking students' grades and at-
get a job?" he asked.
needs of area businesses.
that the winning employee designates, he
tendance records in their hiring process,
Elmer Gates, vice chairman of the
said.
he said. As a result, a few have gotten
Fuller Co. and co-chairman of the Educa-
About 50 percent of a graduating class
burned by their hires and have com-
tion for Employment task force, said
goes into the work force, rather than onto
The report also suggests that a special
plained to Rothdeutsch.
some businesses probably weren't check-
higher education, Gates said. Many of
effort be made to reward vocational tech-
ing because of the economic climate in
those who do not go to college are likely
nical school students for their successes.
"It's a lot more widespread than I ini-
previous years. There was a shortage of
to stay in the Lehigh Valley, he added.
tially expected," Rothdeutsch said. "I've
"Too often in the past, the recognition
workers.
So, it makes sense to make the match be-
talked to some very large companies with
of vocational technical school students
large human resource staffs and they tell
It's also possible that no one has sug-
tween subjects taught and job skills need-
has been neglected in comparison to peo-
ed.
us (grade and attendance checks) aren't
gested the records be checked before this,
ple winning college scholarships," Roth-
he sald: The Fuller company, which has
The committee also recommends that
deutsch said.
being done there.'
A group of Lehigh Valley educators
about 1,130 employees in the United
businesses encourage employees to serve
School districts are beginning to im-
and business leaders are ecommending
States, doesn't do the checks, Gates said.
on local school boards.
prove by recognizing the laurels of voca-
that businesses be asked to use grades
The company may consider changing
The Pennsylvania Power & Light Co.
tional technical students at graduation
and attendance records when considering
that practice in light of the report, he
does that now by encouraging employees
ceremonies, he said. The Morning Call
hires. The recommendation was made in
said.
to serve on local government boards, as
newspaper, however, continues to rele-
the Education for Employment report,
The Education for Employment report,
well as on charity organizations, said Bob
gate the vo-tech's awards ceremony to
one of eight that make up the Lehigh Val-
one of the most lengthy in the lot. was
Gombos, the company's vice president of
the neighbors section. while putting other
ley Business Education Partnership task
designed to make recommendations that
human resources and development.
er schools' graduations in the local sec-
force action plan.
would ease the transition from school to
"That is important to the development
tion, he said.
Part
Curriculum
Ten times 10 is 100.
ment tests," he said, as one example.
students to memorize data.
"Students today need more than
H2O is the chemical symbol for water.
knowledge; they need understanding and
The report says tests can be used to
And the report also stresses the impor
And, former President Richard Nixon
application and analysis in a wide con-
measure some progress, but not be the
tance of economics and understanding
text."
impetus for a major overhaul of curricu-
foreign cultures. Students will need work
is the guy who resigned over the Water-
The Curriculum report closely coin-
lum. It warns that college board tests do
knowledge to operate in the business
gate investigation.
All fine facts to know, but a group of
cides with objectives that the Pennsylva-
not take into account students' educa-
community and offer creative ideas to in-
Lehigh Valley educators and business 1
nia Department of Education is stressing,
tional backgrounds; and comparisons of
dustry and research, the report said.
said Joseph Bard, the department's com-
American students' test scores with the
leaders is recommending that curriculum
for the future be structured so that stu-
missioner for elementary and secondary
test scores of their counterparts in differ-
International current events, geogra-
education.
ent countries do not allow for differences
phy and foreign languages should be em
dents must do more than learn and retain
"I see It as very helpful to us and what
in classroom content.
phasized, with foreign languages being of
facts.
fered from elementary school on up, the
The committee calls for students to
we're doing," he said of the report.
In the Curriculum report, committee
report states.
have a more active role in the classroom
The department believes it's important
members recommend several areas be
concentrate on: communication, math,
The report also recommends that text
a concept that many educators are al-
that students should be given more re-
ready using.
sponsibility for their learning.
science, economics, technology and group
books not be used as the primary source
The Curriculum report - one of eight
"Amassing credits does not tell us
task performance. The committee was CO-
of instruction. Books become outdated
reports that make up a task force action
chaired by John Jenkins, superintendent
quickly. Video libraries, newspapers,
what a child has learned," he said. "It
tells us they spent a certain number of
of the Nazareth Area School District, and
pamphlets, periodicals and computer soft
plan released by the Lehigh Valley Busi-
hours in a chair. This report calls for out-
Alexander Macklewicz, of AT&T Micro-
ware offer more up-to-date information.
ness-Education Partnership says teach-
ers should not inundate children with
electronics.
the report said.
come and competency measures so we
lists of information.
can construct programs and amass the re-
sults on qualitative rather than quantita-
The report says that students should
"Tech prep" curriculums also should
"Years ago the lists started with read-
tive measures.'
be taught to communicate in all courses.
be developed in the Lehigh Valley, the rt
ing, writing and arithmetic," the report
He said he may have made more strin-
If they can communicate better, they can
port states. The programs, which would
said. "More recently there has been some
understand and learn better, the report
interest in a cultural literacy list of some
gent recommendations in a few areas,
span the last two years of high school
states.
such as testing.
and two years of community college.
5,000 items of knowledge promoted as the
foundation for literacy. Lists, moreover,
In math and science, teachers should
would educate students in advanced tech
"I think Tam much more negative
Ignore the learner in learning.
emphasize process rather than asking
nology fields, the report said.
about the uses of standardized achieve-
Pessenation Copy and
8 THE MORNING CALL, SEPTEMBER. 1991
QUALITY EDUCATION
Education
partnership to seek $1 million
schools has created an exciting op-
Every American adult will be
to the goals of the president and
By SUSAN SNYDER
portunity for the Lehigh Valley.
literate and every school will be
governors." Donley said.
Of The Morning Call
said Ed Donley, chairman of the
free of drugs and violence.
He pointed out that the U.S. Sec-
The Lehigh Valley Business
partnership.
Second, the partnership has de-
retary of Education Lamar Alexan-
cation Partnership has formed a
"The members of Lehigh Valley
veloped a community-wide strategy
der mentioned the Lehigh Valley in
special committee to compete for a
2000 [the partnership] are volun-
for meeting the goals, said partner-
an August newsletter.
proposed $1 million national grant
teering a tremendous amount of
ship member John V. Cooney. cam-
to build a New American School.
personal time. And with that type
pus executive officer of the Penn
"Pennsylvania's Lehigh Valley
President Bush has asked Con-
of commitment, I believe that an
State Allentown Campus. He is re-
has organized itself and is already
gress to appropriate the grants for
America 2000 designation is a realis-
ferring to the recent release of the
well on the way to becoming an
New American Schools, but no ac-
tic goal for our community.
partnership's task force action plan.
America 2000 Community.' Alexan-
tion has been taken.
Partnership leaders said the Le-
der said.
The partnership established a
high Valley group has an excellent
Also, the partnership has agreed
special committee to seek designa-
chance of getting the designation
to create and support a New Ameri-
Just what a New American
and a grant because it has met
can School, Cooney saíd.
School would look like is unclear.
tion as an America 2000 Communi-
and that's fine, says Tom Lyon. a
ty. which could subsequently quali-
three of the four requirements.
The fourth requirement is devel-
spokesman for the U.S. Department
fy it for a grant if Congress ap-
First, the partnership adopted
oping a report card that would
of Education.
proves the appropriation. The
the national education goals. They
chart the community's progress to-
committee will be headed by Ste-
are:
ward meeting the national educa-
"There's no single model." he
phen G. Donches, vice president of
Children will start school
tion goals, he said.
said. "That's the point. The secre-
state and community affairs for
ready to learn.
The Ben Franklin Partnership at
tary and the president have talked
Bethlehem Steel Corp.
High school graduation rate
Lehigh University will help in de-
in terms of breaking the mold,
In his plan, Bush called for 535
will
increase to 90 percent.
veloping the report card, he said.
starting from scratch.
communities to receive $1 million
Students leaving grades four,
eight and 12 will demonstrate com-
Partnership leaders pointed out
Donley said partnership mem-
grants. There would be one for each
congressional district, plus two per
petency in challenging subject mat-
that the governor of each state se-
bers have talked about pre-kinder-
lects the America 2000 communities
garten programs and the use of
state, partnership officials said.
ter.
based on demonstrated commit-
technology, but nothing is firm. The
"The federal government's lead-
U.S. students will be the first
ership on the education issue and
in the world in science and math
ment.
committee, which will have input
achievement.
"We are 100 percent committed
by teachers, will decide he said.
their willingness to fund innovative
215-820-6500
Allentown Pa. 18101
streets
Linden
and
419
The Morning Call
Special reprint as a public service of:
(215) 481 7004
7201 Hamilton Boulevard Allentown Pa. 18195 18195-1501
DEL
The Lehigh Valley Business- Education Partnership
MD.
Mr. Edward Donley,
For further information contact:
process.
ships to ensure long-term success of our l'education improvement
PHILADELPHIA
to implement this process toward building the necessary relation-
going phase of the work. Similarly all schools will be encouraged
phase of our work. The quality process will be utilized in this on-
HARRISBURG
cess as the partnership moves to the operation or implementation
T'N
This "quiet revolution" has, established the foundation for suc
ALLENTOWN
ideas and concepts, have been challenged.
BETHLEHEM
has been accomplished and conventional wisdom and traditional
EASTON
CEOs, teachers, college presidents, parents etc.) Team building
PA.
the many constituencies involved in the process (superintendents,
Trust mutual respect and understanding have developed among
SCRANTON
the quality process during this important study phase of our work
N.Y.
The Lehigh Valley Business Education partnership has lived
MISSION STATEMENT
THE LEHIGH VALLEY
Appendinc
SPECIAL TASKFORCE REPORT
TO
LEHIGH VALLEY BUSINESS-EDUCATION PARTNERSHIP
February 27, 1990
Mr. George J. Evans, Jr., chairman
Dr. Michael F. Greene
Mr. Bert P. Daday
Mr. Richard S. Gurin
Mr. Edward Donley
Mr. John D. Jenkins
Mr. F. Laird Evans
Mr. Robert J. Kopecek
Mr. Elmer D. Gates
Dr. William J. Moloney
Dr. David Fallinger
Special Taskforce Report
SPECIAL TASK FORCE CN MISSION STATEMENT
Rich Burin - Binney is Smith
David Fallinger-Horthwestarn Lehigh School Dist.
The standard == civilized Living for future generations == Americans is E
function of our Nation 5 business and industrial competitiveness and DMV
educational systems. Recognising thes È collaboration of people
representing educational institutions and private and public sector
enterprise will identify and enscurage programs that WILL result in ≡
high quality, internationally competitive educational system == maximize
the potential cd each student in the Lehigh Valley.
The central focus of this collaborative effort will be: the attitudes,
and measurable knowledge and skills required Eer post-educational
employment and full citizenship as we__ as the values and, in
particular, the work ethic required Ecr satisfactory workplace and
community living.
Stecial Taskforce Cn Issues
A= the steering committee meeting cd November 17, 1939 it vas agreed that
= special taskforce would be chartered. Its mission was == identify of
set == areas which should be candidates for study by specific taskforces
which will be created by the Partnership. The areas were == be selected
21 the group on the basis cé its perception of the needs of the Lehigh
Valley.
Fundamental = this process is the assumption that the work of the
Partnership will be carried cu= by it number cf taskforces which will
perform studies of specific areas and report back = the group with
recommendations for action. This implies that ât hierarchy of
relationships will exist within the Lehigh Valley Business-Education
Partnership. In this report the following terms will be used:
Partnership
-identifies the full membership cf the group i.e.
36 educators is 36 businessmen.
Steering Committee -subset c: the full membership which serves as an
executive body.
Taskforce
-group which is made up of members cf the
partnership and other community Leaders and
experts, who will examine at particular area and
report back == the membership with
recommendations for action.
LVBEP Special Taskforce Report
?
Model for Partnership Taskforces
Before addressing the areas of taskforce assignment, it is necessary to
define the process by which a taskforce is expected to operate.
1. Charter
Taskforces will generally be given an area of attention which is fairly
broad in scope. Where descriptive information concerning specific topics
is given, these should be interpreted as examples of possible interests
and are not intended to limit the group to only these topics. Under the
broad charter concept, it is left to the taskforce to decide which
specific topics should be included in their review.
2. Membership
It is not required that a taskforce participant be a member of the
Partnership. Each taskforce will be comprised of as bread a cross-
section of the community as possible. The objective is to insure that
all parties have an opportunity to input to the process and to
participate in the recommendation/decisions.
3. Data Collection
Each taskforce is responsible for collecting sufficient information about
its assigned area to permit them to make recommendations based upon a set
of documented information. In this process, input from many experts from
outside the taskforce itself may be required and is encouraged.
Each taskforce will contribute its collected data into a common
repository which will be maintained by the partnership.
4. Recommendations
Normally the output of a taskforce will be a set of recommendations for
action on the part of the Partnership. It is important that
implementation methods are included as a part of the recommendations.
The recommendations will be circulated to the membership for their
concurrence and support. A taskforce report will need to contain
sufficient information to allow the members to understand the basis for
the recommendations and give them their support. In most cases the
Partnership. taskforce will be asked to present their report at a meeting of the
5. Alternatives
In cases where the taskforce has identified alternative courses of
action, it is expected that these will be included as part of the
taskforce report. The membership will then be expected to reach a
conclusion as to the specific course of action which will be chosen.
LVBEP Special Taskforce Report
4
6. Supporting Information
Where possible, estimates of the funding requirements (if any) cf the
recommended action should be provided. If any potential funding sources
are identified, they should also be indicated. Likewise, the timeframe
associated with the action plan should be noted.
Special Taskforce Recommendations:
Ten areas were identified by the special taskforce. Three of the ten are
areas which are of long term importance to the Partnership and should be
the basis for standing committees.
Topics for assignment to standing committees are as follows:
1. Information Collection and Dissemination
2. Communications
3. Funding
For complete descriptions of the committee areas, please see Appendix 3.
Topics for specific taskforce attention are as follows:
1. The Learning Environment
2. The Teaching Environment
3. State Regulations
4. Curriculum
5. At-Risk-Youth
6. Education for Employment
7. Basic Education/Higher Education Cooperation
Complete follows. descriptions of the taskforce areas are in Appendix A which
LVBEP Special Taskforce Report
in
APPENDIX A - TASKFORCE DESCRIPTIONS
1. The Learning Environment:
Fundamental to the education process is the creation of an environment
where the student is motivated to want to learn. The learning environment
taskforce is assigned to identify programs which will result in a higher
level of commitment by the students to learn the material which is
offered to them.
Areas to be considered by this taskforce would include:
Needs Cf Students Including "at risk students"
Headstart Programs (early intervention programs)
writing) Motivating Students To Want To Learn (especially reading &
Getting Students To Understand Their Responsibility To Work To
Learn The Material Which Is Taught
Special Programs To Generate Student Excitement
Exposure Of Students To Positive Role Models e.g. Mentors From
Business Or Other Professions
Generating Interest In Math/Science
Use Of Technológy
Need For Services Which Address Basic Needs - Food Programs,
Latchkey, Supervised Study
Examine Structure Of Schools Including Alternative Learning
Settings e.g. L.V. Center for Sciences
2. The Teaching Environment:
Motivating students is a primary goal of the teachers. In turn, the
teachers are motivated by a good teaching environment. The objective of
environment. this task force is to identify programs which will improve the teachers
Areas to be considered by this taskforce would include:
Needs of Teachers
Teacher Motivation
In-service Training Opportunities
Leadership Training (For Principals & Teachers)
Importance of Business Need For Basic Skills
Improve The Image And Status Of Educators e.g. Establish
Academic Chairs
Teacher Certification
Use Of Technology
LVBEP Special Taskforce Report
6
3. State Regulations:
School districts must operate under a set cf regulations which are
established by the state department of education and the legislature.
Over time, these regulations can create limitations upon the ability of a
local school district to respond to the needs of its students. The
objective of this taskforce is to examine the state regulations on
education and identify appropriate actions to cause change where needed.
Areas to be considered by this taskforce would include:
Understand Existing Regulations And Identify Impact On
Operations
Identify Problems
Design Approach (es) To Work With State Government To Effect
Necessary Changes In Regulations
4. Curriculum:
The skills which a student acquires while in school are directly related
to the curriculum which is taught. The objective of this taskforce is to
identify areas where programs could be implemented to change or augment
the curriculum to enhance learning.
Areas to be considered by this taskforce would include:
Writing Across The Curriculum
Math Across The Curriculum
Reading Skills
Reasoning & Problem Solving
Work Ethic Attainment
Student Appreciation For Cultural Values & Civilization
Integrating Opportunities For Business Exposure
Business Operations & Economics
Leadership Skills
Information Processing Skills Which Include Problem Solving,
Decision Making, Using Data Bases, Etc.
In all of the above, the goal is to establish clear & specific objectives
which are measurable and hold educators accountable for their attainment.
LVBEP Special Taskforce Report
7
5. At-Risk-Youth
Young people who drop out of school are known to be the ones who have
difficulty finding or keeping a jcb. A large percentage of our prisen
population is made up of school dropcuts. Programs which address the
learning and teaching environment and the curriculum, will have at
beneficial effect upon potential dropcuts. However, at-risk-youth have
many social problems outside cf the school environment which affect their
performance in school. It is the mission of this taskforce to identify
opportunities for special efforts == support at-risk-youth and to
motivate them == stay in school and excel a= their studies.
Areas to be considered by this taskforce would include:
Needs Of The Community
Special Needs Of Minorities
Assess Existing Programs
Identify Opportunities
6. Education for Employment
Several business-education partnerships around the country have developed
special programs which are designed to give students a better
understanding of the work environment and to smooth the transition from
school to work. Their success indicates that the Lehigh Valley would
benefit from such a program. The mission of this taskforce is to define
an education for employment program which will utilize the business
community resources to facilitate the transition from school to work.
Areas to be considered by this taskforce would include:
Identify Skills Needed By Business
Vocaticnal-technical Programs
Career Guidance
Planned Work Experiences
Planned Business Visits To Schools
Planned School Visits To Business
Employability Skills And Attitudes
Practical Application Of Basic Skills
Business Operations & Economics
7. Basic Education/Higher Education Cooperation
Experience here in the Lehigh Valley and in other communities indicates
that both basic education and higher education will benefit from joint
activities. The State Secretary of Education has already funded a study
in the Lehigh Valley to identify ways to expand the role and scope of
these collaborative efforts. The mission of this partnership taskforce
would be to identify ways to utilize higher education resources to
invigorate the K-12 teachers and provide them with expanded sources of
information and support.
