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Signing of Higher Education Amendment 7/23/92 [OA 7577] [1]
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6
5
4
AMERICA 2000 program, including academies for teachers and school
leaders -- and something called alternative certification.
That's a program near and dear to my heart, so let me
explain it. When I lived in West Texas, I tried to volunteer to
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required education courses.
That bothered me
then I learned that without a teaching
degree, even Albert Einstein couldn't teach high school science.
Now, I might understand keeping me out of the classroom
I
might get embarrassed around the computer. But Albert Einstein?
In my first months in office, I proposed legislation to
allow our Einsteins to teach, without traditional certification.
After three years and three tries, Congress finally agrees. This
helps open huge pools of talent to bring into our classrooms. We
can find a way
for example
to encourage more of our men
and women who are leaving the armed services -- to put their
skills to work leading future generations in the classroom. III
Our system of higher education is the best in the world --
because it's rooted in American ideals that make it excellent,
accessible and accountable. AMERICA 2000 is the revolution that
believes those ideals must be transferred to our elementary and
secondary schools. Just yesterday Senator Danforth and
Congressman Gradison introduced my "State and Local GI Bills for
Children," which will transform pre-college education by giving
middle- and low-income families thousand dollar scholarships to
send their kids to their choice of schools. I don't know about
By the way, I'm pleased to note that the part spray,
I did receive Any altornate teaching certificate from
the state of Texas- The wamen prasted true
my catificate Delia Stafford with
ccr today. Delia is
a
of the
an hourd a champia of
chage
because charge ou children desvue nothing less.
willing to try varething diffunt.
Let's give Delia the applaure she
New
Idn't about Einstah
but I can now teach in Tetas schools. Your
Delia I'll be calling th year
to fee if there are GY openings.
5
you
but that gives me a thousand reasons to cheer.
Higher education thrives on competition and choice -- we
must bring those incentives to elementary and secondary schools.
It's time we let parents, not the government, choose their kids'
schools -- public, private or religious. 11
I mentioned earlier how I believe that education is now a
lifelong endeavor. So I feel it is only appropriate to conclude
with a quote I remember from my own school days. [And no, Lamar
it isn't true that I never studied the Gettysburg Address
because I heard it firsthand.]
I remember a quote from Longfellow
something about "great
heights not being achieved by sudden flight
but by toiling
upward in the night. If Longfellow's advice could apply to the
task of renewing our schools. It won't be done with headlines
or slogans
or even money alone.
What it takes
is
innovation
courage
a willingness in every community to
roll up our sleeves and reform this vital American institution.
We are toiling upward in the night
and today we climb a
little higher. When we have reached our plateau
we will look
out upon a new generation of American schools
and a stronger
foundation for our nation.
And now, on behalf of Frances McIntire and the legions of
students at NOVA and across this country who will benefit -- it
is with pride and hope that I sign into law the Higher Education
Amendments of 1992.
could I ask
#
#
#
reartary Alexachr, Or. Ernst, act Delia Star ford
to step forward
07-22-1992 09:19
7033233215
NNCC PROVOST ANNANDALE
P.02
bad
NORTHERN VIRGINIA COMMUNITY COLLEGE
(J.P.)
(703)(243-9684)
July 21, 1992
Frances McIntire is President of Nurses Student Association at the
Annandale Campus. She is President of Phi Theta Kappa which is the
Honor Society for 2-year schools. She is married to a Navy Captain
who was a mandatory retirement after 30 years in the Navy. She has
2 children, a boy, Benjamin and a girl, Margaret, who are severely
handicapped. They need 24 hour nursing care. She is going to
school full time while maintaining a high GPA. She is working to
support the medical and financial needs of her family. Her long
range goal is to be a nurse anesthetist and she has already been
accepted by Catholic University for Fall enrollment of 1993.
"We could not support my educational goals and the medical needs of
my children if it were not for financial aid."
Lauren Wooden, nursing student, has one son, 2 years old.
"Financial aid has helped a whole lot. I'm not working so without
it I could not go to school."
Shiva Hassani, nursing student, has a 2 year old daughter.
"Financial Aid has been instrumental. If I had to work, I could
not go to school."
Annandale Campus 8333 Little River Turnpike Annandale Virginia 22003-3796
(Hinchliffe/Gershowitz)
July 22, 1992 10 a.m.
HIGH Draft Three
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION AMENDMENTS
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992
1:45 P.M.
Thank you. It's a pleasure to be here in Virginia
in
the cradle of American education
to help move our schools
into the 21st century.
I told Dr. Ernst
I'm impressed with Nova's mission
with your curriculum
and most especially
with your choice
for last year's commencement speaker
a certain silver-haired
philosopher named Barbara Bush.
Now understand
there are a couple of things I just don't
like to do. Eat broccoli. Watch the other party on TV. And
speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guitar after Garth
Brooks. //
But today
I'll break my rule just one time
because
the occasion is so important.
We gather at a momentous moment in history. Over the past
four years
we've seen changes of almost Biblical
proportions. The Cold War is over. In the international Super
Bowl of ideas and lifestyle
we won.
The competition was lopsided
like a flag football team
taking on the Redskins.
What does that mean for you and your families? Well
when children go to bed tonight
they' 11 be safer from the
specter of nuclear war.
2
Safer than they were a decade ago. Safer than they were a
year ago. Safer than even just a month ago. I believe that is
very good news! III
This new world poses big challenges
and big
opportunities. From Poland to Peru
other nations are trying
to copy our system of free enterprise.
A system more productive than any other. A system that can
make cars, computers
even that incredible 21st century marvel
of imagination
the Teenage Mutant Ninja Turtle.
Here's the question: How do we win
when more of the
world's nations are playing our game?
The opportunity is huge. When we win
the economists say
we will "all share in a maximized proportion of ever-increasing
global prosperity." In plain English, that means: good, steady
jobs
for you and all your families.
How do we win those jobs? I believe we cannot renew America
without renewing our schools.
Consider a couple facts. In 1980
a man with a college
education made
on average
$11,000 more per year than a
man with only a high school education. By 1990
that gap had
increased to more than $16,000
and the exact same pattern
happened with women's income.
Those facts shout a simple truth
education makes the
difference.
3
It doesn't matter if your mom and dad worked in a steel mill
or sold life insurance
or filled tacos at the local
restaurant. Every American deserves the chance to get on the
ladder of opportunity and climb!
I want to tell you about a woman I admire. She's not
someone you'll read about in the paper, or see on t.v. She is
someone who might be your neighbor, or the mother of one of your
kids' friends. She has two disabled children, and a life that's
had many good breaks
and a couple bad. But she also has a
dream that she won't let go -- to be a nurse. And now she will
get the financial help she needs to fulfill that dream.
Some day
this courageous lady's children will sit in the
audience and watch Mom receive her nursing degree. This woman
who's done so much for so many
will now be able to serve even
more people. I'd like her to stand up
the President of Phi
Theta Kappa
Frances McIntyre.
When I heard Frances' story -- saw her determination -- I
was proud. Proud of Frances -- and proud that we are giving
thousands of men and women like Frances a better chance to get
the education they desire and deserve.
This Act gives a hand up to lower-income students, who need
help the most. But it also reaches out to middle-income families
-- the ones who skipped the vacation and drove the old clunker so
that their kids could go to college. Too often, the funding
cracks have been so big that these solid, decent families have
slipped through -- and their kids' dreams have been in danger of
4
slipping away. Well, no longer. It's a matter of fairness.
It's a matter of our future. III
This Act reaches out to middle-income families -- raising
limits on how much students and parents can borrow; and letting
almost all students get loans, regardless of income. 11
And this Act reflects an awareness of an important new
phenomenon. We used to think of education as like measles
vaccines, first dates and learning to drive
something we only
did when we were young. Today, education never ends. Although
our temples may be graying and our jogging routes a little
shorter
we always have to learn. This Act recognizes that
simple fact
by making federal financial aid available for
part-time students
who are taking a class or two toward their
degree
while still working during the day. 11
How much richer our nation's future will be. Each year,
millions of families will be able to get more Federal assistance
-- and will be able to pass on to their kids the American legacy
of education.
But this Act does more than open up federal funding to
middle-income and part-time students. Through a new
Federal/State partnership, it also sets tough standards --
ridding Federal aid programs of fraud and abuse both by sham
schools and by students who default on their loans. Every dollar
we waste is another dollar that doesn't help someone build a
dream. We must demand accountability.
In addition, under this Act
for the first time
some
5
student aid will be contingent on academic performance. And the
Act includes parts of what we call the AMERICA 2000 program,
including academies for teachers and school leaders; and
something called alternative certification.
That's a program near and dear to my heart, so let me
explain it. When I lived in West Texas, I tried to volunteer to
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required education courses.
That bothered me
...
then I learned that without a teaching
degree, even Albert Einstein couldn't teach high school science.
Now, I might understand keeping me out of the classroom
I
might get embarrassed around the computer. But Albert Einstein?
Well, in my first months in office, I proposed legislation
to allow our Einsteins to teach, without traditional
certification. After three years and three tries, Congress
finally agrees. This helps open huge pools of talent to bring
into our classrooms. We can find a way
for example
to
encourage more of our men and women who are leaving the armed
services -- to put their skills to work leading future
generations in the classroom.
This Act reaffirms my commitment to education. It's one
more piece of the quilt of education-related activities we've
knit together
from our national education goals to the far-
reaching challenges of AMERICA 2000 -- all based in the belief
that to renew our country we must renew our schools.