LVBEP Special Taskforce Report
8
Areas to be considered by this taskforce would include:
Lehigh Valley Educational Cooperative
Math/Science Center
Language Center
Humanities Center
Assist In Obtaining Grants
Workshops
Examine Teacher Education Preparation/Programs
L.V. Faculty Partnership
LVBEP Special Taskforce Report
3
APPENDIX B - RECOMMENDED STANDING COMMITTEES
1. Information Collection and Dissemination
A= the outset of discussion in the special taskforce it was recognized
that there is a great lack of information in the business community about
the education system in the Valley. The reverse is true with the
education community. There is a need == establish a mechanism == collect
information and to disseminate it == the members (and others) as needed.
Areas to be considered by this committee would include:
Assessment Cf Student Performance
International Comparisons
Collecting Demographic And Other Data
Conduct Fact Finding Visits Tc Schools
Collect Data From Taskforce Activities
Disseminate Data To Taskforces
Disseminate Data To Partnership Members.
2. Communications
An important role of the Partnership is to provide a vehicle for
communicating information about its activities and to serve as an
information source for the public. School boards and the general public
need to better understand the importance of à superior education system
to the economic success of this region and the U.S. This committee is
expected to take a pro-active role in informing all sectors of the
community.
Areas to be considered by this committee would include:
Examine The Perception Of Apathy BY The Public Toward Education
Information Programs To Inform The Public
Programs To Inform School Boards
Potential Extension Cf Air Products Type Of Program For School
Board Members To Other Valley Companies
Plan For Business Representatives To Visit Schools And
Participate In School Assembly, etc.
3. Funding
When the Partnership defines action programs in the various areas it will
be necessary to arrange funding for their implementation. Potential
sources for funds are foundations and grants. It will also be necessary
to secure donations from the business community and/cr general public.
This will be an engoing need and is best met by a standing committee.
Areas to be considered by this committee would include:
Determine Potential Funding Sources
Define Method To Administer Grants To Fund Focused
Programs/projects
LVBEP Special Taskforce Report
и
J
J
H
1
g
n
School
Volume XXXII Number 4
815 N. Irving St. Allentown, PA 18103
April 10, 1992
President greets a-maize-ing competitors
X
GENER
Photo Copy Preservation
am
photo courtesy U.S. First
PRESIDENTIAL GREETING: Junior Amy Cruzan shakes President George Bush's partnership with Air Products and Chemicals to design a vehicle that gathers tennis
hand during the recent Maize Craze' competition held in Manchester, New Hamp-
balls from a field covered in one and one-half inches of corn; these vehicles had to
shire Cruzan and five other juniors from William Landis' Physics I class worked in a
be made from a set of given parts.
APR-03-1992 15:45 FROM
TO
94567739
P.06
The Houston Independent School District wants to get rid of
standardized tests for the early elementary grades -- the kinds
of tests that place all children above average and don't have
much to do with what children are supposed to learn in class.
Instead, the school district wants to begin using performance-
based assessments that actually measure whether students know and
are able to do what is expected of them. However, the Secretary
of Education is denied the authority to waive the Chapter 1 rules
that prevent Texas from using a different testing approach, even
if he determines that approach would yield better measures of
student performance.
Apr. 18 / Administration of George Bush, 1991
pete in the global economy; and, finally,
utmost care and expertise, we can build a
making all of our schools safe, disciplined,
brighter future for all Americans.
and drug free. Achieving these goals will
The Congress, by House Joint Resolution
require the sustained cooperation of par-
197, has designated the week of April 15
ents, educators, public officials, and the
through April 21, 1991, as "National Educa-
community at large.
tion First Week" and has authorized and
While the Federal Government can and
requested the President to issue a procla-
will serve as a catalyst for excellence, point-
mation in observance of this week.
ing the way forward and helping schools to
Now, Therefore, I, George Bush, Presi-
meet higher standards, success will require
dent of the United States of America, do.
the concerted efforts of parents, educators,
hereby proclaim the week of April 15
and local government leaders. Because
through April 21, 1991, as National Educa-
competition breeds quality, we can begin
tion First Week. I call upon all Americans
by expanding choice and accountability in
to observe this week with appropriate pro-
education. Parents have primary responsi-
grams, ceremonies, and activities.
bility for the education of their children,
In Witness Whereof, I have hereunto set
and they should have a genuine say in
my hand this eighteenth day of April, in the
what, where, and how their children learn.
year of our Lord nineteen hundred and
Teachers should be able to enjoy greater
ninety-one, and of the Independence of the
flexibility in the classroom, and local school
United States of America the two hundred
systems should act to utilize the talent and
and fifteenth.
experience of persons who want to teach
George Bush
but are prohibited by cumbersome regula-
tions. However, since the best measure of
our schools is not how many resources we
[Filed with the Office of the Federal Regis-
ter, 10:27 a.m., April 19, 1991]
put into them but what outcomes are
achieved, we must hold ourselves accounta-
ble for results, verifying what works and
what does not.
We must also work together to ensure
Address to the-Nation on National
that our children dwell in an environment
Education Strategy
that is conducive to learning. Such an envi-
April 18, 1991
ronment includes schools that are safe, dis-
ciplined, and drug free. However, because
Thank you all for joining us here in the
what goes on in school is only part of a
White House today. Let me thank the
child's educational experience, we must also
Speaker for being with us, and the Majority
maintain in our homes and neighborhoods
Leader; other distinguished Members, com-
an atmosphere that encourages learning
mittee heads and ranking members, and
and rewards diligent effort. Parents are
very important education committees here
their children's first and most influential
with us today. I want to salute the Gover-
teachers, and they can help to make ours a
nors, the educators, the business and the
more literate Nation by reading to and with
labor leaders, and especially want to single
their little ones; by taking an active interest
out the National Teachers of the Year. I
in their youngsters' homework and academ-
believe we have 10 of the previous 11
ic progress; and by demonstrating through
Teachers of the Year with us here today,
example the joys of lifelong learning.
and that's most appropriate and most fit-
Local libraries and museums, business
ting.
and civic groups, and members of the
'But together, all of us, we will underscore
media can assist parents by offering high-
the importance of a challenge destined to
quality educational programs and activities
define the America that we'll know in the
designed to ignite the natural curiosity of
next century.
children. Indeed, by sparking the imagina-
For those of you close to my age, the 21st
tions of our students, by ensuring that our
century has always been a kind of short-
schools tend the light of learning with
hand for the distant future-the place we
464
Administration of George Bush, 1991 / Apr. 18
uild a
put our most far-off hopes and dreams. And
must transform America's schools. The days
today, that 21st century is racing towards
of the status quo are over.
lution
us-and anyone who wonders what the cen-
Across this country, people have started
ril 15
tury will look like can find the answer in
duca-
America's classrooms.
to transform the American school. They
I and
Nothing better defines what we are and
know that the time for talk is over. Their
rocla-
what we will become than the education of
slogan is: Don't dither, just do it. Let's push
our children. To quote the landmark case
the reform effort forward. Use each experi-
Brown versus Board of Education, "It is
ment, each advance to build for the next
Presi-
doubtful that any child may reasonably be
American century-new schools for a new
a, do
expected to succeed in life if he is denied
world.
il 15
duca-
the opportunity of an education."
As a first step in this strategy, we must
icans
Education has always meant opportunity.
challenge not only the methods and the
Today, education determines not just which
means that we've used in the past but also
pro-
students will succeed but also which nations
the yardsticks that we've used to measure
will thrive in a world united in pursuit of
our progress. Let's stop trying to measure
) set
freedom in enterprise. Think about the
progress in terms of money spent. We
1 the
changes transforming our world: the col-
spend 33 percent more per pupil in 1991
and
lapse of communism and the cold war, the
f the
than we did in 1981-33 percent more in
advent and acceleration of the Information
dred
real, constant dollars-and I don't think
Age. Down through history, we've defined
there's a person anywhere who would say-
resources as soil and stones, land and the
anywhere in the country-who would say
sh
riches buried beneath. No more. Our great-
that we've seen a 33-percent improvement
est national resource lies within ourselves—
in our schools' performance.
egis-
our intelligence, ingenuity-the capacity of
Dollar bills don't educate students. Edu-
the human mind.
Nations that nurture ideas will move for-
cation depends on committed communities,
ward in years to come. Nations that stick to
determined to be places where learning
stale old notions and ideologies will falter
will flourish; committed teachers, free from
and fail. So I'm here today to say America
the noneducational burdens; committed
will move forward. The time for all the re-
parents, determined to support excellence;
ports and rankings, for all the studies and
committed students, excited about school
the surveys about what's wrong in our
and learning. To those who want to see real
schools is past. If we want to keep America
improvement in American, education, I say:
the
competitive in the coming century, we
There will be no renaissance without revo-
lution.
the
must stop convening panels to report on
rity
ourselves. We must stop convening panels
We who would be revolutionaries must
om-
that report the obvious. And we must
accept responsibilities for our schools. For
and
accept responsibility for educating everyone
too long, we've adopted a no-fault approach
ere
among us, regardless of background or dis-
to education. Someone else is always to
er-
ability.
blame. And while we point fingers out
he
If we want America to remain a leader, a
there, trying to assign blame, the students
gle
force for good in the world, we must lead
suffer. There's no place for a no-fault atti-
I
the way in educational innovation. And if
tude in our schools. It's time we held our
11
we want to combat crime and drug abuse, if
schools-and ourselves-accountable for re-
ly,
we want to create hope and opportunity in
sults.
it-
the bleak corners of this country where
Until now, we've treated education like a
there is now nothing but defeat and de-
manufacturing process, assuming that if the
re
spair, we must dispel the darkness with the
gauges seemed right-if we had good pay
to
enlightenment that a sound and well-round-
scales, the right pupil-teacher ratios-good
e
ed education provides.
students would just pop out of our schools.
Think about every problem, every chal-
It's time to turn things around-to focus on
st
lenge we face. The solution to each starts
students, to set standards for our schools—
+
with education. For the sake of the future
and let teachers and principals figure out
e
of our children, and of the Nation's, we
how best to meet them.
465
Apr. 18 / Administration of George Bush, 1991
We've made a good beginning by setting
core subjects: math and science, English,
the Nation's sights on six ambitious national
history and geography. We will develop vol-
education goals-and setting for our target
untary-let me repeat it-we will develop
the year 2000. Our goals have been forged
voluntary national tests for 4th, 8th, and
in partnership with the Nation's Governors,
12th graders in the five core subjects. These
several of whom are with us here today in
the East Room. And those who have taken
American Achievement Tests will tell par-
ents and educators, politicians, and employ-
a leadership are well-known to everyone in
this room. And for those who need a re-
ers just how well our schools are doing. I'm
determined to have the first of these tests
fresher course-there may be a quiz later
for fourth graders in place by the time that
Garrnor's
on-let me list those goals right now.
By 2000, we've got to, first, ensure that
school starts in September of 1993. And for
goals
every child starts school ready to learn;
high school seniors, let's add another incen-
tive-a distinction sure to attract attention
second one, raise the high school graduation
rate to 90 percent; the third one, ensure
of colleges and companies in every commu-
PAGE 4
that each American student leaving the 4th,
nity across the country-a Presidential Cita-
8th, and 12th grades can demonstrate com-
tion to students who excel on the 12th-
OF SPEECH
grade test.
petence in core subjects; four, make our
students first in the world in math and sci-
We can encourage educational excellence
ence achievements; fifth, ensure that every
by encouraging parental choice. The con-
P.9
American adult is literate and has the skills
cept of choice draws its fundamental
necessary to compete in a global economy
strength from the principle at the very
and exercise the rights and responsibilities
heart of the democratic idea. Every adult
of citizenship; and sixth, liberate every
American has the right to vote, the right to
American school from drugs and violence so
decide where to work, where to live. It's
that schools encourage learning.
time parents were free to choose the
Our strategy to meet these noble national
schools that their children attend. This ap-
goals is founded in common sense and
proach will create the competitive climate
common values. It's ambitious-and yet,
that stimulates excellence in our private
with hard work, it's within our reach. And I
and parochial schools as well.
can outline our strategy in one paragraph,
But the centerpiece of our national edu-
and here it is: For today's students, we must
cation strategy.is not a program, it's not a
make existing schools better and more ac-
test. It's a new challenge: To reinvent
countable. For tomorrow's students, the
American education-to design new Ameri-
next generation, we must create a new gen-
can schools for the year 2000 and beyond.
eration of American schools. For all of us,
The idea is simple but powerful: Put Ameri-
for the adults who think our school days are
ca's special genius for invention to work for
over, we've got to become a nation of stu-
America's schools. I will challenge commu-
dents-recognize learning is a lifelong proc-
nities to become what we will call America
ess. Finally, outside our schools we must
2000 communities. Governors will honor
cultivate communities where learning can
communities with this designation if the
happen. That's our strategy.
communities embrace the national educa-
People who want Washington to solve our
tion goals, create local strategies for reach-
educational problems are missing the point.
ing these goals, devise report cards for
We can lend appropriate help through such
measuring progress, and agree to encourage
programs as Head Start. But what happens
and support one of the new generation of
here in Washington won't matter half as
America's schools.
much as what happens in each school, each
We must also foster educational innova-
local community, and yes, in each home.
tion. I'm delighted to announce today that
Still, the Federal Government will serve as
America's business leaders, under the chair-
a catalyst for change in several important
manship of Paul O'Neill, will create the
ways.
New American Schools Development Cor-
Working closely with the Governors, we
poration-a private sector research and de-
will define new world-class standards for
velopment fund of at least $150 million to
page
schools, teachers, and students in the five
generate innovation in education.
466
Administration of George Bush, 1991 / Apr. 18
This fund offers an open-end challenge to
ing. And I want to know how to operate a
English,
the dreamers and the doers eager to rein-
computer. [Laughter] Very candidly-I
velop vol-
vent, eager to reinvigorate our schools.
don't expect this new tutorial to teach me
Il develop
With the results of this R&D in hand, I will
how to set the clock on the VCR or any-
8th, and
urge Congress to provide $1 million in
thing complicated. [Laughter] But I want to
cts. These
startup funds for each of the 535 New
be computer literate, and I'm not. There's a
1 tell par-
American Schools-at least one in every
lot of kids, thank God, that are. And I want
d employ-
congressional district-and have them up
to learn, and I will.
doing. I'm
and running by 1996.
The workplace isn't the only place we
hese tests
The New American Schools must be
must improve opportunities for education.
time that
more than rooms full of children seated at
Across this nation, we must cultivate com-
3. And for
computers. If we mean to prepare our chil-
munities where children can learn-com-
her incen-
dren for life, classrooms also must cultivate
munities where the school is more than a
attention
values and good character-give real mean-
refuge, more than a solitary island of calm
y commu-
ing to right and wrong.
amid chaos. Where the school is the living
ntial Cita-
We ask only two things of these architects
center of a community where people care-
the 12th-
of our New American Schools: that their
people care for each other and their fu-
students meet the new national standards
tures-not just in the school but in the
excellence
for the five core subjects, and that outside
neighborhood, not just in the classroom but
The con-
of the costs of the initial research and de-
in the home.
damental
velopment, the schools operate on a budget
Our challenge amounts to nothing less
the very
comparable to conventional schools. The ar-
than a revolution in American education-a
ery adult
chitects of the New American Schools
battle for our future. And now, I ask all
le right to
should break the mold. Build for the next
Americans to be Points of Light in the cru-
live. It's
century. Reinvent-literally start from
sade that counts the most: the crusade to
loose the
scratch and reinvent the American school.
prepare our children and ourselves for the
This ap-
No question should be off limits, no answers
e climate
automatically assumed. We're not after one
exciting future that looms ahead.
ir private
single solution for every school. We're inter-
What I've spoken about this afternoon are
the broad strokes of this national education
ested in finding every way to make schools
strategy: accountable schools for today, a
ional edu-
better.
it's not a
There's a special place in inventing the
new generation of schools for tomorrow, a
New American School for the corporate
nation of students committed to a lifetime
reinvent
W Ameri-
community, for business and labor. And I
of learning, and communities where all our
children can learn.
1 beyond.
invite you to work with us not simply to
1
transform our schools but to transform
There are four people here today who
'ut Ameri-
every American adult into a student.
symbolize each element of this strategy and
work for
Fortunately, we have a secret weapon in
point the way forward for our reforms. Es-
commu-
1 America
America's system of colleges and universi-
teban Pagan-Steve an award-winning
vill honor
ties-the finest in the entire world. The cor-
eighth-grade student in science and history
on if the
porate community can take the lead by cre-
at East Harlem Tech, a choice school.
ating a voluntary private system of world-
Steve? Right here, I think. Stand up, now.
al educa-
for reach-
class standards for the workplace. Employ-
Mike Hopkins, lead teacher in the Saturn
ers should set up skill centers where work-
School in St. Paul, Minnesota, where teach-
cards for
ers can seek advice and learn new skills.
ers have already helped reinvent the Amer-
encourage
But most importantly, every company and
ican school. Mike, where are you? Right
eration of
every labor union must bring the worker
here, sir. Thank you.
into the classroom and bring the classroom
David Kelley, a high-tech troubleshooter
al innova-
into the workplace.
at the Michelin Tire plant in Greenville,
oday that
We'll encourage every Federal agency to
South Carolina. David has spent the equiva-
the chair-
do the same. And to prove no one's ever
lent of 1 full year of his 4 years at Michelin
reate the
too old to learn, Lamar, with his indefatiga-
back at his college expanding his skills.
nent Cor-
ble determination and leadership, has con-
David? There he is.
h and de-
vinced me to become a student again
Finally, Michelle Moore, of Missouri, a
million to
myself. Starting next week, I'll begin study-
single mother active in Missouri's Parents as
467
Apr. 18 / Administration of George Bush, 1991
Teachers program. She wants her year-old
schools based on world class standards and
son, Alston, to arrive for his first day of
the principle of accountability. He encour-
school ready to learn. Michelle?
aged all elements of our communities-fam-
So, to sum it up, for these four people
ilies, businesses, unions, places of worship,
and for all the others like them, the revolu-
neighborhood organizations, and other vol-
tion in American education has already
untary associations-to work together with
begun. Now I ask all Americans to be Points
our schools to help the Nation achieve edu-
of Light in the crusade that counts the
cational excellence.
most: the crusade to prepare our children
and ourselves for the exciting future that
A. World Class Standards in Five Core
looms ahead. At any moment in every
Subjects
mind, the miracle of learning beckons us
The President believes the time has come
all. Between now and the year 2000, there
to establish world class standards for what
is not one moment or one miracle to waste.
our children should know and be able to do
Thank you all. Thank you for your inter-
est, for your dedication. And may God bless
in five core subjects: English, mathematics,
the United States of America. Thank you
science, history, and geography.
very much.
Through the National Education Goals
Panel, and working with interested
Note: The President spoke at 2 p.m. in the
parties throughout the Nation, the
East Room at the White House.
President and the Governors will de-
velop a timetable for establishing na-
tional standards in these five subjects,
and in September 1991, and each year
White House Fact Sheet on the
thereafter, the panel will report to the
President's Education Strategy
Nation on progress toward the national
education goals.
April 18, 1991
The standards are intended to lift the
The President today outlined his strategy
entire education system and improve
to move the Nation toward achieving the
the learning achievement of all stu-
national education goals and educational ex-
dents. The President and the Gover-
cellence for all Americans. The President
nors oppose a national curriculum or
believes we must restructure and revitalize
federalizing our education system.
America's education system by the year
2000. Emphasizing that this effort is a na-
B. A System of Voluntary National
tional challenge, the President asked all
Examinations
Americans to take part in "the crusade that
Through the efforts of the National Edu-
counts most-the crusade to prepare our
cation Goals Panel, a system of voluntary
children and ourselves for the exciting
examinations will be developed and made
future that looms ahead."
available for all fourth, eighth, and twelfth
America 2000 builds on four related
grade students in the five core subjects.
themes:
These American Achievement Tests
Creating better and more accountable
will challenge all students to strive to
schools for today's students,
meet the world class standards and
Creating a new generation of Ameri-
ensure that, when they leave school,
can schools for tomorrow's students,
students are prepared for further study
Transforming America into a nation of
and the workforce. The tests will meas-
students, and
ure higher order skills (i.e., they will
Making our communities places where
not be strictly multiple choice tests).
learning will happen.
The President, working with the Na-
I. Creating Better and More Accountable
tion's Governors, will seek congression-
Schools for Today's Students
al authorization for State-level national
The President called on all Americans to
assessment of educational progress as-
help create better and more accountable
sessments and for optional use of these
468
Administration of George Bush, 1991 / Apr. 18
andards and
assessments at district and school
He encour-
create even more incentives for suc-
levels.
cessful schools.
inities-fam-
Students who distinguish themselves
of worship,
on the American Achievement Tests
D. Providing and Promoting School Choice
d other vol-
will receive a Presidential Citation for
The President believes that educational
gether with
Educational Excellence in recognition
choice for parents and students is critical to
achieve edu-
of their outstanding achievement.
improving our schools.
The President will seek authorization
for Presidential Achievement Scholar-
The President will promote State and
e Core
ships to reward academic excellence
local choice programs as part of his
among low income students pursuing
America 2000 Excellence in Education
ne has come
Act of 1991.
postsecondary education opportunities.
ds for what
These financial awards will be based on
-A $200 million Education Certificate
e able to do
superior high school and college per-
Program Support Fund will provide in-
nathematics,
formance.
centive grants to local school districts
with qualified education certificate pro-
cation Goals
C. Schools as the Site of Reform
grams that enhance parental choice.
interested
-National school choice demonstration
Nation, the
The administration will help strengthen
projects will be supported through a
ors will de-
the capacity of elementary and secondary
$30 million initiative.
blishing na-
schools to improve results and to innovate
The administration also will seek ways
ive subjects,
by increasing flexibility in decisionmaking
to ensure that Federal education pro-
d each year
at the State, district, and school levels and
grams are more supportive of choice.
eport to the
encouraging report cards on performance.
E. Teachers and Principals
the national
In addition to an annual National
Report Card, the President will en-
America's teachers and principals are on
d to lift the
courage schools, school districts, and
the front lines of transforming our schools.
nd improve
States to issue regular report cards on
As part of his America 2000 Excellence in
of all stu-
their education performance. These
Education Act of 1991, the President will
the Gover-
report cards will measure results and
propose several initiatives to promote out-
rriculum or
progress toward achieving the national
standing leadership{in our schools.
ystem.
education goals.
Presidential Awards for Excellence in
al
As part of his America 2000 Excellence
Education willt recognize and reward
in Education Act of 1991, the Presi-
outstanding teachers across America.
dent will again seek legislation that will
The President will encourage States
tional Edu-
allow greater flexibility in the use of
and communities to provide alterna-
of voluntary
Federal resources for education in ex-
tive routes of certification through one-
I and made
change for enhanced accountability for
time grants to States to support imple-
and twelfth
results.
mentation of alternative certification.
ubjects.
To stimulate reform in mathematics
In order to improve the training of
nent Tests
and science education, the America
school principals and other school lead-
to strive to
2000 Excellence in Education Act of
ers, the President will propose estab-
ndards and
1991 will include $40 million for new
lishing Governors' academies in every
ave school,
grants to school districts that show sig-
State with Federal seed money to en-
rther study
nificant gains in student achievement.
hance principal training through in-
S will meas-
Awards will be used for continued im-
structional and mentoring programs.
they will
provements in these vital subjects.
The President will seek to establish
oice tests).
The America 2000 Excellence in Edu-
Governors' academies for America's
th the Na-
cation Act of 1991 also will seek funds
teachers with Federal seed money to
congression-
for a Merit Schools Program for States
offer advanced instruction focusing on
vel national
to award individual schools that dem-
the five core academic disciplines.
progress as-
onstrate significant progress toward the
The President also encouraged States to
ise of these
national education goals. States may
consider differential pay and financial and
"bank" funds over several years to
other awards for those who excel in teach-
469
Apr. 18 / Administration of George Bush, 1991
ing, teach core subjects, teach in challeng-
ing in each congressional district by
ing settings, and serve as mentors for new
September 1996.
teachers.
Once the schools are launched, the op-
II. Creating a New Generation of
erating costs of the New American
American Schools for Tomorrow's Students
Schools will be no more than those of
conventional schools.
The President today challenged the best
The President also will ask Congress
minds in America to design-and help com-
for start-up funds to help design state-
munities create-the best schools in the
of-the-art technology appropriate for
world.
New American Schools.
A. Research and Development
A New American School does not nec-
essarily mean new bricks-and-mortar.
A series of research and development
Nor does a New American School have
teams, funded by contributions from the
to rely on technology; the quality of
business community, will help design a new
learning is what matters.
generation of American schools.
C. America 2000 Communities
America's business leaders will estab-
lish and mobilize private resources for
The President called on every community
the New American Schools Develop-
in the country to do four things:
ment Corporation, a new non-profit or-
Adopt the six national education goals,
ganization that will award contracts in
Establish a community-wide strategy
1992 to between three and seven re-
for achieving the goals,
search and development teams. These
Develop a report card for measuring
teams may consist of corporations, uni-
its progress, and
versities, think tanks, school innovators,
Demonstrate its readiness to create
and others. The teams' products will be
and support a New American School.
available to the American people.
The mission of these teams is to help
Communities that accept this challenge
communities create schools that will
will be designated, by the Governors of
reach the national education goals, in-
their States, as "America 2000 Communi-
ties."
E. I
cluding world class standards in the
Lea
five core subjects for all students, as
Governors, in conjunction with the
monitored by the American Achieve-
Secretary of Education, will review
T
ment Tests and similar measures.
community-developed plans with the
The President will ask his Education
use
assistance of a distinguished advisory
Policy Advisory Committee, as well as
panel and will determine which Amer-
Ach
the Department of Education, to exam-
ica 2000 communities in each State
loca
ine the work of these research and de-
will receive Federal financial support
in C
velopment teams and to report on
in starting New American Schools.
own
their progress.
The Governors and the Secretary will
drei
ensure that many such schools serve
perí
B. New American Schools
communities with high concentrations
The President will ask Congress to pro-
of children at risk.
III.
vide $550 million in one-time start-up funds
of S
to create at least 535 New American
D. Leadership at All Levels
Schools that "break the mold" of existing
Transforming American education and
Th
school designs.
creating a new generation of American
life-]
These funds will provide up to $1 mil-
schools will require the commitment of
cent
lion for each New American School to
America's leaders at all levels.
are
underwrite special staff training, in-
The President welcomes the commit-
scho
structional materials, or other support
ment by American business to contrib-
is n.
the school needs. The goal is to have at
ute $150-$200 million to support the
a'Ame
least one New American School operat-
research and development effort.
calle
Nati
470
Administration of George Bush, 1991 / Apr. 18
The President asked the Nation's Gov-
by continuing to enhance the knowledge
S
ernors to lead the New American
and skills of all Americans.
Schools effort in their States.
The President challenged State legisla-
A. Strengthening the Nation's Education
tures to: support the creation and oper-
Effort for Yesterday's Students, Today's
Workers
ation of New American Schools; em-
brace the world class standards and
To advance the goal of improving literacy
adopt the American Achievement
for all Americans:
Tests; and work toward school, district,
The President will push for greater ac-
and State-level report cards.
countability and choice in the Adult
The President encouraged civic leaders
Education Act and will advance these
to help organize community plans all
twin principles in new adult literacy
across the country to seek designation
activities proposed under the new
as an America 2000 community, and to
American 2000 Excellence in Educa-
help plan and operate New American
tion Act of 1991.
Schools. Business can encourage local
schools to use the world class standards
The Department of Education will pro-
and American Achievement Tests, and
vide regular timely, and reliable infor-
encourage schools to issue report cards
mation by expanding the national adult
on their performance.
literacy survey and collecting informa-
The President called on educators to
tion about literacy efforts on a regular
accept new roles and to take risks.
basis.
Teachers, principals, and other educa-
B. Establishing Standards for Job Skills and
tors are asked to work to develop a
Knowledge
consensus on the world class standards
and to determine what it would take to
The President urged business and labor
cooperatively to develop-and then to
of
create a New American School in each
community.
use-world class standards and core profi-
ciencies for each industry. Federal re-
sources will be sought to provide start-up
E. Families and Children Devoted to
assistance for this effort.
Learning
C. Creating Business and Community Skill
Clinics
The President called on parents to urge
use of world class standards, American
Today's workers will be assisted through
Achievement Tests, and report cards by
skill clinics-one-stop service centers locat-
local schools. Parents must play a key role
ed in businesses and communities across
in creating New American Schools in their
America where adults can get job'skill diag-
own communities and must work with chil-
nosis and referral services.
dren in the home to improve children's
The administration will urge businesses
performance in school.
to make skill clinics available to their
employees and encourage America
III. Transforming America into "A Nation
2000 communities to establish commu-
of Students"
nity skill clinics.
Federal departments and agencies will
be encouraged to establish such skill
The President believes that learning is a
clinics and, working with the Office of
life-long challenge. Approximately 85 per-
Personnel Management, will be en-
cent of America's workers for the year 2000
couraged to undertake activities to up-
are already in the workforce. Improving
grade their employees' skills.
schools for today's and tomorrow's students
is not sufficient to ensure a competitive
D. Enhancing Job Training Opportunities
an America in the year 2000. The President
The Domestic Policy Council Job Train-
V
called on Americans to move from "A
ing 2000 Working Group will review cur-
Nation at Risk" to "A Nation of Students"
rent Federal job training efforts and identi-
471
Apr. 18 / Administration of George Bush, 1991
fy successful ways of motivating and ena-
Working through the Domestic Policy
bling individuals to receive the comprehen-
Council Economic Empowerment Task
We
sive services, education, and skills necessary
Force and with the Nation's Governors
199
to achieve economic independence.
and other officials, the administration
al
will undertake better coordination of
ed
E. Mobilizing A "Nation of Students'
existing Federal programs with corre-
and
The President will work to transform "A
sponding State and local activities.
We
Nation at Risk" into "A Nation of Students."
As part of this effort, existing program
pro
eligibility requirements will be re-
fari
The President called on the Secretary
viewed in order to streamline them
life
of Education and the Secretary of
Labor to convene business and labor
and reduce Federal red tape. Wherev-
our
leaders, education and training experts,
er possible, States will be afforded max-
beg
and Federal, State, and local govern-
imum flexibility to design and imple-
ing
at b
ment officials at a national conference
ment integrated State, local, and Fed-
In
on the education of adult Americans to
eral programming.
ern
launch a national effort to transform
al
adult America into a "Nation of Stu-
dents."
gres
stre:
IV. Making our Communities Places
Message to the Congress Reporting on
prog
Where Learning Will Happen
Environmental Quality
tial
The President called on communities to
April 18, 1991
Am
adopt the six national education goals as
the
their own, set a community strategy to
To the Congress of the United States:
We
meet them, produce a report card to meas-
Of all the great social and technological
roni
ure results, and agree to create and support
changes of the 20th century, none may be
expa
a New American School.
refu
more crucial to our well-being and that of
The President believes that it is essential
atior
future generations than the change that has
to reaffirm such enduring values as personal
Fede
occurred in the way we view our environ-
responsibility, individual action, and other
of m
ment. Ours was the first generation to see
core principles that must underpin life in a
phar
the many colors of Earth from the vastness
democratic society. The aim of the America
threa
of space, and to recognize that our decisions
2000 community campaign is to make our
for u
communities places where learning will
will determine whether the next generation
in m
happen.
lives in a polluted world of lowered expec-
ing
tations or in a world that sustains humanity
sourc
A. Greater Parental Involvement
and a wondrous diversity of life.
The C0
The President urged parents to become
Given these high stakes, I am pleased to
report. I
more involved in their children's education
report that 1990 was a landmark year in the
played a
and in the work of the New American
Nation's efforts to enhance environmental
securing
Schools.
quality.
come froi
Parents and teachers should encourage
We enacted the Clean Air Act Amend-
Congress,
children to study more, learn more,
ments of 1990, providing the United
vironmen
and strive to meet higher academic
States with the world's most advanced,
porations,
standards.
comprehensive, and market-oriented
uals, as W
The President encouraged parents to
laws to address air pollution, including
tional inst
read aloud daily to their children, espe-
acid precipitation, urban air quality,
Our ach
cially their younger children.
toxic air pollutants, and global ozone
layer depletion.
ing nation
B. Enhanced Program Effectiveness for
We adopted an international agree-
that has it
Children and Communities
ment and enacted laws to phase out
life. Com
The President is committed to making
chlorofluorocarbons (CFCs) and other
Americans
government work better to improve pro-
substances that deplete the Earth's
are cleare
grams for America's children and communi-
ozone layer, which protects us from
er, and C
ties.
the harmful effects of solar radiation.
wasteful.
472
APR-06-1992 15:25 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.02
OF
UNITED STATES DEPARTMENT OF EDUCATION
DEPARTMENT
STATES
OF
MAMBICA
PUBLIC AFFAIRS
April 6, 1992
MEMORANDUM
To:
Jeanie Bunton
From:
Jay Diskey
Subject:
AMERICA 2000 editorials
Dozens of newspapers have endorsed AMERICA 2000 and here is a
partial list of some those. We are continuing to build the list.
I will send you an update when we have one.
Baltimore Sun
Chattanooga News Free Press
Christian Science Monitor
The Columbus Dispatch
Daily Herald (Columbia, Tenn.)
Dallas Morning News
Kansas City Star
Memphis Commerical Appeal
Memphis Business Journal
Nashville Banner
The New York Times
Omaha World-Herald
Philadelphia Inquirer
The Seattle Times
Sioux city Journal
Tullahoma News (Tullahoma, Tenn.)
Note: I am also sending along a recent copy of the AMERICA 2000
newsletter and a copy of the field report. I think both will help
you with your work. I'll talk to you soon, Jeanie.
400 MARYLAND AVE.. S.W. WASHINGTON, D.C. 20202-0131
(202) 401-1576
APR-06-1992 15:29 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.07
AMERICA 2000 FIELD REPORT
March 30, 1992
I. STATE 2000 ANNOUNCED
State
Governor
Kickoff Date
1. COLORADO
Roy Romer (D)
June 17, 1991
2. WYOMING
Mike Sullivan (D)
June 21, 1991
3. OREGON
Barbara Roberts (D)
August 22, 1991
4. AMERICAN SAMOA
Peter Coleman (R)
August 30, 1991
5. MAINE
John McKeman (R)
September 3. 1991
6. MARYLAND
William Schaefer (D)
September 5, 1991
7. NEBRASKA
Ben Nelson (D)
September 5, 1991
8. LOUISIANA
Edwin Edwards (D)
September 9, 1991
9. MINNESOTA
Arne Carlson (R)
September 12, 1991
10. DELAWARE
Michael Castie (R)
September 19, 1991
11. VERMONT
Howard Dean (D)
September 20, 1991
12. NORTH CAROLINA
James Martin (R)
September 27, 1991
13. INDIANA
Evan Bayh (D)
October 1, 1991
14. NEW MEXICO
Bruce King (D)
October 7, 1991
15. ALASKA
Walter Hickel (I)
October 17, 1991
16. GEORGIA
Zell Miller (D)
October 18, 1991
17. PENNSYLVANIA
Robert Casey (D)
October 18, 1991
18. MASSACHUSETTS
William Weld (R)
October 24, 1991
19. TENNESSEE
Ned McWherter (D)
October 25, 1991
20. IOWA
Terry Branstad (R)
October 27, 1991
21. MISSOURI
John Ashcroft (R)
October 29, 1991
22. KANSAS
Joan Finney (D)
October 29, 1991
23. ALABAMA
Guy Hunt (R)
October 31, 1991
24. MICHIGAN
John Engler (R)
November 13, 1991
25. SOUTH CAROLINA
Carroll Campbell (R)
November 20, 1991
26. WISCONSIN
Tommy Thompson (R)
November 21, 1991
27. OHIO
George Voinovich (R)
November 25, 1991
28. UTAH
Norm Bangerter (R)
December 10, 1991
29. MONTANA
Stan Stephens (R)
December 11, 1991
30. ARIZONA
Fife Symington (R)
December 12, 1991
31. NEW HAMPSHIRE
Judd Gregg (R)
December 17, 1991
32. DIST. of COLUMBIA
Sharon Pratt Kelly (D)
December 19, 1991
33. SOUTH DAKOTA
George Mickelson (R)
December 19, 1991
34. OKLAHOMA
Dave Walters (D)
December 19, 1991
35. HAWAII
John Waihee (D)
January 28, 1992
36. MISSISSIPPI
Kirk Fordice (R)
February 10, 1992
37. ILLINOIS
Jim Edgar (R)
February 11, 1992
38. WASHINGTON
Booth Gardmer (D)
February 28, 1992
39. TEXAS
Ann Richards (D)
March 5, 1992
40. NEVADA
Bob Miller (D)
March 9, 1992
41. ARKANSAS
Bill Clinton (D)
March 18, 1992
II. UPCOMING STATE 2000 KICKOFFS
State
Governor
Kickoff Date
CALIFORNIA
Pete Wilson (R)
April 10, 1992
NEW JERSEY
Jim Florio (D)
April 13, 1992
NORTH DAKOTA
George Sinner (D)
TBD
PUERTO RICO
Rafael Hernandez-Colon (PDP)
TBD
VIRGINIA
Doug Wilder (D)