Our system of higher education is the best in the world --
6
because it's rooted in American ideals that make it excellent,
accessible and accountable.
AMERICA 2000 is the revolution that believes those ideals
must be transferred to our elementary and secondary schools --
and 1,500 communities and 44 states have already signed up. I'm
calling for break-the-mold New American Schools -- for world
class standards and exams -- for flexibility for teachers -- and
for allowing parents to choose the schools they want their kids
to attend.
Just yesterday Senator Danforth and Congressman Gradison
introduced my "State and Local GI Acts for Children," which will
transform education by giving middle- and low-income families a
thousand dollars to send their kids to their choice of schools.
I don't know about you
...
but that gives me a thousand reasons
to cheer.
Higher education thrives on competition and choice -- we
must bring those incentives to elementary and secondary schools.
It's time we let parents, not the government, choose their kids'
schools -- public, private or religious. //
I mentioned earlier how I believe that education is now a
lifelong endeavor.
So I feel it is only appropriate to conclude with a quote I
remember from my own school days. (And no Lamar
...
it isn't
true that I never studied the Gettysburg Address
because I
heard it firsthand.)
I remember a quote from Longfellow
not the center on our
7
basketball team
but Henry Wadsworth himself.
Something about "great heights not being achieved by sudden
flight
but by toiling upward in the night. "
Longfellow's advice could apply to the task of renewing our
schools.
It won't be done with headlines
or slogans
or even
money alone.
What it takes
is innovation
courage
a willingness
in every community to roll up our sleeves
and reform this
vital American institution.
We are toiling upward in the night
and today we climb a
little higher. When we have reached our plateau
we will look
out upon a new generation of schools
and a stronger
foundation four our nation.
And now, on behalf of Frances McIntyre and the legions of
students at NOVA and across this country who will benefit -- it
is with pride and hope that I sign into law the Higher Education
Act of 1992.
#
#
#
JUL-21-1992 13:59 FROM
TO
94561605
P.03
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION ACT
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992 1:45 PM
Thank you... (acknowledgements)
I'm pleased to be back in Virginia for the signing of the
"Higher Education Amendments of 1992." The "Old Dominion" has a
long history of excellence in education. The College of William
and Mary, Washington and Lee University, and the University of
Virginia in Charlottesville are just a few of the jewels in a
sparkling crown. I like to think some of that Virginia tradition
rubbed off almost three years ago when I met with the nation's
governors in Charlottesville at the historic two-day Education
Summit-it led to our ambitious six National Education Goals.
I'm particularly pleased to be at the Annandale campus of
Northern Virginia Community College. Northern Virginia Community
College is the largest institution of higher education in the
Commonwealth of Virginia, and it's doing a great job with its
Extended Learning Institute. Keep up the good work. You are
part of a community college system that is truly unique. These
institutions provide an opportunity to millions of students
nationwide, who otherwise might not be able to continue their
education.
And that is what I'd like to talk to you about today--our system
of higher education. It's the best in the world. It embraces
the ideals of excellence, accessibility, and accountability.
With the signing of this bill, we continue that tradition.
With the signing of this bill we say to students of all ages and
incomes--continue your education. Who are these students? Some
of them are here today
(Mention students).
The "Higher Education Amendments of 1992" reauthorizes the many
programs in the Higher Education Act of 1965. The Administration
worked closely with Congress to produce a bill of which we can
all be proud, and my thanks to the many members on both sides of
the aisle who made it possible. The bill is great in scope and
significance. Specifically it accomplishes five important goals.
One, it eases the financial burden on many middle- and low-income
families struggling to pay for their sons' and daughters' college
educations. It makes sending their children to college more
manageable. It does this by increasing the maximum Pell Grant to
$3,700, as I proposed. It also increases the loan limits under
the Guaranteed Student Loan (GSL) programs for almost all
undergraduate and graduate students.
Two, it extends eligibility for Pell grants to students studying
less than half-time. This was originally part of my "Lifelong
2
Learning Act" so I'm particularly pleased it was included.
Providing grants to individuals taking as little as one course at
a time offers American men and women the flexibility they need to
improve their employment skills while recognizing their
commitment to jobs and families. This allows a working mother in
a low-wage job to receive financial assistance for courses that
would qualify her for a better paying, high-skilled job.
As educator Robert Maynard Hutchins once said, "The object of
education is to prepare the young to educate themselves
throughout their lives." I think the key phrase here is, 10%
"throughout their lives." The world has changed, and to live,
work, and compete in today's competitive global economy we must
be prepared. More importantly, to function as responsible
citizens in our American democracy we must be informed.
Three, this bill includes, for the first time, an academic
achievement component in need-based student aid programs.
This is similar to my Presidential Achievement Scholarship
proposal, the goal of which was to reward students for
excellence.
Four, I am particularly gratified that two segments of my AMERICA
2000 strategy are part of the legislation. An alternative
certification program by which states will develop new routes to
teacher certification; and authorization of School Teacher and
Leader Academies to provide in-service training in academic and
3
other educational areas.
Five, this bill contains a number of valuable program integrity
and default prevention provisions. The Administration worked to
enhance the accountability of all who play a role in Federal
assistance programs--students, postsecondary institutions,
lenders, guaranty agencies, accrediting bodies, the States, and
the Federal Government itself. This legislation isn't perfect,
but it is faithful to those principles. This bill will help
crack down on sham schools that have defrauded students and the
system in the past. It will also help to prevent student loan
defaults.
The bill keeps our system of higher education on a path of
excellence. What are the principles that helped us achieve this
excellence? A tradition of innovation, high standards and local
control. A tradition of diversity and decentralization, not
dictated by Washington. A tradition of strong private sector
support. A tradition of access, with Federal funds providing
middle- and low-income families more choices. I would like to
see this tradition of excellence and its component principles
transferred to our elementary and secondary schools.
To change our country we must change our schools. The revolution
has started and is spreading. There are 1,500 communities and 44
States committed to the AMERICA 2000 strategy. My AMERICA 2000
4
legislation calls for four revolutions: A new generation of
break-the-mold New American Schools; world class standards and
voluntary national exams; broad flexibility for teachers and
principals; and parental choice of schools. We cannot afford to
accept business-as-usual here in Washington while the country
cries for change and improvement.
Yesterday, Senator Danforth and Congressman Gradison introduced
my proposal "State and Local GI Bills for Children." It would
give middle- and low-income families consumer power--dollars to
spend at any lawfully-operating school of their choice--public,
private, or religious. Just as the original GI Bill and the Pell
Grants transformed higher education, the GI Bills for Children
can transform elementary and secondary education. I look forward
to signing the GI Bills for Children in the near future.
Creating the best schools in the world at every level of American
education--that's my goal. Our colleges and universities, having
attained that goal, are the envy of the world. This legislation
will continue that tradition by supporting and enhancing the
principles which made them great. It's been a pleasure to be
here on the Annandale campus on this important occasion. It is
with a great deal of pride and hope that I sign this Higher
Education Act of 1992. Thank you for your attention. And may
God bless the United States of America. Thank you.
###
5
JUL-21-1992 13:58 FROM
TO
94561605
P.02
PRESIDENTIAL REMARKS
SIGNING OF HIGHER EDUCATION ACT
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992 1:45 PM
OBJECTIVES OF REMARKS
1) Explain the important aspects of the Higher Education Act
Amendments.
2) Explain that we want to duplicate the success of our higher
education system on the elementary and secondary school level.
OUTLINE OF ATTACHED SPEECH
I.) Introduction
Virginia college system
NOVA community college success
II.) Higher Ed Amendments--five improvements.
Eases the financial burden on middle-and low-income
families.
Extends eligibility for Pell grants to students studying
less than half-time.
Includes an academic achievement component.
Two segments of AMERICA 200 are included
Alternative certification program
School Teacher and Leader Academies
Program integrity and default prevention provisions.
Crackdown on sham schools
Prevent student loan defaults
III.) Tradition of excellence in higher ed.
Principles of path of excellence--Innovation, high
standards, local control, private sector support, and
access.
IV.) Duplicate the success.
Transfer success to elementary and secondary schools.
AMERICA 2000--four revolutions
GI Bill for Children
V.) Conclusion
Excellence for ALL schools.
###
Ref.
HA206
A3
1991
111th Edition
wit
Statistical
Abstract
of the
United States
1991
1/7/92
The National Data Book
DEPARTMENT OF COMMERCE
UNITED STATES OF AMERICA
U.S. Department of Commerce
Robert A. Mosbacher, Secretary
Rockwell A. Schnabel, Deputy Secretary
Economics and Statistics Administration
Michael R. Darby, Under Secretary for
Economic Affairs and Administrator
BUREAU OF THE CENSUS
Barbara Everitt Bryant, Director
Married-Couple Family Earnings
459
el, Median,
No. 738. Married-Couple Families With Earnings, by Work Experience of Husbands and
Origin,
Wives: 1981 and 1987
[As of March of following year. Based on Current Population Survey; see text, sections 1 and 14 and Appendix III: Money
and over. Based on
earnings is the sum of wages or salary and net income from farm and nonfarm self-employment; see text, section 13]
ar Presentation. See
median income. For
NUMBER (1,000)
MEAN EARNINGS (dol.)
Wife worked
Wife worked
WORK EXPERIENCE OF
Worked
Worked
HUSBAND
Wife
Worked
Worked
Wife did
Total
at
at
did not
Total
at
at
not
Total
full-
part-
work
Total
full-
Median
Mean
part-
work
time
time
0
time
time
income
income
jobs
jobs
(dol.)