TBD
APR-06-1992 15:29 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218 P.08
AMERICA 2000 FIELD REPORT
March 30, 1992
I. BIG CITY 2000 ANNOUNCED
City
Kickoff Date
1. MEMPHIS, TN
July 23, 1991
2. TULSA, OK
August 1, 1991
3. CHARLOTTE, NC
August 19, 1991
4. OMAHA, NE
September 5, 1991
5. EL PASO, TX
October 8, 1991
6. RICHMOND, VA
October 22, 1991
7. NASHVILLE, TN
October 25, 1991
8. SAN ANTONIO, TX
October 30, 1991
9. MOBILE, AL
October 31, 1991
10. DETROIT, MI
November 13, 1991
11. LOUISVILLE, KY
December 3, 1991
12. WASHINGTON, DC
December 19, 1991
13. FRESNO, CA
February 18, 1992
14. DAYTON, OH
February 20, 1992
15. HOUSTON, TX
March 3, 1992
II. UPCOMING KICKOFFS
City
Kickoff Date
NEW ORLEANS, LA
March 31, 1992
SAN JOSE. CA
April 10, 1992
APR-06-1992 15:24 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.01
OF
U.S. DEPARTMENT OF EDUCATION
Office of Public Affairs
Room 2089
UNITED STATES of SAMPLE
400 Maryland Avenue, S.W.
Washington, D.C. 20202
Telephone: (202) 401-1576
FAX Number: (202) 401-3130
Date: 4/6/92
Jeanie Bunton
TO:
FAX NUMBER:
456-6218
FROM:
Jay A. Diskey
(202) 401-0570 direct
MESSAGE:
Page 1 of 8
APR-14-1992 10:29 FROM
TO
94566218 P.01
STATEM OF EDICATION
OFFICE OF THE SECRETARY
U.S. DEPARTMENT OF EDUCATION
400 Maryland Avenue, S.W.
Suite 4181
UNITED STATES of AMERICA
Washington, D.C. 20202
Telephone: (202) 401-3000
Fax Number: (202) 401-0596
FAX COVER SHEET
MESSAGE
TO: Jeannie Bunton
FAX NUMBER: 456-6218
FROM: Lamm Alexander
Sheet #1 of 3
APR-14-1992 10:29 FROM
TO
94566218
P.02
EXAMPLES OF THE PRESIDENT'S INVOLVEMENT IN AMERICA 2000
NEW AMERICAN SCHOOLS
A New American Schools Development Corporation. Up at Camp
David last October, Barbara and I hosted a meeting with Tom
Kean, RJR Nabisco Chair Lou Gerstner, Arvin Industries Chair
James K. Baker, Boeing Chair Frank Shrontz, and the other
stars of the business world who make up the Board of Directors
of the New American Schools Development Corporation. The
Corporation was formed last July as a part of my AMERICA 2000
strategy. Since then, the Corporation raised over $45 million
and just six weeks ago nearly 700 proposals came in from
design teams that want to help communities create their own
"break-the-mold" schools.
A Break the Mold Schools -- Saturn School. Last May I went to
St. Paul, Minnesota to visit the Saturn School, where I saw
all kinds of "break the mold" innovations in education. For
instance, students were building robots and writing the
computer programs to make them run. And students were working
with other students of their own interest and ability, rather
than with students who were simply the same age. You could
really get a sense of how dramatically different schools of
the next century will be from the schools of today. Barbara
and Lamar have gotten the same sense from Jim Comer, whose
break the mold Comer schools are transforming what school
means for many low-income students and their parents.
NATIONAL EDUCATION GOALS
National Education Goals. All the Governors of both parties
and I set the National Education Goals two years ago, and now
almost all of them are involved in the AMERICA 2000
partnership to reach those goals, community by community,
school by school.
A September Report Card. The National Education Goals Panel has
continued to represent broad bi-partisan agreement on the
direction American education must go. I met with the Panel in
June last year, and since then we published the first annual
September Goals Report measuring the nation's and each state's
progress toward the six National Education Goals. Each year,
these reports will be increasingly powerful engines for
change.
STANDARDS
Standards & Testing. The Goals Panel and the National Council
on Education Standards and Testing have moved rapidly forward
the idea of World Class Standards and a voluntary national
APR-14-1992 10:30 FROM
TO
94566218
P.03
system of exams geared to those standards. Within the next
year or two, we will have a consensus -- for the first time --
about what children should know and be able to do in order to
live, work, and compete in today's world.
National Summit on Mathematics Assessment. Math teachers
started this unprecedented effort to establish world-class
standards. I was at the Math Summit last spring in Washington
where math teachers from across the country were meeting to
discuss the world-class standards for math developed by the
National Council for Teachers of Mathematics. This group has
done what no one had thought possible: achieve consensus on
what every American child should know and be able to do when
it comes to math. Forty-one states are revamping and
upgrading their math curriculum frameworks to reflect the new
standards, and many are considering new ways to assess student
progress against those standards. The work on standards for
science and history is underway. And the work in English,
geography, the arts, and civics is about to begin.
AMERICA 2000 COMMUNITIES
COLORADO 2000 & GRAND JUNCTION 2000. Last June, Barbara,
Lamar and I joined Governor Roy Romer, and legislative leaders
Ted Strickland and Chuck Berry in Grand Junction, Colorado,
for the launch of COLORADO 2000 and GRAND JUNCTION 2000.
Since then, dozens of Colorado communities have gone to work.
In Grand Junction, for instance, over 600 people -- parents,
teachers, senior citizens, school leaders, businesspeople, and
political leaders -- are working on task forces to find ways
to reach the goals, develop a report card to measure progress,
and make all their schools New American Schools.
AMERICA 2000 COMMUNITY CONFERENCE. Since Barbara, Lamar and I
were in Colorado last year, over 1,000 communities --- and
nearly 1,000 more local Chambers of Commerce -- all across the
country have accepted my challenge and are mobilizing to
become AMERICA 2000 Communities. In January, I was a part of
a conference at the U.S. Chamber of Commerce where hundreds of
Chamber and community leaders had come to learn more about how
to move their communities toward the National Education Goals.
The conference wasn't about the Federal Government telling
people what to do. Lehigh Valley's Ed Donley and leaders from
other pioneering communities such as Memphis, Detroit, Omaha,
and Richmond, were on-hand to talk about how they are working
to reach the goals.
MAINE 2000. On September 3, 1991, Barbara and I joined
Governor John McKernan, Education Secretary Lamar Alexander
and about 1,000 people in Lewiston, Maine, for the launch of
MAINE 2000. Since then, over 86 of Maine's 184 communities
have become MAINE 2000 Communities, which means they have
2
APR-14-1992 10:31 FROM
TO
94566218
P.04
adopted the National Education Goals and working hard to
develop a community-wide strategy to reach the goals, design a
report card to measure progress, and plan for their own "break
the mold" New American School. The children of Derry, New
Hampshire, wrote me 200 letters about their ideas for New
American Schools, and their community is creating the Alan B.
Shepard School of Math and Science, opening school all year,
and giving families more choices.
Other STATE 2000 Kickoffs. Over the past year, I have also
helped launch OHIO 2000, and by phone participated in the
STATE 2000 kickoffs of Wisconsin, Utah, Montana, Arizona, New
Hampshire, Illinois, and Nevada.
FLEXIBILITY
4 Teacher Flexibility. Just last week we honored this year's
Teacher of the Year, Thomas Fleming of Detroit, Michigan. His
story reminded me how important extended family can be. His
effectiveness as a teacher reminded me how important the idea
of flexibility is, so that hard-working, caring teachers and
principals can use their own imaginations to help students
reach world-class standards in core subjects.
CHOICE
A Milwaukee's Choice Program. A few weeks ago, I talked with
Wisconsin State Representative Polly Williams, who has fought
so hard for Milwaukee's choice program that gives low-income
students the more of choices of schools. The Wisconsin
Supreme Court recently ruled that the Milwaukee choice program
did not violate the State's constitution. Since April of last
year, 10 more states gave parents more choices of schools
their children attend as a way to unleash competitive forces
to improve all schools. I have proposed half a billion dollar
program to help states create their own GI Bill for Children,
$1,000 scholarships that would follow the children of middle-
and low-income families to any lawfully operating school.
Pennsylvania's Choice Proposal. I know that the Vice
President, Lamar Alexander, and I supported the bill approved
by the Pennsylvania Senate but killed by the House that would
have provided parents with a voucher of up to $900 for parents
to use at any non-public school The voucher also could be
used at any public school across district lines. It's an idea
that would help children. It would give middle- and low-
income families new choices that wealthier people already
have. It is a pioneering idea that will challenge, help,
upset, and constructively transform American schools and
attitudes toward education.
3
APR-13-1992 12:52 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.01\
to
U.S. DEPARTMENT OF EDUCATION
Office of Public Affairs
Room 2089
UNITED STATES MASSA of
400 Maryland Avenue, S.W.
Washington, D.C. 20202
Telephone: (202) 401-1576
FAX Number: (202) 401-3130
Date: 4/13/92
TO:
Jeanie Bunton
FAX NUMBER:
456-6218
FROM:
Jay A. Diskey
(202) 401-0570 direct
Jeanie:
I checked our files and learned that our
first newsletter was published Sept. 1, 1991.
MESSAGE:
I think the newsletter you are after is the
Oct. 21, 1991 issue. On page two of this
issue, Secretary Alexander lauds Lehigh Valley
copy. I'll efforts./
2000 for its I am sending along a
Call
1
Page 1 of 3
APR-13-1992 12:53 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.02
AMERICA
2000
NUMBER 7, WEEK OF OCTOBER 21, 1991
us DEPARTMENT OF EDUCATION
AMERICA 2000: Six Months Later
AK
}
MV
One
0
NVV
&
WV
8
;
42
BY
-
MR
B
MS
ts
Announced
Ft
PUERTO
AMERICAN
To be announced soon
RICO
SAMOA
Six months after the AMERICA 2000
Tennessee, Vermont, Wyoming, and
leaders, business executives, religious
strategy was unveiled, at least 30 states and
American Samoa. States and territories that
leaders, law enforcement officials, health
two territories have announced their own
plan AMERICA 2000 announcements
care professionals, legislators, school
AMERICA 2000 efforts to advance the
soon include: Alabama, Illinois, Michi-
board members, union leaders, parents,
National Education Goals, or are planning
gan, Montana, New Hampshire, South
students, higher education officials, local
an announcement within the next few
Carolina, South Dakota, Utah, Washing-
political leaders, foundation and media
weeks.
ton, Wisconsin and Puerto Rico.
representatives, among others. The teams
As of October 30, states and territories
Based on a rough survey, most of the
are responsible for the development and
that have announced AMERICA 2000
STATE 2000 efforts have several things in
lannch of statewide crusades that focus on
initiatives include: Alaska, Colorado,
common. They began by adopting the six
challenging every community in the state
Delaware, Georgia, Indiana, Iowa, Kansas,
National Education Goals and forming a
to work toward the National Education
Louisiana, Maine, Maryland, Massachu-
coordinating team or steering committee.
Goals. As LOCAL 2000 efforts get
setts, Minnesota, Missouri, Nebraska,
The teams are bipartisan and typically
underway, most state organizations
North Carolina, Oregon, Pennsylvania.
include teachers, administrators, civic
See Sir Months Later, next page
APR-13-1992 12:53 FROM US ED DEPT PUBLIC AFFAIRS TO
94566218
P.03
NEWS IN BRIEF
that's further along," said Alexander
Supreme Court Justice Lewis Powell,
during a Lehigh Valley Business-
Jr., honorary chairman of the METRO
Pennsylvania 2000 Launched
Education Partnership meeting at the
RICHMOND 2000 Steering Commit-
During an October 18 meeting of the
South Mountain Middle School in
tee, who was unable to attend due to
Lehigh Valley Business-Education
Allentown, October 21. More than
illness.
Partnership, Governor Robert Casey (D-
200 local residents attended the
PA) announced PENNSYLVANIA 2000.
meeting, including U.S. Rep. Don
New American Schools Corpora-
Casey said he would co-chair a state
Ritter, (R-Pa), a former Lehigh
tion issues Final RFP
coalition with a business leader to be
University professor, who helped kick-
On October 16, the New American
elected by business members of the
off LEHIGH VALLEY 2000 in August.
Schools Development Corporation
coalition board.
Secretary Alexander commended
(NASDC) unveiled its final request for
During the meeting of about 60
the partnership for releasing a report
proposals (RFP) seeking design
business leaders and educators, held in
last June with several hundred
teams to create schools that "help all
Easton. Pennsylvania. Casey said the
recommendations for local school
students meet world-class standards
coalition should call for improvement and
reform. For example, the recommen-
in at least five core subjects." Bids
reform of the state's educational system,
dations call for raising the mandatory
are due February 14.
encourage citizens and communities to
school age from 16 to 18 and using
NASDC, a private, nonprofit
help the state reach the National Educa-
more technology in the classroom.
corporation funded and run by
tion Goals, support partnerships to
American business leaders and
strengthen teaching and seek more
RICHMOND 2000 Launched
others, is set up to help provide
federal funding for the state.
On October 22, a coalition of
designs for AMERICA 2000 Commu-
Richmond business, education and
nities to use in creating their own new
"break-the-mold" new American
LEHIGH VALLEY 2000 Forges
civic leaders launched METRO
Ahead
RICHMOND 2000 during a rally at
schools. The group plans to award a
According to Secretary Lamar
Hermitage High School.
total of $200 million to design teams
Alexander, Lehigh Valley's progress
Kick-off activities featured Mrs.
that offer the best five-year design
toward becoming an AMERICA 2000
Jeannie Baliles, chairman of the
and development plans.
Community is among the most
Virginia Literacy Foundation and wife
For additional information, contact
advanced of all AMERICA 2000
of former Governor Gerald Baliles (D-
New American Schools Development
efforts.
VA), and Lewis Powell, III. Powell
Corporation, 1000 Wilson Blvd., Suite
"I don't know of any community
represented his father, Retired U.S.
2710, Arlington, Va. 22209.
Six Months Later, continued
issue of the AMERICA 2000 newsletter.
plan to provide technical assistance and
President Bush announced AMERICA 2000
support; recognize communities that make
on April 18.
AMERICA 2000 Hotline
progress toward the goals; and help support
If your community is planning to organize
We're ready to help. As of October 23, the
plans for New American Schools.
a steering committee to join AMERICA 2000,
botime iss received 28,060 calls requesting
Hundreds of individual communities, from
please servi information about your effort to
Information about AMERICA 2000.
Memphis to Omaha, San Antonio to Las
the AMERICA 2000 Field Office, U.S.
1-800-USA-LEARN
Cruces, are organizing to become
Department of Education Rm. 4141, 400
in D.C. Matropelitan Area
AMERICA 2000 Communities
Maryland Ave, SW; Washington, DC
(202) 401-2000
A complete listing of AMERICA 2000
20202. If you have questions, please call
Communities will be included in a future
(202) 401-0411.
RRST CLASS
AMERICA2000
PENALTY FOR PRIVATE USE $300
OFFICIAL BUSINESS
a THE MM
accivorida
to UNIVERSITY YY
WASHINGTON, D.C. 20202-0488
and saw GRV INVISOR
U.S. DEPARTMENT OF EDUCATION
PA 2000 CO -choured - Gov Ed Donley
No choice
certinges. Cut 8 00 atzom
PS EA
to - get them on board they had to give p
AFT
- Oppose, plan
choice.
vote 2 put ed into reform
law?
Bin Burro
Elcomm Sendle 7-4
R( a. 2260 lostslim margin)
House 13
D controlled
passed
Chamler
willbe the 100 style to
imprints law
Sime opposition - fee rt. / homo lary
Religrous right
well boed 3 more hearings:
Lamar - bigardisanship
2
Bert Daday
Janis notes
1/2 M pop
15 = Cory DIST (R) kidder
Tm chn US Chember
Dem
PA Nutchpeople
Allentown
last sel dist
cons-
Bethlehen
Phily
Easter
Pitt
lettugh valley
2½ yes -
LV Bus / Ed pnership
then to LHV 2000
Ed
asked
30 corp
you in
22 Sal Dirts
10 Coll t.J. +
/
70 menbers
can
includes U
give
3 Prin chankers
24 Bd of in
1/2 Ed - 1.2 Business
8 subjects
aim i reform system
not just COMM. SVC,
curriculum
Set in Starktoices 8
met 60% needed States help
Cosey ugreek
SCHOOL DISTRICT OF THE CITY OF ALLENTOWN
BOARD OF SCHOOL DIRECTORS
For Your Information
Michael P. Combs
President
Norman C. Ziegler
Vice President
A Handbook For
Willard S. Clewell, Jr
Thomas W. Ruhe
Patricia D. Hoffman
J. Milo Sewards
Richard J. Mongdutz
Ronald W. Skinner
Parents
Guardians
Janice L. Williams
Sandra J. Blank
William G. Malkames
Patrick J. Brennen
Secretary
Solicitor
Treasurer
DIERUFF
HOH
CENTRAL STAFF
E.j.
Richard Cahn
Superintendent of Schools
Ray Erb, Jr.
John A. McArtams
LOUIS
TOOHOS
Assistant Superintendent,
Assistant Superintendent,
Personnel and Pupil Personnel Services
Curriculum and Instruction
Ronald R. Engleman
Business Manager
C. David Miller
Director of Early Childhood,
Federal Programs, and Special Projects
Ralph A. Daubert
Ralph S. Todd
Director of Pupil Services
Director of Special Education
L.E.D. ADMINISTRATORS
Michael P. Meilinger, Principal
Assistant Principals
Sandra S. Holod
Richard G. Parks
SCHOOL DISTRICT OF THE CITY OF ALLENTOWN
ALLENTOWN, PA.
It is the policy of the Allentown School District not to
discriminate on the basis of sex, handicap, race, color, and
national origin in its educational and vocational programs,
activities, or employment as required by Title IX, Section
504. and Title VI.
The Allentown School District will take steps to assure
that lack of English language skills will not be a barrier to
Louis E. Dieruff High School
admission and participation in all educational and vocation-
al programs.
Allentown School District
For information about this policy, please contact the
Allentown, Pa.
Personnel Office, Administration Center, 31 South Penn
Street, Box 328, Allentown, PA 18105.
Louis E. Dieruff High School
SCHOOL CALENDAR
1991 - 1992
Michael P. Meilinger
Principal
Sandra S. Holod
Assistant Principal
Richard G. Parks
Assistant Principal
September 3
In-Service - Teachers Report
September 4
Freshman Orientation
1991-92 FACULTY
September 5
Schools Open - Grades 9 - 12
James Ackley
Michael Marcks
October 6
LED Band Festival (Raindate 10/27)
David Adam
Dianne Mascari
October 14
Schools Closed - ASD In-Service
Joseph Ambrosavage
Dennis McGinley
Roy Arlotto
S. Michael Mihalik
October 28-31
Middle States Visiting Committee at LED
Albert Arnold
William Miller
TBA
Close of First Rating Period
David Babb
John Molotzak
John Bannon
John Morrow
November 14
Drama Club Production
Gary Becker
Raymond Muniz
Melissa Bell
November 19
LED Open House
Joseph Musto
Wayne Bilder
Chad Neff
Nov. 28-Dec. 2
Schools Closed - Thanksgiving Holiday
Timothy Billy
Keith Newhard
Julianne Brazina
Mary Ann Olson
December 19
Holiday Concert
Carol Brita
Thomas Ott
Dec. 23 to
Schools Closed - Winter Holiday
Mary Brower
Theodore Phillips
Jan. 3 (incl.)
Terrence Buckno
Donna Pinsley
LeRoy Burrows, Jr.
Patricia Pitera
January 20
Schools Closed-Martin Luther King's Birthday
Morag Christie-Churm
Jean Porotsky
January 31
Close of Second Rating Period/First Semester
Karen Coleman
Beverly Quigney
Linda Cruttenden
Lawrence Rhoads
Feb 14, 17
Schools Closed - Presidents' Day
Dennis Danko
Melvin Riddick
Judith Davidson-Roth
March 27, 28
Drama Club Production
Peter Santa Maria
Roland DeLuca
Camille Santangelo
Apr. 16, 17, 20
Schools Closed - Spring Holiday
Elizabeth DeWalt
Harry Schaeffer
Gene Dieter
Daniel Schaffer
TBA
Close of Third Rating Period
Denise Draybeck
Nancy Schultz
April 24
AFJROTC Promotion Night
Esther Erdman
Martina Semmer
Martha Forss
Rosemary Simpson
May 8 - 24
Art Show
Terry German
Mary Ann Skrincosky
May 14
Spring Concert
William Gibbard
Donna Steckel
Elizabeth Gillen
Theodore Steiner
May 20
KISKA Banquet
Thomas Gitch
Melodie Stinner
May 25
Schools Closed - Memorial Day Holiday
Jeanne Hamm
Diane Szalachowski
Jeffrey Hannis
Daniel Tannous
TBA
Band Banquet
William Hartmann
Mary Ann Tremba
June 4
TROIKA Banquet
Annamae Hein
Bruce Trotter
Erika Hemperly
Chloe Urland
June 5
Senior Prom
Jennie Hoffman
Barbara Wehr
June 12
LED Commencement
Margaret Horvath
Dale Weiss
Daniel Joseph
Clem West
June 16
Close of Fourth Rating Period
Barbara Kautzman
Glenn Whiteman,II
Richard King
Donald Winger
Paulette Kish
William Wood
William Kleckner
Myron Yoder
John Kochey
Barbara Yost
William Landis
Thomas Young
Samuel Leh
Olindo Zanchettin
Bell Schedule
FIRST LUNCH
First Bell - 8:15
Homeroom - 8:20 8:30
Period 1 - 8:35 9:25
Period 2 . - 9:30 10:15
Period 3
- 10:20 - 11:05
Lunch
- 11:05 11:30
Dear Parents/Guardians:
Period 4
- 11:35 12:25
Welcome to Louis E. Dieruff High School!!!
Period 5 - 12:30 1:15
Period 6 - 1:20 2:05
Your son/daughter is ready to complete his/her
Period 7
- 2:10 2:55
final four years of public education. The Dieruff
administration and staff wants your son/daughter
SECOND LUNCH
to derive the maximum benefits from his/her
First Bell - 8:15
Homeroom - 8:20 - 8:30
stay with us.
Period 1 - 8:35 - 9:25
To insure a sound educational climate for
Period 2
- 9:30 10:15
Period
3
- 10:20 11:05
all, there are a minimum number of rules and
Period
4
- 11:10 11:35
regulations established at L.E.D. We will enforce
Lunch
- 11:35 12:00
all such rules. They will be found in this booklet,
Period 4 - 12:05 12:25
Period 5 - 12:30 1:15
and the LEDger (student handbook). Because
Period 6
- 1:20 - 2:05
education is a cooperative effort, we would
Period 7 - 2:10 - 2:55
like to suggest areas in which you can contribute
substantially toward successful achievement in
THIRD LUNCH
school.
First Bell - 8:15
Homeroom - 8:20 - 8:30
Remember to join us for some of our
Period 1 - 8:35 - 9:25
Period 2 - 9:30 - 10:15
co-curricular/athletic activites.
Period 3
- 10:20 - 11:05
Period 4
- 11:10 - 12:00
Lunch
- 12:00 12:25
Period 5 - 12:30 - 1:15
Michael P. Meilinger
Period 6 - 1:20 2:05
Principal
Period
7
- 2:10 - 2:55
AVTS
A.M. VO-TECH
At Vo-Tech- 8:30 - Noon
Homeroom - 12:15 - 12:25
Period 5 - 12:30 1:15
Period 6 - 1:20 2:05
Period 7 - 2:10 - 2:55
P.M.VO-TECH
First Bell - 8:15
Homeroom - 8:20 - 8:30
Period 1 - 8:20 - 9:25
Period 2 - 9:30 - 10:15
Period 3 - 10:20 - 11:05
Lunch
- 11:05 - 11:25
Board Bus - 11:25
CLASS ADVISORS:
LED PROFILE
Class of 1991 (Sr.)
Mary Ann Skrincosky
Louis E. Dieruff High School, named after a respected
Class of 1992 (Jr.)
Rosemary Simpson
teacher. principal and school board member, is one of
Class of 1993 (Soph.)
Jean Porotsky
two senior high schools located in the School District of
Class of 1994 (Fresh.)
TBA
the City of Allentown.
A comprehensive four-year high school, established in
1959, Dieruff's program of studies includes courses to
BUS SCHEDULE:
prepare students for college, for employment in clerical
and sales occupations and to provide a general education.
Buses to/from LED will follow the regular LANTA schedules.
Students enrolled in trade and industrial or technical
LANTA phone number - 776-7433 (776-RIDE)
courses have their academic work at LED and their lab
Bus Tickets are on sale in the Main Office - 7:30 a.m. -
work at the Lehigh County Area Vocational Technical
8:15 a.m.; 3:00 p.m. - 4:00 p.m.
School. In addition, a variety of specialized/alternative
programs are available: ESOL, Gifted/Honors/Advanced
Placement, Work Experience Program, Special Education,
Reading Lab, Drop-out Prevention Programs.
Modern facilities and a spacious campus provide a
LED SCHOOL COUNCIL
unique environment for the Dieruff Community. An
The Allentown School District has entered into a new
award-winning Band and Bandfront, yearly instrumental/
program called SCHOOL BASED IMPROVEMENT (SBI).
vocal productions. art shows, athletic and academic
The goal of the program is to make our already good
achievements, student-centered clubs, school/community
schools even better for our more than 13,000 students.
activities make Louis E. Dieruff High School a school to
Its purpose is for individual schools to address their own
be proud of
USA 1985 Model School.
needs and to find solutions to their own problems.
Enrollment: 1330
Schools will work together with the Central Adminis-
Grades: 9, 10, 11, 12
tration to reach their goals.
Staff: Teachers - 93
Para-professionals - 13
The people who best understand the problems of our
Administrators - 3
Secretaries - 10
school are those who work there daily, namely our
Guidance Counselors - 5
Custodians - 11
administrators, teachers and support staff. Addition-
School Nurse - 1
Cafeteria - 20
ally, parents/guardians share the same interest with our
Librarian - 1
Security - 2
professionals in our greatest resource, our children. This
is why shared decision-making affecting our children and
Mascot: Siberian Husky named KISKA
their school is something we all should want to achieve.
Colors: Blue and Gray
Dieruff has formulated a council for this purpose.
Principal -
Michael P. Meilinger
These teachers, parents/guardians and community repre-
Assistant Principal - Sandra S. Holod
sentatives will consider areas of concern, strengths and
weaknesses. The ideas, problems and their solutions,
Assistant Principal - Richard G. Parks
that will make Dieruff a better school is what the SBI
concept is all about. As this process unfolds, we will ask
LED Principals: Henry J. Weidner - 1958-1966
you for your input/participation to make a better Dieruff
Joseph A. Barrett - 1966-1973
and to continue its tradition of "HUSKY PRIDE."
Bruce A. Clymer - 1973-1979
HUSKY PRIDE!!
Home-School Communications
§ 12.13.
(Reserved)
In order that each pupil gain the maximum bene-
§ 12.14.
Searches.
fit from this educational year we believe that the
school and the home must work together as a team.
School authorities may search a student's locker and sieze any illegal materials.
Such materials may be used as evidence against the student in disciplinary proceedings.
Each member of that team has the same goal - the
Prior to a locker search students shall be notified and given an opportunity to be present.
best education for each pupil. It follows, then, that
However, where school authorities have a reasonable suspicion that the locker contains
there must be a concerted effort on the part of both
materials which pose a threat to the health, welfare and safety of students in the school,
team members to keep the nécessary lines of commun-
student lockers may be sarched without prior warning.
ication open. Here are some suggestions.
§ 12.15.
(Reserved)
The School's Responsibilities:
Report pupil progress four times a year.
PUPIL RECORDS
Congratulate parents/guardians of honor students
by sending an "Honor Roll Citation."
§ 12.31.
General Requirements.
Give suggestions for improvement with the "Re-
(a) The governing board of every school district, intermediate unit and area
ports of Unsatisfactory Work" during the rating
vocational-technical school shall adopt a plan for the collection, maintenance and
period.
dissemination of pupil records and submit the same to the Department for approval.
Send letters when promotion or graduation is
(b) Copies of the approved plan shall be maintained by the local educational
agencies and updated as required by changes in State or Federal law. Copies of the
questionable.
updated plan shall be submitted to the Department only upon the request of the Secretary.
Request conferences for parents/guardians and
teachers when necessary.
§ 12.32.
Elements of the Plan
Supply as individualized an education as possible.
(a) The plan for pupil records shall conform to § 12.33 (relating to guidelines)*,
Make an attempt to meet the needs of all pupils.
except that a school district may modify § 12.33 with the approval of the Secretary, to
Publish four school newsletters per year - Husky
conform with local policy.
Talk.
(b) The plan shall establish policies on pupil records consistent with the minimum
requirements of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C.
The Parents'/Guardians' Responsibilities:
§ 1232g) and in 34 C.F.R. Part 99 (relating to privacy rights of parents and students).
Parents/guardians should encourage each pupil
to attend school faithfully, and contact the Atten-
§ 12.33
(Reserved)
dance Office in the event of necessary absence.
Chronic absenteeism is one of the principle
(Pa.B.Doc. No, 84-231, filed 2/17/84.)
causes of school failure. Working together the school
and home can keep pupil absenteeism at a minimum.
The first day a student returns from an absence,
*Guidelines for the Collection, Maintenance and Dissemination of Pupil Records, the full
he/she will be issued an excuse blank which must be
text of which is set forth at 4 Pa.B. 1092 (June 1. 1974).
returned the next school day. All excuses must be pro-
perly dated, must clearly state reasons for absence,
and must be signed by parent or guardian. A call to
the Attendance Office must be made on day of ab-
sence and on subsequent days. (820-2205)
After the third day of continuous absence, the
student is expected to bring a doctor's excuse.
Tardiness, generally, is a "state of mind" or
habit. L.E.D. deadline - in the homeroom by 8:20
a.m.
If you plan to take a trip of any length (three
days or more), please secure permission from the Main
Office. (Less than 3 days, contact the Attendance
Office.)
Requests for your son/daughter to keep appoint-
ments with a doctor or dentist should be submitted to
the Attendance Office from 8:20 a.m. the day preced-
ing the appointment. Parental permission notes or
professional appointment cards, please. All requests
will be verified.
identify the individual to whom the material is to be submitted and shall establish a
Parents/guardians should call the Counséling-Office
limitation on the time required to make a decision. If the prescribed time for
to discuss any problem. Get to know these counselors
approval elapses without a decision. the material shall be considered authorized for
for they play a most important role in the progress of
distribution.
each pupil.
(5) Students who are not members of the newspaper staff shall have access to
its pages. Written criteria for submission of material by nonstaff members shall be
Counselor Assignments: Guidance Office Tel: 820-2210
developed and distributed to all students.
(h) The wearing of buttons, badges, or armbands shall be permitted as another form
Counselor
of expression within the restrictions listed in subsection (c).
No.
(i) School officials may set forth the time and place of distribution of materials so
301 David Babb
Grade 9
All
A-D
that distribution would not materially or substantially interfere with the requirements of
Grade 10
All
A-D
appropriate discipline in the operation of the school.
Grade 11
All
A-C
(1) A proper time and place set for distribution is one which would give the
Grade 12
All
A-C
students the opportunity to reach fellow students.
(2) The place of such activity may be restricted to permit the normal flow of
305 LeRoy Burrows
Grade 9
All
.E-J
traffic within the school and at exterior doors.
Grade 10
All
.E-J
(j) School officials should adopt and publish guidelines for student use of school
Grade 11
All
D-G
facilities and equipment.
Grade 12
All
D-G
(k) The constitutional right of freedom of speech guarantees the freedom of public
school students to publish materials on their own.
313 Erika Hemperly
Grade 9
All
K-Q
(1) The school has no responsibility to assist students or to provide facilities in
Grade 10
All
K-Q
the publishing of such materials.
Grade 11
Male
H-M
(2) The students themselves have sole responsibility for any statements
Grade 11
Female
H-L
published.
Grade 12
Male
H-M
(3) Approval procedures must be followed prior to distribution or display of
Grade 12
Female
H-L
materials on school property. See subsection (i).
303 Mary Ann Tremba
Grade 9
All
R-V
§ 12.10.
Flag Salute and Pledge of Allegiance.
Grade 10
All
R-V
It is the responsibility of every citizen to show proper respect for his country and its
Grade 11
Male
N-R
flag.
Grade 11
Female
M-R
(1) Students may decline to recite the Pledge of Allegiance and may refrain from
Grade 12
Male
N-R
saluting the Flag on the basis of personal belief or religious convictions.
Grade 12
Female
M-R
(2) Students who choose to refrain from such participation shall respect the rights
311 Michael Mihalik
Grade 9
All
W-Z
and interest of classmates who do wish to participate.
Grade 10
All
W-Z
Grade 11
All
.S-Z
§ 12.11.
Hair and dress.
Grade 12
All
.S-Z
(a) Students have the right to govern the length or style of their hair including facial
All Grades
LD, EMR, SED
hair. Any limitation of this right shall include evidence that the length or style of hair
causes a disruption of the educational process or constitutes a health or safety hazard.
Counselors Will:
Where length or style of the hair presents a problem. some types of covering should be
Discuss problems with parents/guardians.
considered.
Discuss problems with students.
(b) School officials may not impose limitations on dress unless the attire causes the
disruption of the educational process or constitutes a health or safety hazard.
Suggest possible alternatives and solutions to stu-
(c) Students may be required to wear certain types of clothing while participating in
dents and parents/guardians.
physical education classes. shops. extra-curricular activities. or other situations where
Advise pupils on schedules and post-high school
special attire may be required to insure the health of safety of the student.
plans.
(d) Students have the responsibility to keep themselves. their clothes, and their hair
Make appointments for teacher conferences when
clean. School officials may impose limitations on student participation in the regular
needed.
instructional program where there is evidence that the lack of cleanliness constitutes a
Parents/guardians are asked to inform the Counsel-
health hazard.
ing Office of any change in address or telephone number
as soon as possible.
§ 12.12.
Confidential communications.
(a) Use of a student's confidential communications to school personnel in legal
The Health Suite:
proceedings is governed by statues and regulations appropriate to the proceeding. See. for
example, 42 Pa. C.S. § 5945 (relating to confidential communications to school
Parents/guardians should understand the impor-
personnel).
tance of the Health Office and its functions. Also
(b) Information received in confidence from a student may be revealed to the
parents/guardians make sure that the school-through
student's parents, the principal or other appropriate authority where the health, welfare or
the Health Office-is informed of any major physical
safety of the student or other persons is clearly in jeopardy.
and/or emotional behavior changes of pupils.
The School Health Laws of Pennsylvania require
that your son/daughter receive a medical examination
in the eleventh grade.
Parents/guardians are permitted to replace the
(2) Where the student disagrees with the results of the hearing, recourse is
health examination by their family physician, at their
available in the appropriate court of the Commonwealth. If it is alleged that a
expense.
constitutional issue is involved, the student may file a claim for relief in the
The school must request that no dental appoint-
appropriate Federal district court.
ments be made during major subject periods.
(c) The purpose of the informal hearing is to enable the student to meet with the
Student athletes are given adequate medical and
appropriate school official to explain the circumstances surrounding the event for which
dental examinations before each seasonal sport.
the student is being suspended or to show why the student should not be suspended.
The School Insurance Plan, offered at the begin-
(1) The informal hearing is meant to encourage the student's parents or
guardian to meet with the principal to discuss ways by which future offenses can be
ning of each school term, covers all activities except
avoided.
sports.
(2) The following due process requirements are to be observed in regard to the
For minor illnesses and their recovery the school
informal hearing:
health room facilities are adequate. Students must
(i) Notification of the reasons for the suspension shall be given in writing
have permission from the school nurse before going
to the parents or guardian and to the student.
home.
(ii) Sufficient notice of the time and place of the informal hearing shall
Parents/guardians are notified by the school of
be given.
any sudden illness, accident, or drug/alcohol abuse.
(iii) A student has the right to question any witnesses present at the
No sick or injured student will be sent home un-
hearing.
less someone is contacted first and someone is there to
(iv) A student has the right to speak and produce witnesses on his own
behalf.
receive them.
Permission to be excused from physical educa-
(v) The district shall offer to hold the informal hearing within the first 5
days of the suspension.
tion class will be granted only on the recommenda-
tion of the student's physician. All requests should be
§ 12.9.
Freedom of Expression
directed to the school nurse.
(a) The right of public school students to freedom of speech was affirmed by the
Homework:
United States Supreme Court in the case of Tinker V. Des Moines Community School
Parents/guardians should encourage pupils as
District, 393 U.S. 503 (1969).
(b) Students have the right to express themselves unless such expression materially
much as possible to spend some time in home study.
and substantially interferes with the educational process. threatens immediate harm to the
We feel that learning by pupils takes place outside of
welfare of the school or community, encourages unlawful activity, or interferes with
the classroom as well as inside.
another individual's rights.