(dol.)
jobs
jobs
1981
Total
42,199
28,209
18,738
9,471
13,991
25,551
27,163
28,588
24,345
22,301
Husband worked in 1981
40,249
26,258
17,408
8,850
13,991
26,386
28,562
29,955
25,822
22,301
3
20,337
22,980
Full-time jobs.
37,560
24,808
16,536
8,273
12,751
27,479
29,360
30,579
26,924
23,821
2
19,467
22,932
Part-time jobs
2,689
1,450
873
577
1,239
11,109
14,911
18,134
10,043
6,661
17,989
22,023
Husband did not work in 1981
1,950
1,950
1,329
621
(X)
8,333
8,333
10,686
3,300
(X)
9
17,534
21,493
1987
1
17,101
21,307
Total
43,450
2
31,586
17,414
21,585
10,001
21,596
11,864
37,171
39,486
41,764
34,569
31,008
Husband worked in 1987
41,142
29,278
17,762
20,134
9,144
11,864
38,610
22,132
41,690
43,678
37,315
31,008
5
Full-time jobs.
38,400
27,791
17,933
19,284
8,507
22,706
10,608
40,288
42,806
44,517
38,927
33,694
Part-time jobs
2,742
1,487
850
637
18,473
23,554
1,256
15,104
20,841
24,634
15,781
8,312
Husband did not work in 1987
2,308
2,308
1,451
857
18,522
(NA)
(X)
11,523
11,523
15,218
5,264
(X)
X Not applicable.
2
18,908
24,054
3
5,843
8,549
3
20,782
23,316
5
28,545
32,950
No. 739. Mean Earnings of Husbands and Wives in Married-Couple Families:
29,578
34,415
1981 and 1987
22,647
28,730
12,471
17,327
[In dollars. As of March of following year. See headnote, table 738]
19,959
(NA)
CURRENT DOLLARS
12,044
(NA)
CONSTANT (1987) DOLLARS
13,030
(NA)
CHARACTERISTIC
Husband
Wife
Husband
Wife
21,544
(NA)
1981
1987
1981
1987
1981
1987
1981
1987
19,156
(NA)
16,773
(NA)
Total
20,866
29,154
8,598
13,245
26,075
29,154
10,744
13,245
19,431
(NA)
Age: 15 to 24 years.
12,378
15,028
6,433
8,791
15,468
15,028
8,039
8,791
25 to 34 years
18,711
25,238
8,813
13,077
23,382
25,238
11,013
13,077
35 to 44 years
24,170
33,166
8,984
14,764
30,204
33,166
11,227
14,764
6,821
9,568
45 to 54 years
23,938
34,648
9,210
14,094
29,914
34,648
11,509
14,094
7,443
9,924
55 to 64 years
21,874
28,727
8,822
12,251
27,334
28,727
11,024
12,251
7,064
9,722
65 years and over
10,663
16,132
5,500
7,581
13,325
16,132
6,873
7,581
7,103
9,683
Age of own children under 18 years: No own children
19,888
27,755
9,594
14,256
24,853
27,755
11,989
14,256
7,217
10,046
One or more children
21,596
30,256
7,779
12,395
26,987
30,256
9,721
12,395
7,608
10,570
All under 6.
18,859
28,181
7,379
12,163
23,567
28,181
9,221
12,163
7,820
10,912
Some under 6, some 6 to 17
20,946
29,564
6,575
10,732
26,175
29,564
8,216
10,732
7,935
11,185
All 6 to 17
23,215
31,636
8,318
13,067
29,010
31,636
10,394
13,067
8,214
11,594
Work experience: Worked at full-time jobs
21,870
30,606
10,957
16,603
27,329
30,606
13,692
16,603
8,638
(NA)
Worked at part-time jobs
6,835
8,790
3,831
5,959
8,541
8,790
4,787
5,959
Years of school completed: Less than 12 years
13,783
18,048
5,964
8,081
17,224
18,048
7,453
8,081
8,884
12,311
High school, 4 years
18,967
24,483
7,897
11,373
23,702
24,483
9,868
11,373
4,485
6,596
College: 1 to 3 years
21,473
29,179
9,352
13,872
26,833
29,179
11,687
13,872
11,565
13,590
4 years
27,343
38,973
10,681
17,599
34,169
38,973
13,347
17,599
12,546
15,624
5 or more years
32,863
46,853
14,914
22,769
41,067
46,853
18,637
22,769
12,020
15,435
8,377
12,346
Source of tables 738 and 739: U.S. Bureau of the Census, Current Population Reports, series P-60, Nos. 163 and 165.
7,103
10,140
9,103
(NA)
No. 740. Mean Money Earnings, by Educational Attainment, Sex, and Age: 1988
7,349
(NA)
6,990
(NA)
[In dollars. For year-round full-time workers 25 years old and over. As of March 1989. See headnote, table 738]
9,611
(NA)
Ele-
8,299
(NA)
SECONDARY
COLLEGE
8,424
men-
(NA)
9,699
(NA)
tary,
AGE AND SEX
Total
8
Total
1-3
5 or
ispanic population
years
Total
1-3
4 years
cedures; data not
or
years
4 years
more
years
less
years
Male, total
32,558
18,903
26,292
22,430
27,139
39,671
31,543
40,415
50,262
25-34 years old
26,520
14,923
22,698
18,915
23,434
31,035
26,486
32,956
37,354
35-44 years old
36,044
20,455
27,922
22,737
28,777
42,343
32,698
43,087
53,692
45-54 years old
37,039
20,348
29,487
24,935
30,660
47,248
38,158
47,432
57,164
55-64 years old
33,975
20,713
27,930
25,231
28,852
45,073
34,500
49,272
51,860
65 years old and over
28,659
13,941
26,517
21,630
27,961
38,176
32,990
34,124
45,742
Female, total
20,531
11,710
16,856
13,834
17,336
24,933
21,310
25,674
31,189
25-34 years old
19,593
11,009
15,728
11,724
16,166
22,970
19,526
24,688
27,740
35-44 years old
21,740
12,201
17,108
13,967
17,551
26,432
22,334
27,220
32,957
45-54 years old
21,563
12,273
18,288
14,738
18,953
27,242
23,680
26,812
33,667
55-64 years old
19,047
11,445
16,865
15,134
17,321
24,769
21,215
25,465
31,080
65 years old and over
15,570
9,430
14,257
11,963
14,891
18,674
18,414
13,054
25,858
Source: U.S. Bureau of the Census, Current Population Reports, series P-60, unpublished data.
452
Income, Expenditures, and Wealth
No. 726. Money Income of Households-Mean After-Tax Household Income in Constant
(1987) Dollars, by Selected Characteristics: 1980 to 1987
[In dollars, except percent. Households as of March of following year. Estimates of after-tax income were derived from tax sim-
ulation procedures based on a "statistical" combination of data from the Internal Revenue Service, summaries of State individ-
ual income tax regulations, data on the characteristics of persons paying FICA payroll taxes from the Social Security Administration,
property tax information from the Annual Housing Survey, and the March Current Population Survey microdata file. For additional
information on methodology, see source. For composition of regions, see fig. I, inside front cover]
AFTER-TAX HOUSEHOLD INCOME
AVERAGE ANNUAL PERCENT
CHANGE
CHARACTERISTIC
1980
1983
1984
1985
1986
1980-
1987
1983-
1984-
1985-
1986-
1987
1984
1985
1986
1987
All households.
22,442
22,982
23,594
23,924
24,547
24,857
1.5
2.7
1.4
2.6
1.3
Age of householder:
Under 65 years
24,327
24,628
25,278
25,738
26,467
26,915
1.5
2.6
1.8
2.8
1.7
65 years old and over
15,145
16,752
17,228
17,113
17,425
17,284
1.9
2.8
-0.7
1.8
-0.8
Race and Hispanic origin:
White
23,242
23,851
24,476
24,810
25,467
25,816
1.5
2.6
1.4
2.6
1.4
Black
15,792
15,665
16,192
16,681
16,996
17,011
1.1
3.4
Hispanic
1
3.0
1.9
0.1
18,688
18,305
18,993
18,932
19,504
20,077
1.0
3.8
-0.3
3.0
2.9
Region:
Northeast
22,409
23,352
24,072
24,983
25,645
25,919
2.1
3.1
3.8
2.6
1.1
Midwest
22,670
22,526
22,829
23,147
23,831
24,045
0.8
1.3
1.4
3.0
0.9
South
21,511
22,340
22,923
22,784
23,443
23,773
1.4
2.6
-0.6
2.9
1.4
West
23,748
24,256
25,207
25,725
26,146
26,562
1.6
3.9
2.1
1.6
1.6
Type of family:
Married couples with children 2
28,298
28,348
29,365
29,992
31,060
31,981
1.8
3.6
2.1
3.6
3.0
Married couples without children 2
26,704
28,126
28,944
29,276
30,214
30,132
1.7
2.9
1.1
3.2
-0.3
Female householders 3 with related
children
13,641
12,910
13,395
13,832
13,613
14,424
0.8
3.8
3.3
1.6
6.0
1 Hispanic persons may be of any race. 2 Related children under 18 years old. 3 No husband present.
Source: U.S. Bureau of the Census, Current Population Reports, series P-23, No. 157, and unpublished data.