Here are a few hints on home study:
(c) Students may use publications, handbills, announcements, assemblies, group
Home study includes reading and review as well
meetings. buttons, armbands, and other means of common communication, provided that
as written work.
the use of public school communications facilities shall be in accordance with the
Every high school pupil should be encouraged to
regulations of the authority in charge of those facilities.
devote some time every day for the preparation of
(1) Students have the responsibility to obey laws governing libel and obscenity
assignments and the review of material already covered
and to be aware of the full meaning of their expression.
Concentrated study the night before an examina-
(2) Students have the responsibility to be aware of the feelings and opinions of
tion is never as effective in real learning as the daily
others and to give others a fair opportunity to express their views.
review.
(d) Identification of the individual student or at least one responsible person in
a student group may be required on any posted or distributed materials.
You can help pupils to establish and maintain a
(e) School officials may require students to submit for prior approval a copy of
good home study program by:
all materials to be displayed. posted or distributed on school property.
Providing a quiet location with adequate light
(f) Bulletin Boards shall conform with the following:
and study materials.
(1) School authorities may restrict the use of certain bulletin boards.
Allowing no interruptions during the study
(2) Bulletin board space shall be provided for the use of students and student
period.
organizations.
Making sure that pupils spend some time each
(3) School officials may require that notices or other communications be
day in home study.
officially dated before posting, and that such materials be removed after a prescribed
reasonable time to assure full access to the bulletin boards.
Checking written work for neatness, etc.
(g) School newspapers and publications shall conform with the following:
(1) Students have a right and are as free as editors of other newspapers to
Reading skill is the key to school success. Par-
report the news and to editorialize within the provisions in paragraphs (4) and (5).
ents/guardians shall encourage pupils to develop a
(2) School officials shall supervise student newspapers published with school
equipment, remove obscene or libelous material and edit other material that would
good reading program-include newspapers, magazines,
cause a substantial disruption or interference with school activities.
and books. Remedial reading help is supplied at
(3) School officials may not censor or restrict material simply because it is
Dieruff for pupils with reading problems, contact the
critical of the school or its administration.
Counseling Office for information.
(4) Prior approval procedures regarding copy for school newspapers shall
Let's work together to try to make 1991-1992
the best year possible for each pupil and Dieruff High
School.
(2) If the parents or guardian are unable to provide for the required education,
Please feel free to call on the following personnel
they must within 30 days submit to the school district written evidence so stating.
for assistance and advice:
The district then has the responsibility to make some provision for the student's
Michael P. Meilinger
School Policy
education. If 30 days pass without the district receiving satisfactory evidence that
Sandra S. Holod
Academics and Discipline
the required education is being provided to the student, it must recontact the parent
Richard G. Parks
and, pending the parents' or guardian's provision of such education, the district must
Attendance and Discipline
Michael Mihalik
make some provision for the student's education or proceed under paragraph (3)
Counselor
or do both.
Erika Hemperly
Counselor
(3) If the approved educational program is not complied with, the school
Mary Ann Tremba
Counselor
district may take action in accordance with Chapter 63 of the Juvenile Act (42 Pa.
David Babb
Counselor
C.S. § 6301-6308), to ensure that the child will receive a proper education. See
LeRoy Burrows
Counselor
§ 12.1 (b) (relating to free education and attendance).
Martina Semmer.
School Nurse
Janet Fabian
Dental Hygienist
For your convenience use the following phone
§
12.7. Exclusion from classes - in-school suspension
numbers:
(a) No student may receive an in-school suspension unless the student has been
Athletic Office: 820-2236
informed of the reasons for the suspension and has been given an opportunity to respond
Attendance Office: 820-2205
before the suspension becomes effective.
Guidance Office: 820-2210
(b) Communication to the parents or guardian shall follow the suspension action
Main Office:
820-2200
taken by the school.
(c) When the in-school suspension exceeds ten consecutive school days. an
Support your school in its various activites:
informal hearing with the principal shall be offered to the student and the student's parent
Athletic Events
Art Show
or guardian prior to the 11th school day in accordance with the procedures in $ 12.8
Music Programs
Holiday Concert
(relating to hearings).
Kiska Banquet
Open House
(d) The student's school district has the responsibility to make some provision for
Band Festival
Troika Banquet
the student's education during the period of the in-school suspension.
RULES FOR L.E.D.
§
12.8.
Hearings.
(a) Education is a statutory right, and students must be afforded all appropriate
DETENTION: In Room 119 As Assigned
elements of due process if they are to be excluded from school. In a case involving a
Time: 3:05 - 4:00 p.m.
possible expulsion, the student is entitled to a formal hearing. which is a fundamental
1. Tardiness to school - 3rd offense
element of due process.
2. Late to class - 3rd offense
(b) A formal hearing is required in all expulsion actions. This hearing may be held
before the board of school directors or a duly authorized committee of the board. or a
3. Cutting class - 1st offense - 2 nights
qualified hearing examiner appointed by the board. Where the hearing is conducted by a
SUSPENSION:
committee of the board or a hearing examiner, a majority vote of the entire,school board is
1. Cutting class - 2nd offense (3 p.m. suspension)
required to expel a student.
2. Leaving the building during school hours
(1) The following due process requirements are to be observed with regard to
without jusitification
the formal hearing:
3. Breaking cafeteria regulations
(i) Notification of the charges shall be sent to the student's parents or
4. Smoking
guardian by certified mail.
(ii) Sufficient notice of the time and place of the hearing must be given.
5. Cutting detention
(iii) The hearing shall be held in private unless the student or parent
6. Fighting between and/or among students
requests a public hearing.
7. Vandalizing school property
(iv) The student has the right to be represented by counsel.
(v) The student has the right to be presented with the names of witnesses
Types:
against the student, and copies of the statements and affidavits of those
a. 3 p.m. Suspension - student must attend
witnesses.
all classes and return with parent/guardian
(vi) The student has the right to request that any such witnesses appear
for readmission the following morning.
in person and answer questions or be cross-examined.
b. In-School Suspension administrative
(vii) The student has the right to testify and present witnesses on his own
prerogative.
behalf.
c. 3-10 day Suspension administrative
(viii) A record must be kept of the hearing, either by a stenographer or
prerogative.
by tape recorder. The student is entitled, at the student's expense, to a copy of
the transcript.
Upon second suspension a conference with stu-
(ix) The proceeding must be held with all reasonable speed.
dent, parent/guardian and guidance counselor and/or
juvenile authority and/or school district psychologist.
COUNSELING AND/OR CONFERENCES AND/OR
(c) Where corporal punishment is authorized, school authorities shall notify all
DETENTION AND/OR SUSPENSION:
parents of this policy. Corporal punishment may not be administered to a child whose
1. Truancy and unexcused absence
parents have notified school authorities that such disciplinary method is prohibited.
2. Disrespect to staff.
(d) In situations where a parent or school board prohibits corporal punishment,
3. Vulgar and abusive language
reasonable force may still be used by teachers and school authorities under any of the
4. Unconventional dress
following circumstances:
(1) To quell a disturbance.
5. Loitering in the halls (class will be resche-
(2) To obtain possession of weapons or other dangerous objects.
duled)
(3) For the purpose of self-defense.
6. Drug and alcohol abuse
(4) For the protection of persons or property.
7. Littering school property
(e) Corporal punishment should never be administered in the heat of anger. It
8. Damaging school property (restitution re-
should be recognized that corporal punishment always contains the danger of excessiveness.
quired)
No disciplinary action should exceed in degree the seriousness of the offense. Students
JUVENILE AUTHORITIES AND/OR ARREST:
shall not be required to remove clothing when being punished.
1. Vandalism, theft, rip-offs, intimidation
2. Problems on LANTA buses and vo-tech buses
§ 12.6.
Exclusions from school.
3. Striking an administrator or staff member
(a) The board of school directors shall define and publish the types of offenses that
4. Drug/alcohol abuse
would lead to exclusion from school. Exclusions affecting certain exceptional students
5. Loitering
shall be governed by § $ 13.62 and 341.91 (relating to right to education and disciplinary
exclusions of certain handicapped students from special education placement).
NOTE: "Unsettled Accounts" (books, equipment,
(b) Exclusion from school may take the form of suspension or expulsion.
uniforms, fund-raisers, class dues, etc.) must
(1) Suspension is exclusion from school for a period of from I to 10
be paid as soon as possible in the Attendance
consecutive school days.
Office
report cards/diplomas will be with-
(i) Suspensions may be given by the principal or person in charge of the
held until settlement of all costs.
public school.
(ii) No student shall be suspended until the student has been informed of
the reasons for the suspension and given an opportunity to respond. Prior
SENIOR HIGH SCHOOL SMOKING POLICY
notice of the intended suspension need not be given when it is clear that the
health, safety or welfare of the school community is threatened.
Students are prohibited from using any tobacco pro-
(iii) The parents and the superintendent of the district shall be notified
duct within the school buildings at any time. The use of
immediately in writing when the student is suspended.
any tobacco product on school grounds is prohibited
(iv) When the suspension exceeds 3 school days, the student and parent
during the school day.
shall be given the opportunity for an informal hearing consistent with the
A.
First
Offense
One Full Day Suspension
requirements set forth in § 12.8(c) (relating to hearings).
B. Second Offense - Three Full Days Suspension
(v) Suspensions may not be made to run consecutively beyond the 10
C.
Third
Offense
school day period.
Three or more days of suspen-
(vi) Students shall have the responsibility to make up exams and work
sion and a letter from the par-
missed while being disciplined by suspension and shall be permitted to
ent/guardian indicating that
complete these assignments within guidelines established by the board of
their son/daughter is enrolled in
school directors.
a smoking withdrawal program.
(2) Expulsion is exclusion from school by the board of education for a period
exceeding 10 school days and may be permanent expulsion from the school rolls.
Detention Regulations
All expulsions require a prior formal hearing under § 12.8 (relating to hearings).
(c) During the period prior to the hearing and decision of the board of school
1. Proctor: TBA
directors in an expulsion case, the student shall be placed in his normal class except as set
2. Detention Room: 119
forth in subsection (d).
3. Detenion Time: 3:05 - 4:00 p.m.
(d) If it is determined after an informal hearing that a student's presence in his
4. Detention time will be spent in activities
normal class would constitute a threat to the health, safety, morals or welfare of others and
as assigned by proctor.
it is not possible to hold a formal hearing within the period ofa suspension, the student may
5. Cutting of detention will result in suspension
be excluded from school for more than 10 school days, if the formal hearing is not
from school, and DETENTION MAKE-UP.
unreasonably delayed. Any student so excluded shall be provided with alternative
6. Creating a disturbance during detention can
education which may include home study.
result in another detention and/or suspension.
(e) Students who are less than 17 years of age are still subject to the compulsory
7. Detention is an administrative device em-
school attendance law even though expelled. and they must be provided an education.
ployed primarily to curb:
(1) The initial responsibility for providing the required education rests with the
a. latenesses to class/school
student's parents or guardian. through placement in another school, through tutorial
b. class cutting
or correspondence study or through another educational program approved by the
district's superintendent.
c. other disciplinary situations in school
(PDR)
§ 12.2.
Student responsibilities.
STUDENT DRIVING
(a) Student responsibilities include regular school attendance, conscientious effort
1. All motor-driven vehicles brought to school
in classroom work, and conformance to school rules and regulations. Most of all, students
share with the administration and faculty a responsibility to develop a climate within the
MUST be registered.
school that is conducive to wholesome learning and living.
2. All motor-driven vehicles brought to school
(b) No student has the right to interfere with the education of his fellow students. It
may not be driven between 8:20 a.m. and dis-
is the responsibility of each student to respect the rights of teachers, students,
missal.
administrators, and all others who are involved in the educational process.
3. Students will use the east parking lot only
(c) Students should express their ideas and opinions in 8 respectful manner.
(Jerome Street.) A space in the northeast
(d) It is the responsibility of the students to conform with the following:
corner of this lot is reserved for motor bikes.
(1) Be aware of all rules and regulations for student behavior and conduct
4. All drivers are urged to park within the white
themselves in accord with them. Students should assume that, until a rule is.waived,
guide lines.
altered or repealed in writing, it is in effect.
5. At no time will students block service entrances
(2) Volunteer information in matters relating to the health, safety and welfare
to Cafeteria or ANY entrances to parking lots.
of the school community and the protection of school property.
CARS WILL BE TOWED AWAY AT OWNER'S
(3) Dress and groom to meet fair standards of safety and health, and not to
EXPENSE!
cause substantial disruption to the educational processes.
(4) Assist the school staff in operating a safe school for all students enrolled
6. Respect for school neighbors will be shown.
therein.
7. Reckless driving will be reported to parents/
(5) Comply with Commonwealth and local laws.
guardians and police.
(6) Exercise proper care when using public facilities and equipment.
8. No student parking in the main lot/shop area
(7) Attend school daily and be on time at all classes and other school
lot. Cars will be towed at YOUR expense.
functions.
(8) Make up work when absent from school.
(9) Pursue and attempt to complete satisfactorily the courses of study
Cafeteria Regulations
prescribed by Commonwealth and local school authorities.
The following rules are necessary to provide a
(10) Report accurately and-not use indecent or obscene language in student
pleasant and safe atmosphere in the cafeteria:
newspapers or publications.
1. Enter the cafeteria in an orderly manner. DO
NOT RUN!
12.3.
School rules.
2. Place books on the shelves provided. DO NOT
(a) The school board has the authority to make reasonable and necessary rules
PUT BOOKS ON CAFETERIA TABLES
governing the conduct of students in school. The rule-making power, however, is not
AND CHAIRS.
unlimited: it must operate within statutory and constitutional restraints. A school board
3. Form orderly lines while waiting to be served.
has only those powers which are enumerated in the statutes of this Commonwealth. or
DO NOT JUMP THE LINE by squeezing in
which may reasonably be implied or necessary for the orderly operation of the school.
front of another student VIOLATION -
(b) School boards may not make rules which are arbitrary. capricious or outside
DETENTION.
their grant of authority from the General Assembly. Their rules must stand the test of
faimess and reasonableness. A rule is generally considered reasonable if it uses a rational
4. Normal talking is permitted in the cafeteria.
YELLING OR CHEERING WILL NOT BE
means of accomplishing some legitimate school purpose.
(c) Each board of school directors shall adopt a code of student conduct which shall
TOLERATED.
include policies governing student discipline and a listing of student rights and
5. Do not put purses on cafeteria tables. Keep
responsibilities as outlined in this chapter. This conduct code shall be published and
purses with you AT ALL TIMES.
distributed to students and parents. Copies of the code shall also be available in each
6. Throwing food or utensils (knives, forks, etc.)
school library.
VIOLATION-SUSPENSION FROM
SCHOOL.
12.4. Discrimination
7. Do not attempt to leave the cafeteria for any
Consistent with the Pennsylvania Human Relations Act (43 P.S. § 951-963). no
reason without asking one of the supervisors
student shall be denied access to a free and full public education on account of race,
on duty.
religion. sex. national origin, or handicap.
8. Do not dismiss from the cafeteria until the
proper signal is given by the cafeteria super-
$
12.5. Corporal Punishment.
visors.
(a) Corporal punishment. namely physically punishing a student for an offense.
may be administered by teachers and school officials to discipline students when
9. Do not leave trays or empty containers on the
authorized by. and in accordance with policies and guidelines established by, the board of
tables-VIOLATION-CLEAN TABLES
school directors.
AND/OR DETENTION AND/OR SUSPEN-
(b) Reasonable force may be used but under no circumstances shall a student be
SION.
punished in such a manner as to cause bodily injury.
10.All students must sit on chairs-not on book
shelves, stage or heat registers.
11. Lavatories are to be used BEFORE or
AFTER lunch, NOT DURING LUNCH. (Ex-
cept in cases of extreme emergencies).
COOPERATION FROM ALL STUDENTS IS A MUST !
PROPER SCHOOL ATTIRE
This Proper School Attire code was developed in
cooperation with the high school principals, teacher
volunteers, the Student Council of Dieruff High School in
conjunction with the Student Government Association of
Commonwealth of Pennsylvania
William Allen High School. As a result of a series of
meetings, the following interpretation of the code is
STATE BOARD OF EDUCATION
submitted:
INTERPRETATIONS
Students should not wear any dress that interferes
PENNSYLVANIA CODE
with such activities as physical education, industrial arts,
home economics, and art and science laboratories. Such
TITLE 22. EDUCATION
interference might be hair styles that block view, articles
of clothing that restrict movement, or any mode of dress
that creates a hazard to the student at school.
CHAPTER 12. STUDENTS
Dress or appearance which disrupts the planned
educational process will not be allowed. Guidelines re-
garding acceptable and unacceptable attire are listed
REGULATIONS
below:
ON
1. Headgear (hats, visors, sunglasses, etc.) is not
acceptable.
STUDENT RIGHTS
2. Dresses must cover the shoulders and extend to
cover three quarters of the thigh to be accept-
AND RESPONSIBILITIES
able.
3. Tops and shirts must cover the shoulders to the
Section
waist and fit within the following restrictions
12.1.
Free Education and Attendance.
to be acceptable.
12.2.
Student Responsibilities.
a. Midriff may not be exposed, no cut off shirts.
12.3.
School Rules.
12.4.
Discrimination.
b. Muscle shirts, tank tops or halter tops are not
12.5.
Corporal Punishment
acceptable.
12.6.
Exclusions from School.
C. Mesh shirts must have a shirt underneath to be
12.7.
Exclusion from Classes - In-School Suspension
acceptablé.
12.8.
Hearings.
4. Skirts must cover from the waist to three quarters
12.9.
Freedom of Expression.
of the thigh to be acceptable.
!2 10.
Flag Salute and the Pledge of Allegiance.
12.11
Hair and Dress.
5. Shorts are acceptable school attire if they cover the
12.12.
Confidential Communications.
waist to mid-thigh and also fit within the follow-
12.13.
(Reserved)
ing restrictions.
12.14.
Searches.
a. Cut-offs of any type are not acceptable.
12.15.
(Reserved).
b. Athletic shorts are not acceptable: gym shorts,
PUPIL RECORDS
running shorts, or tight fitting stretch short/
12.31.
General Requirements.
pants.
12.32.
Elements of the Plan.
12.33.
(Reserved).
c. Coaches shorts are acceptable.
6. Spandex are not acceptable as outerwear garments.
$ 12.1.
Free education and attendance.
7. Sandals which do not have a strap on the back of
(a) All persons residing in this Commonwealth between the ages of 6 and 21 years
the ankle are not acceptable. Flip-flops are not
are entitled to a free and full education in the Commonwealth's public schools.
acceptable.