No. 727. Number of Households Paying Taxes and Amount of Taxes, by Type of Tax
and Before-Tax Money Income: 1987
[Households as March 1987. See headnote, table 721]
BEFORE TAX MONEY INCOME
TYPE OF TAX
Unit
Under
Total
$10,000-
$15,000-
$20,000-
$25,000-
$35,000-
$50,000-
$75,000
$10,000
$14,999
$19,999
$24,999
$34,999
$49,999
$74,999
and over
All households
1,000
91,066
16,717
9,658
9,136
8,405
14,664
15,677
11,109
5,700
Households paying-
One or more taxes
1
1,000
84,439
10,981
8,983
8,963
8,375
14,656
15,674
11,109
5,697
Federal income taxes.
1,000
68,770
2,008
4,971
7,163
7,774
14,423
15,628
11,108
5,694
State income taxes
1,000
60,418
3,067
5,106
6,462
6,452
12,120
12,856
9,505
4,851
FICA payroll taxes
1,000
68,236
6,059
6,027
6,548
6,776
12,636
14,307
10,432
5,451
Federal retirement
taxes
1,000
3,357
78
113
200
227
633
922
833
352
Property taxes
1,000
56,367
6,413
4,716
4,912
4,897
9,549
11,618
9,225
5,037
Taxes paid
BII. dol..
666.3
6.3
12.4
20.3
28.7
79.9
139.5
168.6
210.7
Percent of taxes paid:
Federal income taxes
Percent.
54.2
9.2
24.7
36.8
40.8
45.2
48.9
54.4
67.6
State income taxes
Percent.
14.8
4.7
8.8
11.5
12.6
14.1
14.7
15.1
16.0
FICA payroll taxes
Percent.
22.0
33.1
35.6
34.2
32.9
29.7
27.0
22.1
11.8
Federal retirement taxes
Percent.
1.1
0.4
0.6
0.9
1.0
1.5
1.5
1.4
0.6
Property taxes
Percent.
7.9
52.5
30.3
16.5
12.6
9.5
7.9
7.0
3.9
Average tax paid 2
Dollars.
7,891
576
1,377
2,265
3,423
5,450
8,900
15,175
36,980
Federal income taxes.
Dollars
5,252
289
615
1,043
1,506
2,500
4,361
8,255
25,018
State income taxes
Dollars
1,627
97
214
362
562
930
1,595
2,682
6,939
FICA payroll taxes
Dollars
2,148
346
730
1,062
1,391
1,879
2,637
3,572
4,579
Federal retirement taxes
Dollars
2,249
356
691
932
1,307
1,922
2,278
2,836
3,643
Property taxes
Dollars
935
519
794
683
738
794
949
1,275
1,649
1 Figures will not add as more than one type of tax may be reported for each household. 2 Based on households paying
taxes.
Source: U.S. Bureau of the Census, unpublished data.
State of California
Department o: Correction
Parole and Community services Division
THE 11
4901 Magnoma -venu-
WA
-
Caion CA 9202
admt
AI Williams
DATE: July 2, 1992
Paroie Agent
(6 19) 41-0160
FROM THE PRESIDENT
To:
Phil Brady
Please have a reply prepared for my signature to
the attached card from Al Williams.
"It was a pleasure meeting your here. (add what
we're doing about student loans and whether we will
be doing more).
Chil:
me. Williams
Tookpart in The in
CBS show
Rose Garden -
Beth-
a couple of more items, just RYD5
announcement or something along that like
mr. Will ane was the gentleman in the CBS Rose
/ pager On HEA
garden interview the President said hed get it might back
what we he doing on higher ad
be to worth on considering the Pres. mention, mg hei gettings
back to him of
07/15/92
16:29
202 101 2837
DEPT. OF ED OUS 1 WHITE HOUSE/OEDP a 001/015
HEA Signing Ceremony
Nearly half of all full-time college students currently receive some type of Federal grant or
loan.
Under my administration, the amount of Federal aid available to students has increased by 40
percent, to over $25 billion. The Pell Grant program, which helps the neediest students, has
Increased over 48 percent during that time.
I had a number of goals going into the Higher Education Act (HEA) reauthorization:
--Expanding financial access and choice;
Rewarding excellence and success in education;
--Promoting Iffelong learning:
--Promoting greater accountability; and
-Simplifying program delivery.
This bill brings us closer to achieving all of these goals.
The maximum Pell Grant has been Increased to $3,700, as the Administration proposed.
Loan limits under the Guaranteed Student Loan (GSL) programs have been increased for
almost all undergraduate and graduate students.
With the creation of the Presidential Access Scholarship program, need-based student ald will
encourage and reward educational excellence for the first time. This program will supplement
the awards of Pell Grant recipients who meet a minimum standard of acadomic aohiovoment.
The bill will expand ellablility for Pell Grants to less than half-time students, a key component
of the President's Lifelong Learning Act.
The bill includes many of the Administration's program integrity and default reduction
provisions, such as an expanded State role In assuring Institutional quality, enhanced
Secretarial oversight of guarantee agencies, and the reduction of the threshold for elimination
of high default schools from 30 percent to 25 percent.
A number of vital steps have been taken TO simplify the student aid programs. These include
the adoption of a single need analysis formula for all aid programs and a common financial
aid application form.
A number of other provisions In the Dill directly support AMERICA 2000. These include:
adoption of an altornativo ocrtification program through which states can develop new
routes to teacher certification: and
--authorization of National Teacher and School Leader Academies to provide in-service
training.
Post-It™ brand fax transmittal memo 7671
# of pages 19
To Co. And Basles
From
In Karr
Co. PAD
Dept.
Phone "
401 0970
Fax #
456-7739
Fax #
5
THE WHITE HOUSE
Thank you.
WASHINGTON
It is a pleasure to be here
in the state where the American
school was in many respects born
to help move our schools
into the 21st century.
We gather today at a truly momentuous moment in history. Over
the past four years
the world has witnessed changes of almost
Biblical proportions. The Cold War is over. In the international
Super Bowl of ideas and ideology
we won. The competition was
lopsided
like a flag football team taking on the Redskins.
What does that mean for you
and your families? Well
when
little children go to be tonight
they be safer from the
specter of nuclear war. Safer then they were a decade ago.
Safer than they were a year ago. Safer than even just a month
ago. I believe that is very good news!
This new world poses big challenges
and big opportunities.
From Poland to Peru other nations are trying to copy our
system of free enterprise. A system more productive than any
other
a system that can make cars, computers
even that
incredible 21st century marvel of imagination
Teenage Mutant
Ninja Turtles.
Here's the question: How do we win
when more of our the
world's nations are playing our game?
The opportunity is huge. When we win
the economists say
we will "all share in a larger proportion of increasing global
prosperity. What does that mean in English? It means
...
good,
steady jobs
for you and all your families.
How do win those jobs? I believe we cannot renew America
without renewing our schools.
THE WHITE HOUSE
Thank you
Dr. Richard gton
It is a pleasure to be here
in the cradle of American
education
to help move our schools into the 21st century.
I told Dr. Ernst
I am impressed with Nova's mission
with
your curriculum
and most especially
with your choice for
last year's commencement speaker
a certain silver-haired
philosopher named Barbara Bush.
Now understand
ther's a couple things I just don't like to
do. Eat broccoli. Watch the other party on television. And
speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guitar after Garth Brooks.
But today
I'll break my rule just once
because the
occassion is so important.
We gather today at a truly momentuous moment in history. Over
the past four years
the world has witnessed changes of almost
Biblical proportions. The Cold War is over. In the international
Super Bowl of ideas and ideology
we won. The competition was
lopsided
like a flag football team taking on the Redskins.
What does that mean for you
and your families? Well
when
little children go to be tonight
they 11 be safer from the
specter of nuclear war. Safer then they were a decade ago.
Safer than they were a year ago. Safer than even just a month
ago. I believe that is very good news!
This new world poses big challenges
and big opportunities.
From Poland to Peru
other nations are trying to copy our
system of free enterprise. A system more productive than any
other
a system that can make cars, computers
even that
incredible 21st century marvel of imagination
Teenage Mutant
Ninja Turtles.
Here's the question: How do we win
when more of our the
world's nations are playing our game?
The opportunity is huge. When we win
the economists say
we will "all share in a larger proportion of increasing global
prosperity.
What does that mean in English? It means
good,
steady jobs
for you and all your families.
How do win those jobs? I believe we cannot renew America
without renewing our schools.
THE WHITE HOUSE
Consider a couple facts. In 1980 a man with a college
education made
on averages HIN G$DN 000 more per year than a
man with only a high school education.
By 1990
that gap had increased to more than $16,000
...
and
the exact same pattern happened with women's income.
Those facts shout a simple truth at us
...
education makes the
difference. It doesn't matter if your mom and dad worked in a
steel mill
or sold life insurance
or filled tacos at the
local restaurant.
Every American deserves the chance to get on the ladder of
opportunity and climb!
2
ago. I believe that is very good news!
This new world poses big challenges
...
and big
opportunities. From Poland to Peru
...
other nations are trying
to copy our system of free enterprise. A system more productive
than any other
a system that can make cars, computers
...
even that incredible 21st century marvel of imagination
the
Teenage Mutant Ninja Turtles.
Here's the question: How do we win
...
when more of the
world's nations are playing our game?
The opportunity is huge. When we win ... the economists say
twe will "all share in a larger proportion of increasing
global prosperity. What does that mean in English? It means
good, steady jobs
for you and all your families.
LL
How do we win those jobs? I believe we cannot renew America
without renewing our schools.
Consider a couple of facts. In 1980 a man with a
college education made
on average
...
$11,000 more per year
than a man with only a high school education. By 1990
that
gap had increased to more thal $16,000
...
and the exact same
pattern happened with women's income.
Those facts shout a simple truth at us
...
education makes
the difference. It doesn't matter if your mom and dad worked in
a steel mill
or sold life insurance
...
or filled tacos at
the local restaurant
Every American deserves the chance to get on the ladder of
opportunity and climb!
3
she
before
I want to tell you about a woman I admire. She's not
someone you'll read about in the papers, or see on t.v. She is
someone who might be your neighbor, or the mother of one of your
kids' friends. She has two disabled children, and a life that's
had many good breaks ... and a couple bad. But she also has a
will
dream that she won't let go -- to be a nurse. And she getting
the financial help she needs to fulfill that dream. She can take
some day this cows/cour ludies Whildren
her courses -- and some day her kids will sit in the audience
and wayth while their Mom receives her nursing degree. This lady who's
women
done so much for so many ... will now be able to serve even more
people. Please stand up The President of NOVA's honor society,
I'Ilike her to
Phi Theta Kappa ... Frances McIntyre.
When I heard Frances' story -- saw her determination -- I
we ak
was proud. Proud of Frances; and proud that this Administration
giving thousands of men and women like her Frencer a better chance to
get the education they desire and deserve.
This Act gives a hand up to lower income students, who need
help the most. But it also reaches out to middle-income families
-- the ones who are the heart of this country -- the ones who
skipped the vacation and drove the old clunker so that their kids
can go to college. Too often, the funding cracks have been big
enough that these solid, decent families have slipped through --
will and their kids' dreams have been in danger of slipping away.
Well, no longer. It's a matter of fairness. It's a matter of
our future.
This Act reaches out to middle-income families -- raising
thisact
4
limits on how much students and parents can borrow; and letting
almost all students get loans, regardless of income.
And it reflects an awareness of an important new American
phenomenon. We used to think of education as like measles
vaccines, first dates and learning to drive
something we only
did when we were young. Butzno longer Today, education never
ends
although our temples may be gray and our jogs a little
shorter
we always have to learn. This Act recognizes that
simple fact
...
by making federal financial aid available for
part-time students
who are taking a class or two toward their
degree
while still working during the day.
How much richer our nation's future will be because of this
Act. Each year, millions of families will be able to get more
Federal assistance -- and will be able to pass on to their kids
the American legacy of education.
But this Act does more than open up federal funding to
middle-income and part-time students. Through a new
Federal/State partnership, it also sets tough standards --
ridding Federal aid programs of fraud and abuse both by sham
schools and by students who default on their loans. Every dollar
we waste is another dollar that doesn't help someone build a
dream. We must demand accountability
mdv
...fer the first the
pane
ridutaidvill
be
In addition, this Act takes a first step toward rewards for
cademic achievement in some need-based student aid. And
carthyer
includes parts of my AMERICA 2000 program, including academies
for teachers and school leaders; and something called the
we
what 1 call the
the Act
that That didn't fathered medic me, LIKE well take. then I learned that x2
courses. That the kind of thinking that keeps us back. In too
many states, our most successful business leaders, our brightest
thant
college professors even Albert Einstein, couldn't teach in our
public schools. Well, in my first months in office, I proposed
dyru
attushis
legislation to. allow our best and brightest to teach After
years and 3 tries, Congress finally agrees Now we have a real
far 1thrys 4, men and work who we leavy He armed service
catchit
resource and peace dividend in the armed services: men and women
cen
who entered combat for us and shone brilliantly -- let's allow
teach
ou
mt
them to enter- the classrooms and shine for future generations.
This act reaffirms my absolute commitment to education. It's
another piece of the Quilt mosaic of education-related activities we've
are mere
put forward.
produced from our national education goals to the far-reaching
schnet. now Zaught under
challenges of AMERICA 2000 -- all based in the belief that to
renew our country we must renew our schools.
Our system of higher education is the best in the world --
certificate
because it's rooted in American ideals that make it excellent,
Keepy Фех nc
accessible and accountable. AMERICA 2000 is the revolution that
the
believes those ideals must be transferred to our elementary and
clearooma
secondary signed schools. 1,500 communities and 44 states have already
joined up. I'm calling for break-the-mold New American Schools;
Sex
for world class standards and exams; for flexibility for
why
teachers; for allowing Just parents to choose the schools they want
their kids to attend. And yesterday Senator Danforth and
Aut
Campute,
Congressman Gradison introduced my "State and Local GI Acts for
Children, " which will transform education by giving consumer
Phest
power to middle- and low-income families. Higher education
todness
Eirth?
Kold thourand clallar Mary
sud ther Richr!
Idan't to tnow about you
thatis thara
(Hinchliffe/Gershowitz)
July 22, 1992 10 a.m.
HIGH Draft Three
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION AMENDMENTS
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992
1:45 P.M.
Thank you. It's a pleasure to be here in Virginia
in
the cradle of American education
to help move our schools
into the 21st century.
I told Dr. Ernst
I am impressed with Nova's mission
with your curriculum
and most especially
with your choice
for last year's commencement speaker
a certain silver-haired
philosopher named Barbara Bush.
Now understand
there are a couple of things I just don't
like to do. Eat broccoli. Watch the other party on television.
And speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guitar after Garth
Brooks.
But today
I'll break my rule just once
because the
occasion is so important.
We gather at a momentous moment in history. Over the past
four years
the world has witnessed changes of almost Biblical
proportions. The Cold War is over. In the international Super
Bowl of ideas and lifestyle
we won. The competition was
lopsided
like a flag football team taking on the Redskins.
What does that mean for you and your families? Well
when children go to bed tonight
they'll be safer from the
specter of nuclear war. Safer than they were a decade ago.
Safer than they were a year ago. Safer than even just a month
2
plash
W
we will "all share in a larger proportion of increasing
(
global prosperity." What does that mean in English It means
good, steady jobs
for you and all your families.
How do we win those jobs? I believe we cannot renew America
without renewing our schools.
Consider this: While the mean income for workers without a
college education has [#], the income for college-educated
workers has [#]. The way to pull yourself up by your bootstraps,
the way to carve out your own piece of America, is through
education. That's why one of my major goals as President is
putting college education and career training within the grasp of
every American, equally and fairly, whether they're the child of
a doctor, a steelworker, or someone on welfare. Education is
America's greatest equalizer -- and our greatest opportunity.
I want to tell you about a woman I admire. She's not
someone you'll read about in the papers, or see on t.v. She is
someone who might be your neighbor, or the mother of one of your
kids' friends. Frances she McIntyre has two severely disabled
children, and a life that's had more bad breaks than han good. But
Amony
she also has a dream that she won't let go of -- to be a nurse. And
Secure efthis act
hers
finally, she's getting the educational financial aid she needs.
a
She can take her courses here at NOVA and some day her kids
sad.
ceruple
will sit in the audience while their Mom receives her nursing
to
degree. Frances stand up and let us all wish you well.
When I heard Frances' story -- saw her determination -- I
the
fulley
was proud. Proud of Frances -- and proud that as of today this
drum
This lady whose daneramuch for mayiciwill
now Sc able to serve ever more people.
Plecare store CCH
Frances McIntye.
3
Administration is giving her -- and Elli the thousands of men and
the
women like her -- a better chance to get that education they so
deeply desire and deserve.
Frances represents Americans I've met all across this land
good, hard working men and women ready to blossom if we just
give them a chance. The Higher Education Amendments of 1992 do
lown ,Gionce students
just that. This Act gives a hand up to our pootest kids, who
need help the most. But it also reaches out to middle-income
the
families -- the ones who are the heart of this country -- the
,skipped the vacation, Letel off an the new Kitchen, so that
ones who ve worked hard all their lives to help their kids grab
their
hold of their piece of the American dream. Too often, the
funding cracks have been big enough that these solid, decent
Io act to cup
families have slipped through, and their kids' dreams have been
college.
colleg
in.
in danger of slipping away. Well, no longer. It's a matter of
fairness. It's a matter of our future. 11
This Act reaches out to middle-class families -- increasing
Harrest
maximum grants; raising limits on how much students and parents
can borrow; and letting almost all students get loans, regardless
of income.
over-
This act does something else: a big victory I'm really proud
of. It addresses another major need -- of older students who are
trying to grab hold of the education dream the only way they can
-- by taking a course or two at a time toward their degree while
still working during the day. Well, this act opens the federal
aid door to them.
You see, we have to break the old preconceptions. An educa-
This act reflects CARN awarnier of animplatat
new Amaica phromnorn.
We used to think of education as like
incerter vaccines, and first dates,
and learing to drive - - - raonet thing we only did
when we were young. But no larger. Today
education MC tots never ucbs @
ow termiles my re gray ailaw Anweter
get will as stand jogg ty jour
little nhota
will always has to learn.
making fideral Minancial aid Qual take class ar two
The a Act requires that straple fact. by
students while working at night at night,
who are taking a while
watching cherity the day.
4
tor named Robert Maynard Hutchins said: "The object of education
is to prepare the young to educate themselves throughout their
lives." Education's not something we get only in a steady,
unbroken stream from kindergarten to the end of college. In my
education goals and in AMERICA 2000, I stress lifelong learning:
that's what it takes to get ahead as individuals and as a nation.