(b) Parents or guardians of all children between the ages of 8 and 17 are required by
the compulsory attendance law to ensure that their children attend an approved
8. Shirts with offensive logos or sayings are not
educational institution, unless legally excused. Students who have not graduated may not
acceptable (i.e. some Rock T-shirts).
be asked to leave school merely because they have reached 17 years of age if they are
Since the educational process takes place in the class-
fulfilling their responsibilities as students. A student may not be excluded from the public
room, it is the responsibility of the administration and
schools nor from extracurricular activities because of being married or pregnant.
faculty to decide whether this dress code is being fol-
lowed.
S(STUDENT) A(ASSISTANCE) P(PROGRAM)
Miscellaneous
A state funded grant has provided the Allentown
Parents/guardians/students are reminded that the
School District with monies for a Student Assistance Program
school CANNOT be held responsible for locker thefts. We
dealing with drug and alcohol abuse. Each SAP team on the
encourage students to purchase their own locks for gym
high school level consists of a building administrator, a coun-
and hall lockers.
selor, a nurse, a school psychologist, and two teachers. Teams
Books and lockers are school property. Payment will
identify students with problems and refer them for help. The
be assessed where loss or excessive damage occurs.
SAP provides assistance. It is not the school's intent to
The Board of School Directors encourages proper
identify these students and expel them. The team not only
dress and grooming. Unusual haircuts, extremes in
works with students who have drug and alcohol problems,
clothing are forbidden
No mesh T-shirts, muscle shirts
but also with those who have severe depression and/or
midriff tops, halters, (See above).
suicidal tendencies. Referrals to SAP team have been made
Tape decks, radios, "Boxes", Walkman, etc. are not
by teachers, counselors, administrators, parents/guardians,
allowed in the building at any time.
and students. If you suspect that your child is having a pro-
Smoking by students is not allowed in the school
blem, you can contact his/her counselor for a referral into
building.
the program. All information gathered by the SAP team is
No one is allowed to leave the building during lunch
held in confidence. Aftercare programs for students returning
or between classes without proper authorization. Classes
from drug and alcohol rehabilitation are available and will
pass within the building.
provide additional support during the school year. Do con-
No personal phone calls will be accepted at school.
tact your child's counselor for more information about
(unless it is an emergency!)
this program.
All visitors MUST report to the Main Office for
passes. Visitors' passes for students must be cleared
S(STUDENTS) A(AGAINST) D(DRIVING) D(DRUNK)
through the Main Office at least one day prior to
LED has organized a very successful SADD chapter.
"requested visit". Student visitors from other schools
The program is designed to help students understand the
must have "permission letters" from their principals.
hazards of drinking and driving. SADD is a proven life-
Delinquency prevention must be a two-way responsi-
saving program which is motivated by student and commun-
bility, with the home and family accepting a very impor-
ity support. Advisors: MaryAnn Olson & Linda Cruttenden
tant role.
GRADING POLICY
Guidelines for Dealing with Gifted, Honors, and A.P.
Student Grading
The motivation of Gifted. Honors and Advanced Place-
ment students is the obligation of every professional involved.
Students in the Gifted, Honors. and Advanced Placement
Programs are expected to achieve and perform at the grade
level of an A or B.
General Guidelines for Report Card Grades
1. A student should receive the grade which he/she has
earned.
2. Grading should not be used as a negative motivational
device.
3. If a teacher observes a student who is not achieving at
the grade level of A or B. the following steps shall be
instituted:
a. the teacher should meet with the student to try to
help the student
b. The counselor should be consulted and the counselor
should meet with the student for specified counselor
intervention
c. during the fifth week of the rating period, or at any
3. "Marijuana or Hashish Pipe". A pipe characterized by a bowl which is so small that the primary
time, a progress report must be sent to the parents
use for which it is reasonably adapted or designed is the smoking of marijuana or hashish,
rather than lawful smoking tobacco, and which may or may not be equipped with a screen.
indicating areas of concern
d. if the student does not respond to the teacher/
4. "Paraphernalia". Containers and other objects primarily adapted or designed for use in storing
or concealing controlled Substances; objects primarily adapted or designed for use in injecting,
counselor intervention, a parent-teacher conference
ingesting, inhaling or otherwise introducing marijuana, cocaine, hashish oil into the human
body, such as (a) Metal, wood, acrylic, glass, stone, plastic or ceramic pipes with screens,
shall be arranged by the counselor to discuss the
permanent screens, hashish heads, or punctured metal bowls; (b) Water pipes; (c) Smoking
problem(s).
and carburetion masks; (d) Carburetion tubes and devices; (e) Roach clips; meaning objects
used to hold burning material, such as marijuana cigarette, that has become too small or
If a student, after the above steps have been taken, still
too short to be held in the hand; (f) Miniature cocaine spoons and cocaine vials; (g) Chamber
pipes; (h) Carburetor pipes; (i) Electric pipes; (j) Air-driven pipes; (k) Chillums; (1) Bongs;
is not achieving at an A or B level, the pupil placement
(m) Ice pipes or chillers. (Taken from Allentown City Ordinance No. 12419)
should be re-evelauated using the multi-disciplinary team
5. "Lookalike drugs". Any tablet, capsule, or other Substance packaged, designed, or intended
where appropriate. and a recommendation of alternative
to mimic the appearance and physical effect of any controlled Substance.
placement, may be made. This recommendation could sug-
6. "Intoxicating Beverages". Any alcohol, liquor, wine, beer, malt or brewed beverage.
gest removing a student from the Gifted. Honors, or A.P.
course in which he/she is enrolled.
7. "Prohibited Materials". Any cocaine spoon, controlled Substance, marijuana or hashish pipe,
paraphernalia, lookalike drug, or intoxicating beverages, or steriods for any pupil involved
in school-related athletics.
Reporting Pupil Progress in the Senior High School
8. "District". School District of the City of Allentown.
1.
Letter Grades
9. "Pupil". Any pupil enrolled in the District.
A
Mastery of subject matter for the grade as evi-
10. "Premises". Any building, grounds or vehicle in the possession or control of the District or
denced by high test marks. active participation in
to which any Pupil is assigned by the District. Any locker, desk, cabinet or other enclosure
class discussion. completion of all assignments,
upon the Premises shall be considered part of the Premises.
willingness to work beyond the limits of given
11. "District Employee". Any administrator, teacher, nurse, custodian or other employee of the
District.
assignments, neatness and accuracy of work habits.
2.0
B
BAN OF SALE, GIVE AWAY OR DISPLAY
Above average test marks. frequent participation in
class discussion. completion of all assignments,
It shall be unlawful for any pupil to sell, offer for sale, dispense, give away or display "prohibited
material" as herein defined in or upon the premises.
neatness and accuracyof work habits.
3.0
EXEMPTIONS
(
Fair to good marks in tests, minimum participation
in class discussion, completion of assignments,
The prohibition contained in Section 2.0 hereof shall not apply to any pupil suffering from 'diabetes,
(
neatness of work habits.
asthma, or any other medical condition requiring self injection or administration. All such cases
shall be registered with the school nurse.
D
Minimum passing grades in tests. infrequent class
4.0
LOCKERS
participation, careless attention given to written
and study assignments.
Lockers are the property of the District. Pupils are given the qualified privelege of using lockers
only for the purpose of storing books, lunches, garments and other personal items whose possession
F
Failing test marks, very little or no participation in
is not prohibited by the District. No pupil shall use any locker for the retention of any prohibited
material as herein defined. The District and District's employees reserve the right to inspect
class, poor attitude toward study. failure to com-
any locker and its contents at any time, either with or without any pupil's consent and either.
in or out of any pupil's presence, and confiscate any prohibited materials. The District and
plete assignments, careless work habits.
District's employees may remove any lock to permit the inspection of any locker or the
I
confiscation of any prohibited material.
Incomplete work in a subject must be completed
by the end of the fourth week of the next rating
5.0
SEARCH OF A PUPIL'S GARMENTS OR OF A PUPIL'S POSSESSIONS
period.
The District reserves the right to search a pupil's pockets, or any possession (including but not
1
Excused or exempt from grade (one rating period)
limited to purses, gym bags, jackets, coats, parcels, packages, or other containers) to discover
or confiscate any prohibited materials.
W
Withdrawal failure subject has been dropped.
6.0 CONSTRUCTION; SEVERABILITY
S
A subject taken as a pass/fail course (Pass).
If any provisions of these Regulations shall be declared unconstitutional or invalid, such decision
U
A subject taken as a pass/fail course (Failure).
shall not affect the remaining portions of these Regulations. The District hereby declares that
the Regulations would have been enacted and each article and subsection thereof irrespective
Physical Education
of the fact that any one or more of the articles and subsections, clauses or phrases, may or might
be found by court action or decision to be unconstitutional or otherwise invalid.
O
Outstanding
7.0
PENALTIES
P
Pass
Any pupil who violates any provision or provisions of this Administrative School Policy or who
F
Failure
shall fail to comply with any requirements hereof shall be subject to discipline in accordance
with the "Student Rights Responsibilities Policies and Substance Abuse Administrative
M
Medical Excuse
Regulations" adopted by the District.
2.
Attitude Ratings
Numerical attitude ratings shall be given by each teacher
4-90/ASD/03-01/013
to indicate those areas in which a pupil has done well or
has shown improvement. Numerical attitude ratings
shall be given by each teacher to indicate those areas in
which a student may improve his conduct in the class-
room or in his attitude toward the subject matter.
The Student Does
The Student Does Not
c. No student shall be suspended until the student has been informed of the reason(s) for the suspension
2 Achieve at apparent ability level
1
and given the opportunity to respond. Prior notice of the intended suspension need not be given
when it is clear that the health, safety or welfare of the school community is threatened. The parents
4 Show intellectual curiosity
3
and superintendent shall be notified immediately in writing. When the suspension exceeds three
school days, the student and parents shall be given the opportunity for an informal hearing in
6 Accept constructive criticism
5
accordance to section 12.8(c) of State Board of Education, Chapter 12. Suspension may not run
consecutively beyond the ten school day period. Students who are suspended from school are excluded
8 Show qualities of dependability
7
from attending and participating in all Allentown School District and school activities.
d. During the period prior to the suspension, or to the hearing and decision of the board of school
10 Employ time to best advantage
9
directors in an expulsion case, the student shall be placed in his or her normal class except as in
12 Display good judgement
11
sub section (f).
14 Perform additional tasks
13
e. Students shall be permitted to make up exams and work missed while being disciplined by suspension.
It is the responsibility of the pupil to make all necessary arrangements and complete make-up work
within a reasonable length of time under the direction of the teacher or the principal.
16 Display qualities of leadership
15
f. If, when expulsion proceedings are initiated, it is determined after an informal hearing that a student's
18 Take pride in personal achievement
17
presence in his or her normal class would constitute a threat to the health, safety, morals, or welfare
of others, and it is not possible to hold 8 formal hearing within the period of 8 suspension the student
20 Show improvement
19
may be excluded from school for more than ten school days, provided the formal hearing is not
unreasonably delayed. Any student so excluded shall be provided with alternative instruction.
22 Cooperate in class
21
g. Students who are less than seventeen years of age are still subject to the compulsory school attendance
law even though expelled, and they must be provided an education. The initial responsibility for
24 Display originality and creativity
23
providing the required education rests with the parents through placement in another school, through
26 Bring materials to class
25
tutorial or correspondence study or through another educational program approved by the district
superintendent within thirty days. If the parents are unable to provide for the required education,
28 Observe safety habits
27
they must within thirty days submit to the district written evidence so stating. In the event that
no satisfactory evidence is received after thirty days, the district must recontact the parent(s) and
30 Complete assignments on time
29
pending parents provision of such education, must make provision for the education and/or may take
action in accordance with the Juvenile Act of 1972 42 Pa. C.S. Chapter 63.
32 Respect others' rights
31
h. When a serious discipline problem occurs, the appropriate juvenile authorities and/or the police will
34 Show good behavior
33
be called in to investigate the incident. These offenses include:
36 Have a good class attendance record
35
1. Student assault on school staff
5. Vandalism
2. Possession of a dangerous weapon.
6. Willful trespass
38 Make up work missed
37
3. Stealing
7. Student assault upon a student
40 Prepare daily assignments adequately
39
4. Underage drinking or taking or selling drugs
42 Follow instructions carefully
41
Parents with specific questions concerning these policies and guidelines are invited to call the school office.
44 Understand concepts
43
46 Have good study habits
45
48 Perform well on tests/quizzes
47
ALLENTOWN SCHOOL DISTRICT
50 Participate frequently in class
49
Substance Abuse Policy
52 Assume responsibility
51
54 Work well in a group
53
1.
The Board of School Directors of Allentown School District recognizing that the abuse of
56 Dress properly for physical education
55
Substances is a serious problem with legal, physical, emotional, and social implications for the
whole school community, adopts the position that the abuse of Substances interferes with learning.
98 RUW issued
2.
The Board of School Directors recognizes that all students have a right to be educated in a safe
and healthy environment with due consideration for their legal rights and responsibilities.
Request parent conference
99
3.
The School District's Comprehensive Drug and Alcohol program shall consist of a three faceted
3. Report cards will be mailed to the parent/guardian of
approach including (1) prevention, (2) intervention and (3) referral.
every student four times a year.
4.
It is therefore this district's policy to prevent and prohibit the possession, use and/or distribution
of any illegal or controlled mood-altering chemical or medication not approved by the Health
4.
A report of unsatisfactory work (RUW) shall be issued
Office on school property, at school sponsored events and on school vehicles.
to every student who is failing, is in danger of failing. or
5.
Violations of this policy as defined and described within the parameters of the Substance Abuse
is achieving at a level below ability. This report may be
Administrative Regulations may result in permanent expulsion from school by the Board of
issued in the middle of each rating period but no later
Directors or a lesser administrative penalty.
than the seventh week of the rating period. RUW's
6.
Student Support Systems consisting of specially trained school personnel will be established at
will be mailed home.
each building to ensure appropriate identification, interventions and support for at risk students
in compliance with the district's confidentiality policy.
SCHOOL DISTRICT OF THE CITY OF ALLENTOWN
Allentown, PA
7.
This policy will be implemented through the cooperative efforts of the faculty, administration,
Report of Unsatisfactory Work
school employee groups, students, parents/guardians and community agencies of the Allentown
School District.
Date
19
Homeroom:
1.0
DEFINITIONS
Rating Period:
1
2
3
4
Grade:
Student:
Subject:
The following words and phrases when used in these Regulations shall, for the purpose of the
Regulations, have the meanings respectively ascribed to them in this section, except where the
is failing
is in danger of failing
is achieving at a level below ability
context clearly indicates a different meaning:
For IMPROVEMENT, the following suggestions are recommended:
1. "Cocaine Spoon". A spoon with a bowl so small that the primary use for which it is reasonably
Follow Instructions carefully
Cooperate in class
Tests:
Prepare lessons carefully
Observe classroom procedures
adapted or designed is to hold or administer cocaine, and which is so small as to be unsuited
Devote more time to meaningful study
Quistes:
Bring materials to class
for the typical, lawful uses of a spoon. A cocaine spoon may or may not be merchandised
Improve study habits
Exerche care for equipment/material
Class/Lab:
on a chain and may or may not be labeled as a "cocaine" spoon or "coke" spoon.
Prepare dally assignments adequately
Observe safety habits
Make up work missed
Improve techniques
Projects:
Come in for help
Produce at Taster pace
2. "Controlled Substance". Any drug, Substance or immediate precursor enumerated in Section
Homework:
Attend class regularly
Improve test/quiz performance
4 of the Act of April 14, 1972, P.L. 223, No. 64, as amended (35 PSA Section 780-104 and
Show more interest
Use class time more wisely
Assignments Missing:
35 PS Section 780 - 104 sub.el (3( (vii) (being Section 4 of what is commonly known as the
Display positive attitude
"Controlled Substance, Drug, Device and Cosmetic Act" of 1972).
COMMENTS:
Teacher Signature
Student Signature
Conference Requested
White Parent's Copy
Yellow Guidance Copy
Fink Teacher's Copy
10-85/ASD/12-01/070
5.
Honor Roll
School District, City of Allentown, PA
a.
Students who earn a grade point average of 3.5 or
August 25, 1988
higher, and no grade lower than a C, will be nomin-
It is the purpose of this policy to set forth the general condition under which optimum learning can
ated for the Honor Roll at the end of each rating
occur in the Allentown School District. We strongly believe that good conduct is essential for effective
learning to take place. Students learn best in an orderly environment where both school and classroom rules
period.
are communicated to the students and school/community.
b.
Grade values will be used in computing Honor Roll.
These rules must be clearly set forth and enforced from the beginning of the school term, promptly
A subject meeting 10 or 15 periods will be counted
punishing and correcting misconduct, and consistently enforcing good behavior. The Board-adopted Student
Rights and Responsibilities and the Regulations for Pupil behavior should be signed by each student and
twice or three times in determining Honor Roll.
parent/guardian and returned to the school at the start of the year.
c.
The grade point average is the grade total divided
Since parental involvement is a key to an orderly environment, it is essential that parents, students,
by the sum of the number of subjects.
teachers, and school administrators work together to create a school climate that nurtures and encourages
good behavior.
d.
A U in citizenship will disqualify a person from the
Honor Roll.
Each school shall utilize a committee made up of the principal, teaching staff, parents, and students
to review these policies and their implementation on a regular basis.
e.
A grade of F, I, E, W, or U in any subject will
disqualify a person from the Honor Roll.
STUDENT RIGHTS AND RESPONSIBILITIES
School District, City of Allentown
f.
Grades earned at the Vo-Tech will be used to deter-
1. Student Responsibilities
mine Honor Roll.
a. Student responsibilities include regular school attendance, conscientious effort in classroom work,
g.
Weighted grades will be used in determining Honor
and conformance to school rules and regulations. Most of all, students share with the administration
and faculty a responsibility to develop 8 climate within the school that is conducive to wholesome
Roll. (A=5 and B=4)
learning and living.
6.
Final Examinations
b. No student has the right to interfere with the education of fellow students. It is the responsibility
of each student to respect the rights of teachers, students, administrators, and all others who are
A teacher will administer a District-wide and/or
involved in the educational process.
a.
c. Students should express their ideas and opinions in a respectful manner.
teacher-prepared final examination to all students.
d. It is the responsibility of the students to conform with the following:
Subject final examinations are mandatory for all
1. Be aware of all rules and regulations for student behavior and conduct themselves in accord with
courses unless otherwise designated.
them.
2. Volunteer information in matters relating to the health, safety, and welfare of the school
b.
A comprehensive examination/evaluation will be
community and the protection of school property.
required in the following courses:
3. Dress and groom themselves in order to meet fair standards of safety and health and to cause
no substantial disruption to the educational processes.