Frances knows how a dream deferred can be the most meaningful
dream of all. Now, at her age, she'll be able to get her degree
-- and provide for her family.
How much richer our future will be because of this Act I'm
signing today. Each year, millions more families will be able to
get more Federal assistance -- and will be able to pass on to
their kids the American legacy of education
Act.the.
This Act does more than open up federal funding to middle-
class and non-traditional students. Through a new Federal/State
partnership, it also sets tough standards, to rid Federal aid
programs of fraud and abuse both by sham schools and by students
who default on their loans. We must demand accounta
In addition, this act calls for standards of academic
achievement for some need-based student aid programs. (3) And it
includes parts of 5 ml AMERICA 2000, program like includes academies for teachers and
serve
school leaders and an alternative certification program.
That's a program near and dear to my heart, so let me take a
minute here. When I lived in West Texas, I tried to volunteer to
Collen
teach night courses, but my Phi Beta Kappa economics degree
wasn't good enough, because I didn't have the required education
our Every dollar we warte Gotha dollar thutdoent
her Ascimeane build demaid adran. to accountability. we must
5
alternative certification program.
explannit
That's a program near and dear to my heart, so let me take
a
minute here. When I lived in West Texas, I tried to volunteer to
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required /education courses.
That's the kind of thinking that keeps us back. In too many
states our most successful business leaders, our brightest
college professors, even Albert Einstein --- couldn't teach in our
public schools. Well, in my first months in office, I proposed
legislation to allow our best and brightest to teach. After
three years and three tries, Congress finally agrees.
And we have a real national treasure we can tap. Now that
the Cold War threat is over, many dedicated, well-trained men and
women are leaving the armed forces -- and are eager to teach.
But they don t have the traditional certification. Let's change
the rules and take advantage of this new kind of peace dividend.
These are men and women who led their country -- let's welcome
them into our classrooms where they'll lead future generations.
This Act reaffirms my absolute commitment to education. It's
another piece of the mosaic of education-related activities we've
produced, from our national education goals to the far-reaching
challenges of AMERICA 2000 -- all based in the belief that to
renew our country we must renew our schools.
Our system of higher education is the best in the world --
because it's rooted in American ideals that make it excellent,
accessible and accountable. AMERICA 2000 is the revolution that
6
thrives on com-petition and choice: we must bring those
incentives to elementary and secondary schools. It's time we let
parents, not the government, choose their kids' schools --
public, private or religious.
Together, these reforms will empower all Americans to get
the education we need to face -- and forge --- our future.
And now, on behalf of Frances and the legions of students at
NOVA and across this country who will benefit -- it is with a
great deal of pride and hope that I sign this Higher Education
Act of 1992.
# # #
THE WHITE HOUSE
THE PRESIDENT HAS SEEN
WASHINGTON
7-22-92 - 2 92
2 JUL 22 P I : 23
July 20, 1992
MEMORANDUM FOR THE PRESIDENT
THROUGH:
STEVEN PROVOST sp
FROM:
BETH HINCHLIFFE BH
On Thursday, July 23, 1992, at Northern Virginia Community
College in Annandale, you will address an audience of
approximately 500, gathered for the signing of the Higher
Education Act of 1992.
Your remarks (8 minutes, cards) focus on the major advances
of this new act -- specifically how it expands middle-class
access to federal education grants; and how it permits part-time
students to qualify for financial support.
In addition, the remarks show that this Act is part of your
overall education plan. They also address the larger issue of
the importance of education for this nation's future.
(Hinchliffe/Gershowitz)
July 22, 1992 10 a.m.
HIGH Draft Three
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION AMENDMENTS
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992
1:45 P.M.
Thank you. It's a pleasure to be here in Virginia
...
in
the cradle of American education
to help move our schools
into the 21st century.
I told Dr. Ernst
I'm impressed with Nova's mission
with your curriculum
and most especially
with your choice
for last year's commencement speaker
a certain silver-haired
philosopher named Barbara Bush.
Now understand
there are a couple of things I just don't
like to do. Eat broccoli. Watch the other party on TV. And
speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guitar after Garth
Brooks. //
But today
I'll break my rule just one time
because
the occasion is so important.
We gather at a momentous moment in history. Over the past
four years
we've seen changes of almost Biblical
proportions. The Cold War is over. In the international Super
Bowl of ideas and lifestyle
...
we won.
The competition was lopsided
like a flag football team
taking on the Redskins
What does that mean for you and your families? Well
when children go to bed tonight
they'll be safer from the
specter of nuclear war.
2
Safer than they were a decade ago. Safer than they were a
year ago. Safer than even just a month ago. I believe that is
very good news! III
Paraguan (?)
not
b
This new world poses big challenges
and big
exampli
opportunities. From Poland to Peru
other nations are trying
quin
to copy our system of free enterprise.
recent events
A system more productive than any other. A system that can
make cars, computers
even that incredible 21st century marvel
of imagination
the Teenage Mutant Ninja Turtle.
Here's the question: How do we win
when more of the
world's nations are playing our game?
The opportunity is huge. When we win
the economists say
we will "all share in a maximized proportion of ever-increasing
global prosperity." In plain English, that means: good, steady
jobs
for you and all your families. 11
How do we win those jobs? I believe we cannot renew America
without renewing our schools.
Consider a couple facts. In 1980
a me 1 with a college
education made
on average
$11,000 more per year than a
man with only a high school education. By 199
that gap had
increased to more than $16,000
and the exa : same pattern
happened with women's income.
Those facts shout a simple truth
education makes the
difference.
3
It doesn't matter if your mom and dad worked in a steel m
or sold life insurance [or filled tacos at the local
restaurant, Every American deserves the chance to get on the
ladder of opportunity and climb!
I want to tell you about a woman I admire. She's not
someone you 11 read about in the paper, or see on t.v. She
someone who might be your neighbor, or the mother of one of your
kids' friends. She has two disabled children, and a life that's
had many good breaks
and a couple bad. But she also has a
dream that she won't let go -- to be a nurse. And now she will
get the financial help she needs to fulfill that dream.
Some day
...
this courageous lady's children will sit in the
audience and watch Mom receive her nursing degree. This woman
who's done so much for so many
...
will now be able to serve even
more people. I'd like her to stand up
the President of Phi
Theta Kappa
Frances McIntyre.
When I heard Frances' story -- saw her determination -- I
was proud. Proud of Frances -- and proud that we are giving
thousands of men and women like Frances a better chance to get
the education they desire and deserve.
This Act gives a hand up to lower-income students, who need
help the most. But it also reaches out to middle-income families
-- the ones who skipped the vacation and drove the old clunker so
that their kids could go to college. Too often, the funding
cracks have been so big that these solid, decent families have
slipped through -- and their kids' dreams have been in danger of
4
slipping away. Well, no longer. It's a matter of fairness.
It's a matter of our future. \\\
This Act reaches out to middle-income families -- raising
limits on how much students and parents can borrow; and letting
almost all students get loans, regardless of income. 11
And this Act reflects an awareness of an important new
phenomenon. We used to think of education as like measles
vaccines, first dates and learning to drive
...
something we only
did when we were young. Today, education never ends. Although
our temples may be graying and our jogging routes a little
shorter ... we always have to learn. This Act recognizes that
simple fact
...
by making federal financial aid available for
part-time students
...
who are taking a class or two toward their
degree
... while still working during the day. 11
How much richer our nation's future will be. Each year,
millions of families will be able to get more Federal assistance
-- and will be able to pass on to their kids the American legacy
of education.
But this Act does more than open up federal funding to
middle-income and part-time students. Throu h a new
Federal/State partnership, it also sets toug standards --
ridding Federal aid programs of fraud and abuse both by sham
schools and by students who default on their loans. Every dollar
we waste is another dollar that doesn't help someone build a
dream. We must demand accountability.
In addition, under this Act
...
for the first time
...
some
5
student aid will be contingent on academic performance. And the
Act includes parts of what we call the AMERICA 2000 program,
including academies for teachers and school leaders; and
something called alternative certification.
personal
That's a program near and dear to my heart, so let me
OK?
explain it. When I lived in West Texas, I tried to volunteer to
OK
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required education courses.
That bothered me
...
then I learned that without a teaching
degree, even Albert Einstein couldn't teach high school science.
Now, I might understand keeping me out of the classroom
...
I
might get embarrassed around the computer. But Albert Einstein?
Well, in my first months in office, I proposed legislation
to allow our Einsteins to teach, without traditional
certification. After three years and three tries, Congress
finally agrees. This helps open huge pools of talent to bring
into our classrooms. We can find a way
...
for example
to
encourage more of our men and women who are leaving the armed
services -- to put their skills to work leading uture
generations in the classroom.
This Act reaffirms my commitment to education. It's one
more piece of the quilt of education-related activities we've
knit together
...
from our national education goals to the far-
reaching challenges of AMERICA 2000 -- all based in the belief
that to renew our country we must renew our schools.
6
Our system of higher education is the best in the world --
because it's rooted in American ideals that make it excellent,
accessible and accountable.
SP
AMERICA 2000 is the revolution that believes those ideals
must be transferred to our elementary and secondary schools --
and 1,500 communities and 44 states have already signed up. I'm
calling for break-the-mold New American Schools -- for world
class standards and exams -- for flexibility for teachers -- and
for allowing parents to choose the schools they want their kids
to attend.
Just yesterday Senator Danforth and Congressman Gradison
introduced my "State and Local GI Acts for Children," which will
transform education by giving middle- and low-income families a
thousand dollars to send their kids to their choice of schools.
I don't know about you ... but that gives me a thousand reasons
to cheer.
Higher education thrives on competition and choice -- we
must bring those incentives to elementary and secondary schools.
It's time we let parents, not the government choose their kids'
schools -- public, private or religious. //
I mentioned earlier how I believe that education is now a
lifelong endeavor.
So I feel it is only appropriate to conclude with a quote I
remember from my own school days. (And no Lamar ...
it isn't
true that I never studied the Gettysburg Address
...
because I
7
heard it firsthand.)
I remember a quote from Longfellow
not the center on our
b sketball team but Henry Wadsworth himself.
Something about "great heights not being achieved by sudden
flight
but by toiling upward in the night. "
Longfellow's advice could apply to the task of renewing our
schools.
It won't be done with headlines
or slogans
or even
money alone.
What it takes
is innovation
courage
a willingness
in every community to roll up our sleeves
and reform this
vital American institution.
We are toiling upward in the night
and today we climb a
little higher. When we have reached our plateau
we will look
out upon a new generation of schools
and a stronger
foundation four our nation.
And now, on behalf of Frances McIntyre and the legions of
students at NOVA and across this country who will benefit -- it
is with pride and hope that I sign into law the Higher Education
Act of 1992.
#
#
#
Document No. 339148ss
WHITE HOUSE STAFFING MEMORANDUM
DATE: 7/22/92
ACTION/CONCURRENCE/COMMENT DUE BY:
---
PRESIDENTIAL REMARKS: NORTHERN VIRGINIA COMMUNITY COLLEGE
SUBJECT:
THURSDAY, 7/23/92 - 1:45 p.m.
ACTION FYI
ACTION FYI
VICE PRESIDENT
HORNER
SKINNER
>
MCBRIDE
SCOWCROFT
MOORE
DARMAN
PETERSMEYER
BRADY
PORTER
BROMLEY
PROVOST
>
CALIO
SMITH
>
DEMAREST
YEUTTER
FITZWATER
FINDLAY
GRAY
KAUFMAN
HOLIDAY
MCGROARTY
CLERK
REMARKS:
The attached has been forwarded to the President.
RESPONSE:
12 : 5d 22 7nr 26
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
THE WHITE HOUSE
WASHINGTON
July 20, 1992
MEMORANDUM FOR THE PRESIDENT
THROUGH:
STEVEN PROVOST
P
FROM:
BETH HINCHLIFFE BH
On Thursday, July 23, 1992, at Northern Virginia Community
College in Annandale, you will address an audience of
approximately 500, gathered for the signing of the Higher
Education Act of 1992.
Your remarks (8 minutes, cards) focus on the major advances
of this new act -- specifically how it expands middle-class
access to federal education grants; and how it permits part-time
students to qualify for financial support.
In addition, the remarks show that this Act is part of your
overall education plan. They also address the larger issue of
the importance of education for this nation's future.
(Hinchliffe/Gershowitz)
July 22, 1992 10 a.m.
HIGH Draft Three
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION AMENDMENTS
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992
1:45 P.M.
Thank you. It's a pleasure to be here in Virginia
in
the cradle of American education
to help move our schools
into the 21st century.
I told Dr. Ernst
I'm impressed with Nova's mission
with your curriculum
and most especially
with your choice
for last year's commencement speaker
a certain silver-haired
philosopher named Barbara Bush.
Now understand
there are a couple of things I just don't
like to do. Eat broccoli. Watch the other party on TV. And
speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guitar after Garth
Brooks //
But today
I'll break my rule just one time
because
the occasion is so important.
We gather at a momentous moment in history. Over the past
four years
we've seen changes of almost Biblical
proportions. The Cold War is over. In the international Super
Bowl of ideas and lifestyle
we won.
The competition was lopsided
like a flag football team
taking on the Redskins.
What does that mean for you and your families? Well
when children go to bed tonight
they'll be safer from the
specter of nuclear war.
2
Safer than they were a decade ago. Safer than they were a
year ago. Safer than even just a month ago. I believe that is
very good news!
This new world poses big challenges
and big
opportunities. From Poland to Peru
other nations are trying
to copy our system of free enterprise.
A system more productive than any other. A system that can
make cars, computers
even that incredible 21st century marvel
of imagination
the Teenage Mutant Ninja Turtle.
Here's the question: How do we win
...
when more of the
world's nations are playing our game?
The opportunity is huge. When we win
the economists say
we will "all share in a maximized proportion of ever-increasing
global prosperity." In plain English, that means: good, steady
jobs
for you and all your families. 11
How do we win those jobs? I believe we cannot renew America
without renewing our schools.
Consider a couple facts. In 1980
a man with a college
education made
on average
$11,000 more per year than a
man with only a high school education. By 1990
that gap had
increased to more than $16,000
and the exact same pattern
happened with women's income.
Those facts shout a simple truth
education makes the
difference.
3
It doesn't matter if your mom and dad worked in a steel mill
or sold life insurance
...
or filled tacos at the local
restaurant. Every American deserves the chance to get on the
ladder of opportunity and climb! 11
I want to tell you about a woman I admire. She's not
someone you'll read about in the paper, or see on t.v. She is
someone who might be your neighbor, or the mother of one of your
kids' friends. She has two disabled children, and a life that's
had many good breaks
...
and a couple bad. But she also has a
dream that she won't let go -- to be a nurse. And now she will
get the financial help she needs to fulfill that dream.
Some day
... this courageous lady's children will sit in the
audience and watch Mom receive her nursing degree. This woman
who's done so much for so many
will now be able to serve even
more people. I'd like her to stand up
...
the President of Phi
Theta Kappa
Frances McIntyre.
When I heard Frances' story -- saw her determination -- I
was proud. Proud of Frances -- and proud that we are giving
thousands of men and women like Frances a better chance to get
the education they desire and deserve.
This Act gives a hand up to lower-income students, who need
help the most. But it also reaches out to middle-income families
-- the ones who skipped the vacation and drove the old clunker so
that their kids could go to college. Too often, the funding
cracks have been so big that these solid, decent families have
slipped through -- and their kids' dreams have been in danger of
4
slipping away. Well, no longer. It's a matter of fairness.
It's a matter of our future. 111
This Act reaches out to-middle-income families -- raising
limits on how much students and parents can borrow; and letting
almost all students get loans, regardless of income. 11
And this Act reflects an awareness of an important new
phenomenon. We used to think of education as like measles
vaccines, first dates and learning to drive
something we only
did when we were young. Today, education never ends. Although
our temples may be graying and our jogging routes a little
shorter
we always have to learn. This Act recognizes that
simple fact
by making federal financial aid available for
part-time students
who are taking a class or two toward their
degree
while still working during the day. 11
How much richer our nation's future will be. Each year,
millions of families will be able to get more Federal assistance
-- and will be able to pass on to their kids the American legacy
of education.
But this Act does more than open up federal funding to
middle-income and part-time students. Through a new
Federal/State partnership, it also sets tough standards --
ridding Federal aid programs of fraud and abuse both by sham
schools and by students who default on their loans. Every dollar
we waste is another dollar that doesn't help someone build a
dream. We must demand accountability.
In addition, under this Act
for the first time
some
5
student aid will be contingent on academic performance. And the
Act includes parts of what we call the AMERICA 2000 program,
including academies for teachers and school leaders; and
something called alternative certification.
That's a program near and dear to my heart, so let me
explain it. When I lived in West Texas, I tried to volunteer to
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required education courses.
That bothered me
then I learned that without a teaching
degree, even Albert Einstein couldn't teach high school science.
Now, I might understand keeping me out of the classroom
I
might get embarrassed around the computer. But Albert Einstein?
Well, in my first months in office, I proposed legislation
to-allow-our Einsteins to teach, without traditional
certification. After three years and three tries, Congress
finally agrees. This helps open huge pools of talent to bring
into our classrooms. We can find a way
...
for example
to
encourage more of our men and women who are leaving the armed
services -- to put their skills to work leading future
generations in the classroom.
This Act reaffirms my commitment to education. It's one
more piece of the quilt of education-related activities we've
knit together
from our national education goals to the far-
reaching challenges of AMERICA 2000 -- all based in the belief
that to renew our country we must renew our schools.
6
Our system of higher education is the best in the world --
because it's rooted in American ideals that make it excellent,
accessible and accountable.
AMERICA 2000 is the revolution that believes those ideals
must be transferred to our elementary and secondary schools ---
and 1,500 communities and 44 states have already signed up. I'm
calling for break-the-mold New American Schools -- for world
class standards and exams -- for flexibility for teachers -- and
for allowing parents to choose the schools they want their kids
to attend.
Just yesterday Senator Danforth and Congressman Gradison
introduced my "State and Local GI Acts for Children," which will
transform education by giving middle- and low-income families a
thousand dollars to send- their kids to their choice of schools.
I don't know about you
but that gives me a thousand reasons
to cheer.
Higher education thrives on competition and choice -- we
must bring those incentives to elementary and secondary schools.
It's time we let parents, not the government, choose their kids'
schools -- public, private or religious //
I mentioned earlier how I believe that education is now a
lifelong endeavor.
So I feel it is only appropriate to conclude with a quote I
remember from my own school days. (And no Lamar
it isn't
true that I never studied the Gettysburg Address
...
because I
7
heard it firsthand.)
I remember a quote from Longfellow
not the center on our
basketball team
but Henry Wadsworth himself.