4. Assume that until a rule is waived, altered, or repealed in writing, it is in effect.
Art
English
5. Assist the school staff in operating a safe school for all students enrolled therein.
All art courses
Journalism I & II
6. Comply with the state and local laws.
7. Exercise proper care when using public facilities and equipment.
Advanced Journalism
8. Attend school daily, and be on time at all classes and other school functions.
Public Speaking
9. Make up work when absent from school.
10. Pursue and attempt to complete satisfactorily the courses of study prescribed by state and local
Business
Reading & Study Strategies
authorities.
Typing I & II
Composition for College
11. Report accurately and do not use in student newspapers and publications any indecent or obscene
language.
C.
The final examination or comprehensive examina-
n. Corporal Punishment
tion will count 20% of the grade.
a. No employee or representative of the School District of the City of Allentown may administer corporal
punishment to any pupil. For this purpose, "corporal punishment" is defined to mean the physical
d.
punishment of a pupil for an offense.
If a student does not take the final examination, or
b. The District recognizes that it is bound by Section 12.5 (d) of the State Board of Education
does not exert due effort to pass the examination,
Regulations which provides as follows:
he/she will fail the course for the year because he/
"(d) However, even when a parent or the School Board prohibits
she has not completed all of the course require-
corporal punishment, reasonable force may be used by teachers
and school authorities under any of the following
ments.
circumstances:
1. To quell a disturbance.
e.
A final examination/evaluation will not be required
2. To obtain possession of weapons or other
in the following courses:
dangerous objects
3. For the purpose of self-defense
Business
Industrial Arts
4. For the protection of persons or property."
Data Processing
All Courses
I & II
III. Exclusion from School (Suspensions and Expulsions)
Office Machines
Music
The Board of School Directors is, firmly opposed to all forms of student violence, particularly assaults on
Office Simulation
Band
other members of the school community. The Board of School Directors hereby declares its intention to
(LED)
Orchestra
expel students who engage in violent activities unless there are unusual mitigating circumstances.
Instrumental Music
a. Exclusion from school may be effected by suspension or expulsion.
ESOL
Piano I & II
1. The types of offenses that could lead to exclusion (suspension or expulsion) from school in the
ESOL I, II, III
Organ I & II
Allentown School District are violations of student responsibilities and regulations for pupil
behavior.
Music Laboratory
2. "In-School Suspension" shall mean exclusion from classes for an offense.
Health & Phys. Ed.
Choir
3. "Suspension" shall mean exclusion from school for an offense for a period of up to ten school
days.
All Courses
Glee Club
4. "Expulsion" shall mean exclusion from school for an offense for & period exceeding ten school
Voice 1 & II
days, and may be permanent expulsion from the school rolls.
5. The length of suspension to be imposed or any recommendation for expulsion will be based upon
Home Economics
Special Education
the severity of the offense(s).
Personal Sewing
All Courses
6. All exclusions must be reported to the Superintendent and the parents.
b. No student may receive an in-school suspension unless the student has been informed of the reason(s)
Creative Stitchery
for the suspension and has been given an opportunity to respond before the suspension becomes
Creative Cooking
effective. Communication to the parents or guardian shall follow the suspension action. When the
in-school suspension exceeds ten consecutive school days, an informal hearing with the principal
Teen Living
shall be offered to the student and parents prior to the eleventh school day in accordance to section
12.8(c) of State Board of Education Chapter 12. Some provision for the students' education will
be made during the in-school suspension period.
2. After a student has acquired twelve (12) days of absence (full
7. Grade Point Value
year course), a second letter will be delivered to his/her par-
a.
Letter grades are given a number value:
ent(s)/guardian(s) by the school community worker along with
A=4 B=3 C=2 D=1 F=0
a copy of the attendance rules and regulations and a record of
b. Gifted. A.P., Honors, and Level IV Foreign Lan-
the student's attendance. After receiving this letter, parent(s)/
guage Courses:
guardian(s) are required to contact the school for a conference
A=5 B=4 C=2 D=1 F=0
regarding the student's approach with the student's attendance
C is below the standard expected in these courses
status.
(See Addendum A).
3. After a student has had twelve (12) days of absence (semester
C. Physical Education
course), and no extenuating circumstances exist, a letter will
O=2 P=1 F=0
be sent to his/her parent(s)/guardian(s) with a copy of the
attendance rules and regulations and a record of the student's
8. Computation of Subject Averages
attendance. At this time a conference iwll be held with the
a.
In order to pass a course requiring a final examina-
principal, the student, and his/her parent(s)/guardian(s).
tion, a student must pass at least three of the four
rating periods or two rating periods and pass the
Upon reaching the thirteenth (13th) absence and no extenuat-
final examination regardless of the grade point
ing circumstances exist, the student will not be granted credit
average.
and may be excluded from all school sponsored activities (i.e.
b. In order to pass a course that does not require a
athletics, dances, school events, et.al). The assistant principal in
final examination, a student must pass at least
charge of attendance and a counselor will determine an alter-
three of the four rating periods regardless of the
nate educational program for the student.
grade point average.
c.
In order to compute the final average for a year
4. After a student has had eighteen (18) days of absence and no
course requiring a final examination. you add the
extenuating circumstances exist, a letter will be sent to his/her
grade point value for each rating period, add to the
parent(s)/guardian(s) with a copy of the attendance rules and
grade point value of the final exam. and divide
regulations and a record of the student's attendance. At this
by 5.
time a conference will be held with the principal, the student.
d. In order to compute the final average for a semes-
and his/her parent(s)/guardian(s).
ter course, you double the grade point value for
each rating period. add to the grade point value of
Upon reaching the nineteenth (19th) absence and no exten-
the final examination. and divide by 5.
uating circumstances exist, the student will not be granted
e.
Final Average Grade Point Value
credit and may be required to repeat the education program.
Grade Point Total
Grade
In addition, the student will be excluded from all school
20,19.18
A
sponsored activities (i.e. athletics, dances, school events, et.al).
17,16,15,14.13.
B
The assistant principal in charge of attendance and a counselor
12,11.10.9.8
C
will determine an alternate educational program for the stu-
7.6.5.4
D
dent.
3.2.1.0
F
If course credit is withdrawn, one of the following options or
Grade
any other appropriate option may be exercised.
3.50+
A
(a) Student remain in class after course credit has been with-
2.50 to 3.49
B
drawn.
1.50 to 2.49
C
0.75 to 1.49
D
(b) Recommended alternate school or program placement for
0.00 to 0.74
F
the remainder of the semester/school year. These may
include:
Example: (Full Year Final Examination)
(1) A.E.P. placement (grades ten (10) and above)
1st 2nd 3rd 4th Exam Final Grade
(2) Furlough
(3) Off-Site Attendance Alternative School
BCDDD
C
(1.6)
FDCDD
D
(1.0)
(4) Partial student schedule.
BCFFF
*F
NOTE 1: Some credit may be earned in an alternative program.
ABAAB
A
(3.6)
*Does not meet requirement 8a.
NOTE 2: Days of suspension will not be included in the attendance
plan.
Example: (Full Year No Final Examination)
1st 2nd 3rd 4th
Final Grade
NOTE 3: Any student absent from school the day of ANY school
activity CANNOT participate in that activity.
B
B
D
C
C
(2.25)
CDDD
D
(1.25)
AFFF
*F
*Does not meet requirement 8b.
Courses with No Final Examination
ATTENDANCE PHILOSOPHY FOR SENIOR HIGH SCHOOLS
When the average of the rating periods falls exactly at
It is the purpose of this policy to set forth the general condi-
3.500, 2.500. or 1.500, the final grade shall be computed in
the following manner:
tion for attendance in the Allentown School District in order that
(1) The nominal numerical value of the grade for the
each student derives the most from the school program. It is our
final rating period is to be considered.
belief that good attendance is not only appropriate for the indivi-
dual but also affects the learning process/atmosphere of the entire
(2) If the nominal numerical value of the grade for the
final rating period is higher than the average of the
class and therefore the school community.
four rating periods, the final grade moves to the
Regular attendance at school is by law a parental responsibility
next level above the average.
A student and his/her parent(s) or guardian(s) are responsible for
(3) If the nominal numerical value of the grade for the
the maintenance of a good attendance record. Pennsylvania State
final rating period is lower than the average of all
Law requries every child to attend regularly. The Allentown School
four rating periods, the final grade moves to the
District rules and regulations on attendance will encourage every
next level below the average.
student to attend school on a regular basis.
Examples: Full Year Course
Success in school is directly related with being in the classroom
Rating Period
1
2
3
4
joining in class discussion, and doing the assigned work on a regular
Grade
A
B
B
A
basis. There is no way to duplicate the classroom experience after
Nominal Value
4
3
3
4
the student has been absent. There is no way to replace the impact
4 14 = 3.5 Average
of a teacher with respect to student learning. Therefore, course
Numerical value of fourth rating period is 4.0 which is
credit will be awarded to students only if they meet an attendance
higher than the average of all four rating periods: there-
requirement in addition to earning a passing grade.
fore, the final grade is A.
The following has been designed to promote communication
Rating Period
1
2
3
4
and cooperation with the home concerning school attendance.
Grade
A
B
A
B
Nominal Value
4
3
4
3
PROCEDURE FOR TAKING ATTENDANCE
4 14 = 3.5 Average
1.
Attendance in the Allentown School District is kept on a
Numerical value of fourth rating period is 3.0 which is
daily basis by homeroom teachers. The attendance office(s)
lower than the average of all four rating periods: there-
are notified of all absentees.
fore the final grade is B.
2. Parent(s)/guardian(s) are expected to notify the school by
Example: Semester Course
phone on the day of the student's absence. Failure of the par-
Rating Period
1
2
ent(s)/guardian(s) to contact the school by 3:00 may result in
Grade
B
A
an illegal or unexcused absence for the day.
Nominal Value
3
4
3. In addition to the phone contact, parent(s)/guardian(s) are
Numerical value of the second rating period is 4.0 which
expected to send a note to the homeroom teacher and/or fill
is higher than the average of both rating periods: there-
fore, the final grade is A.
out the excuse blank given to the student within three (3)
days of each absence. Failure to do this may result in an illegal/
9. Physical Education Marking System
unexcused absence.
a.
O
=
Outstanding
P
=
Pass
F
=
Fail
b. Numerical Value of Grade
ATTENDANCE RULES AND REGULATIONS
O = 2
P = 1
F = 0
COURSE CREDIT MAY BE DENIED WHEN A STUDENT IS
C. The final grade will be determined by averaging the
ABSENT NINETEEN (19) TIMES FOR A YEAR COURSE AND
numerical value for the two rating periods:
THIRTEEN (13) TIMES FOR A SEMESTER COURSE.
Example:
1.
After any student has acquired six (6) days of absence, a phone
Semester
1
2
Average
call will be made to the home, a letter will be sent to his/her
Grade
O
O
O
parent(s)/guardian(s) with a copy of the attendance rules and
Numerical Value
2
2
2
regulations and a record of the student's attendance. The Gui-
dance Department will be notified and involved in a coopera-
tive approach with the student's attendance status.
The attendance office phone numbers for the Allentown
School District are the following:
Wm. Allen - 820-2350 LED - 820-2205
706.03 DEFACEMENT OF PROPERTY PROHIBITED.
d.
When the average of the two rating periods falls
(a) No person shall write, print or place with ink, paint, chalk
exactly on 1.5 or .5. the final grade shall be com-
puted in the following manner:
or other substances, graffiti on the real. or personal prop-
erty of another, whether said personal or real property be
(1) The nominal numerical value of the grade for
the final rating period is to be considered.
Publicly or privately owned, unless the owner of said
(2) If the nominal numerical value of the grade
property shall have, prior to the writing, printing or
for the final rating period is higher than the
placing of graffiti, specifically consented to the same.
average of the two rating periods, the final
706.04 PARENTAL ASSISTING IN OR ENCOURAGING
grade moves to the next level above the
average.
VIOLATIONS.
It shall be unlawful for an parent, legal guardian or other per-
Examples:
son having custody and care of any minor child under the age of
Semester
1
2
eighteen (18) years to knowingly assist, aid, abet, allow, permit or
Grade
P
0
encourage said minor to violate the provisions of this Article, as
Numerical Value
1
2
2/3 = 1.5 Average
herein defined, either by words, overt act, or by failing to act.
Final Grade = O
706.05 ACCESSORIES.
Semester
1
2
All persons, directly or indirectly involved, shall be equally
Grade
P
F
responsible and guilty, not alone the individual who may person-
Numerical Value
1
0
2 = .5 Average
ally deface the object or area, but others in a group who knowingly
Final Grade = F
make available the tools, writing material, ladders, lookouts, mater-
ials or assistance, or who knowingly supply funds to acquire such
10. Class Rank
materials for such purposes, shall be equally guilty and liable to
a.
The grade point average is the grade point total
punishment under this Article.
divided by the sum of subject units.
b.
Each Gifted. Honors. A.P. and Level IV Foreign
706.99 PENALTIES.
Language Course will be weighted .2 for a full year
course and .1 for a semester course. After com-
(a) Any person violating any of the provisions of this Article
puting the grade point average, the average value of
shall upon conviction be fined not more than Three
the weighted courses will be added to the grade
Hundred ($300.00) Dollars or imprisoned not more than
point average. A grade of an A or B must be earned
ninety (90) days or both.
in order to receive the weighted grade point.
(b) Any person who violates either Sections 706.03, 706.04
or 706.05 of this Article may also be responsible, at the
11. In reviewing the grade averaging for full year courses
with exams, a student must have a .75 average and pass
discretion of that Magistrate, for the cost of cleaning,
three (3) of the five (5) rating periods (4 rating periods
repairing, painting, or otherwise restoring the property
and final exam). In order to pass a full year course with-
which he/she has damaged, defaced or vandalized so as to
out an exam, a student must also have a .75 average and
bring the property to the condition it was in prior to the
pass three (3) of the four (4) rating periods.
application of the graffiti.
(c) If said violator was under the age of eighteen (18) years
In averaging for a semester course with a final exam, a
student must have a .75 average and pass two (2) of the
old at the time of committing said offense, the Magistrate
three (3) rating periods (2 rating periods plus final
may oder the person having care and custody of the said
exam). In order to pass a semester course without an
violator to make restitution to said real or personal
exam, a student must have a .75 average. One of the rat-
property owner.
ing periods may be failed by a .75 average is necessary
Section 2. SEPARABILITY.
to pass.
The provisions of this Article are severable and if any of its
Examples:
sections, clauses or sentences shall be held illegal, invalid or uncon-
Rating Periods
1
2
Final Grade
stitutional, such provisions shall not effect or impair any of the re-
F
C
1.0
D
maining sections, clauses or sentences. It is hereby declared to be
F
D
.5
F
the intent of Council that this Article would have been adopted if
B
F
1.5
C
such illegal, invalid or unconstitutional section, clause or sentence
A
F
2.0
C
had not been included herein.
ORDINANCE NO. 12676
1
LAST NAME
File of City Council
SUBJECT
Bill No. 36-1985
2
DAYS ABSENT
An Ordinance "Prohibiting application of graffiti on any public or
3
private property in the City of Allentown; establishing penal-
ties for any person or persons who fail, or refuse to comply
with the requirements or provisions of this Ordinance; also
FIRST NAME
known as Part Seven, Public Offenses, Article 706 of the
Codified Ordinances of the City of Allentown.
-
TEACHER
BE IT ORDAINED BY THE COUNCIL OF THE CITY OF ALLEN-1
2
3
TIMES TARDY
4
ATTITUDE
REPORT CARD
TOWN;
Section 1. That Article 706, Graffiti Ordinance, be added to
S
INITIAL
the Codified Ordinances of the City of Allentown and shall read as
follows:
Article 706 - Graffiti Ordinance
S
m
FIRST SEMESTER
2
HOMEROOM TEACHER
706.01 PURPOSE.
The use of broad-tipped pens, paint spray cans, pencils, pens,
crayons or other marking devices to write or place graffiti on the
ATTITUDE
walls or other available spaces on public or private buildings,
vehicles, areas or facilities, causes serious defacement of such build-
EXPLANATION OF GRADES.
SEE REVERSE SIDE FOR
PASSING MARK IS D.
ings, vehicles and areas, public and private, and contributes to the
S
ATTITUDE
3
HOME ROOM
deterioration of property values, as well as offending the public's
right, public and private, not to have unsightly and unlawful graffiti
m
SECOND SEMESTER
on, with defacement of, public and private property, and it con-
S
I.D. NUMBER
stitutes a deleterious practice contrary to the public health and wel-
fare. In addition, such contempt for the property rights of private
citizens, as well as public facilities, contributes to the erosion of law
4
ATTITUDE
SEX
PERIOD ENDING
and order aand contributes to the deterioratin in the quality of life
CURR
of the community and must be opposed and punished.
FINAL
GRADE
706.02 DEFINITIONS.
GRADE
For the purposes of this Ordinance the following definitions
shall apply:
(a) "Graffiti" shall include any and all unsightly, offensive
56
54
52
50
48
46
44
42
40
38
36
34
32
3
28
26
24
22
20
18
16
14
12
10
08
90
04
02
DOES
STUDENT
THE
or defacing writings, drawings, markings or other written
or pictorial matter by any method or device, and of any
content which contributes to the defacement of the real
99 Request Parent Conference
penssi Report MOB B6
Dress properly for physical education
Work well In a group
Assume responsibility
Participate frequently In class
Perform well on tests/quizzes
Have good study habits
Understand concepts
Follow instructions carefully
Prepare daily assignments adequately
Make up work missed
Have a good class attendance record
Show good behavior
Respect others' rights
Complete assignments on time
Observe safety habits
Bring materials to class
Display originality and creativity
Cooperate in class
Show improvement
or personal property involved and which contributes to
Take pride in personal achievement
Display qualities of leadership
Perform additional tasks
Display good judgment
Employ time to best advantage
Show qualities of dependability
Accept constructive criticism
Show intellectual curiosity
Achieve at apparent ability level
the ugliness and unsightliness of the object, space, area or
community and which is detrimental to the beauty,
RATINGS
ATTITUDE
neatness and good order of the area and community. This
Article shall not be construed to prohibit easily removable
chalk markings on the public sidewalks and streets used
in connection with traditional children's games.
(b) "Minor" shall mean any person under the age of eighteen
(18) years.
55
53
51
49
47
45
43
19
39
37
35
33
31
29
27
25
23
21
19
17
15
13
11
60
07
05
03
10
NOT
DOES
STUDENT
THE
(c) "Person" shall mean and include associations, clubs, cor-
porations, firms, partnerships and bodies politic, as well
as individuals.
(d) "Property" shall mean any public or private property in
the City of Allentown.