Something about "great heights not being achieved by sudden
flight
but by toiling upward in the night. "
Longfellow's advice could apply to the task of renewing our
schools.
It won't be done with headlines
or slogans
or even
money alone.
What it takes
is innovation
courage
a willingness
in every community to-roll up our sleeves
and reform this
vital American institution.
We are toiling upward in the night
and today we climb a
little higher. When we have reached our plateau
we will look
out upon a new generation of schools
and a stronger
foundation four our nation.
And now, on behalf of Frances McIntyre and the legions of
students at NOVA and across this country who will benefit -- it
is with pride and hope that I sign into law the Higher Education
Act of 1992.
#
#
#
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
July 23, 1992
STATEMENT BY THE PRESIDENT
Today I am signing into law S. 1150, the "Higher Education
Amendments of 1992." It reauthorizes the many programs in the
Higher Education Act of 1965. The legislation is broad in
scope and significance, encompassing both the Pell Grant and
Guaranteed Student Loan programs as well as a variety of
other programs to assist students and institutions of higher
education. I hope that many middle- and low-income families who
dream of a college education for their children will find that
this legislation helps to make their dreams reality.
Educator Robert Maynard Hutchins once said: "The object
of education is to prepare the young to educate themselves
throughout their lives. I think the key phrase here is
"throughout their lives.' Our intention is to make it easier
for all Americans to pursue postsecondary education and training
throughout their lifetimes -- whether they are just out of
high school or returning to school later in life. The world
has changed, and a solid education is critical for all of us
to compete effectively in today's global economy and function
as responsible citizens in our American democracy.
In pursuing the reauthorization of the Higher Education
Act of 1965, my Administration was guided by three major
principles: improving access to postsecondary education --
especially for middle- and low-income students and families;
enhancing accountability of all who play a role in postsecondary
education programs; and promoting educational excellence. This
legislation is not perfect, but it moves in the direction of
these principles. It contains a number of valuable program
integrity and loan default prevention provisions. In
particular, these provisions will crack down on sham schools
that have defrauded students and the American taxpayer in the
past. The legislation also will take the first steps toward
establishing the principle of rewarding academic achievement
through the establishment of Presidential Access Scholarships.
This is an important first step, and I will work to raise
further the academic achievement standards for this program.
I am particularly gratified that segments of my
AMERICA 2000 strategy are part of this legislation. It
provides for an alternative certification program by which
States will develop new routes to teacher certification. In
addition, the legislation authorizes academies for teachers
and school leaders to provide these educators with in-service
training in academic and other educational areas.
I am also pleased that eligibility for Pell Grants has
been provided to students studying for degrees on a less than
half-time basis. This provision was part of my "Lifelong
Learning Act." Providing grants to individuals taking as little
as one course at a time toward their degree offers American men
and women some of the flexibility they need to improve their
employment skills while recognizing their commitments to jobs
and families. This provision enables a working mother in a
low-wage job to receive financial assistance for courses that
would qualify her for a better paying, high-skilled job. It
allows education to become the mechanism by which those at the
back of the line can move to the front of the line -- and
realize the American dream.
more
(OVER)
2
In addition to the laudable aspects of S. 1150, the
legislation unfortunately includes certain constitutionally
troublesome provisions relating to reports to the Congress
containing legislative recommendations and the use of audit
standards established by the Comptroller General. I will
construe these provisions to avoid constitutional difficulties
and preserve the separation of powers required by the
Constitution.
We now have the best system of colleges and universities
in the world. As a next step, I would like to see the same
excellence at the elementary and secondary school level. To
change our country, we must change our schools, and I am pleased
that the revolution has started and is spreading. There are
1,500 communities and 44 States committed to the AMERICA 2000
strategy.
My AMERICA 2000 legislation calls for four transforming
ideas: (1) a new generation of break-the-mold New American
Schools; (2) world class standards and a system of voluntary
national exams that measure progress that schools make toward
meeting those standards; (3) broad flexibility for teachers and
principals to help children achieve greater learning; and
(4) parental choice of schools so that middle- and low-income
families have more of the same choices of schools for their
children that are now the preserve of wealthier families. We
cannot afford to accept business-as-usual here in Washington
while the country demands change and improvement.
Yesterday, Senator Danforth and Congressman Gradison
introduced my "Federal Grants for State and Local 'GI Bills'
for Children." It will give middle- and low-income families
consumer power -- dollars to spend at any lawfully operating
school of their choice -- public, private, or religious. Just
as the original GI Bill and Pell Grants transformed higher
education, the "GI Bills" for Children will help transform
elementary and secondary education.
I am pleased to sign the "Higher Education Amendments of
1992. " I look forward to signing the "Federal Grants for State
and Local 'GI Bills' for Children" in the near future, and I am
hopeful we can work together to produce an AMERICA 2000 bill
just as we worked together on the bill I am signing today.
GEORGE BUSH
THE WHITE HOUSE,
July 23, 1992.
# # #
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
July 23, 1992
REMARKS BY THE PRESIDENT
IN SIGNING CEREMONY
FOR THE HIGHER EDUCATION REAUTHORIZATION BILL
Northern Virginia Community College
Annandale, Virginia
1:48 P.M. EDT
THE PRESIDENT: Please be seated and thank you very,
very much. Dr. Ernst, thank you, sir, for that very nice explanation
and that wonderful introduction. And let me say how pleased I am to
be here on this campus, be here at this marvelous community college
about which I've heard so many good things.
I'm delighted to be with Lamar Alexander. I know the
members of Congress here have met him and worked with him, but some
of the students here and some of the faculty may not have. And in my
view -- nonpartisan view, a purely objective view -- (laughter) --
Lamar Alexander is really doing a superb job for the nation's
education; and I'm delighted he's here.
I want to salute the members of Congress that came all
the way over. Lamar was telling me and our own people in the White
House have told me that this was truly a bipartisan effort. The
leaders out here today reflect that and they have stood by education
for a long, long time. And so I welcome them, salute them,
particularly the members of the Senate Labor and Human Resources
Committee, the House committee, the House Education and Labor
Committee.
I also want to salute the members of the NOVA community.
And it's a pleasure, as I say, to be here in Virginia, the cradle of
American education; and then to sign into law this higher education
bill, the Higher Education Amendments of 1992, and help thereby move
our schools into the 21st century.
After this is over, we're going to pass these out to
everybody and then tonight we will have a quiz -- (laughter) -- on
the ingredients therein. But I told Dr. Ernst that I'm impressed
with NOVA's mission -- curriculum -- and most especially your choice
of last year's commencement speaker -- (laughter) -- a silver-haired
philosopher named Barbara Bush, who still feels honored and
delighted.
But there are a couple of things I just don't like to
do. You know one, eating broccoli. But the other is speaking where
Barbara has already spoken. It's sort of like being asked to play
guitar after Garth Brooks. (Laughter.) So I want to break my rule
one time because this occasion is important and the hospitality that
she received was so memorable.
We do gather at a momentous time in our country's
history. Over the past four years, we've seen changes of almost
biblical proportions in the world. I think we rejoice that the Cold
War is over. What does that mean for you and your families? Well, I
think when children go to bed at night they'll be safer from the
specter of nuclear war -- and safer than they were a decade ago,
safer than they were a year ago, and safer, I think, than just a
MORE
- 2 -
month or so ago when we had that rather historic agreement with Boris
Yeltsin. And so I think that's good news. It's good news for the
young people that are with us today. It's good news for our country.
I happen to feel it's good news for the whole world.
But this new world does pose enormous challenges; big
opportunities, though. From Poland to Paraguay, other nations are
trying to copy our system of free enterprise. And here's the
question: How do we win when more of the nations -- world's nations
are playing our game?
The opportunity is huge. And the economists say when we
win we will share in a maximized proportion of ever-increasing global
prosperity. I had that translated into English, and that means good,
steady jobs for you and your families. And so then you've got to
ask, how do you win those jobs? I believe we cannot renew America
without renewing our schools.
Consider a couple facts. In 1980, a man with a college
education made on an average $11,000 more per year than a man with
only a high school education. By 1990, that gap had increased to
more than $16,000. And the exact same pattern happened with women's
income. Those facts shout a simple truth: education makes the
difference. Every American deserves the chance to get on the ladder
of opportunity and climb up.
I want to tell you about a woman I admire. She's not
someone you'll read about in the paper, won't see her on television.
She is someone who might be your neighbor or the mother of one of
your kids' friends. She has two disabled children, and a life that's
had many good breaks and then a couple of bad ones. But she also has
a dream that she won't let go -- she wants to be a nurse. And now
she will get the financial-help that she needs to fulfill that dream.
Some day this courageous lady's children will sit in the audience and
watch Mom receive her nursing degree. This woman who's done so much
for so many will now be able to serve even more people. The
President of Phi Theta Kappa, Frances McIntire. (Applause.)
When I heard her story and saw her determination, I was
mighty proud. Proud of Frances, proud that we're giving thousands of
men and women like her a better chance to get the education they
desire and deserve.
This act that I'm signing today gives a hand up to
lower-income students who need help the most. But it also reaches
out into the middle-income families -- the ones who skipped a
vacation and drove the old clunker so that their kids could go to
college. Too often, the funding cracks have been so big that these
solid, decent families have slipped on through -- and their
children's dreams have been in danger of slipping away. Well, no
longer. It's a matter of fairness. It's a matter of our future.
And this act also reflects an important new phenomenon.
We used to think of education like measles vaccines, like first dates
or like learning to drive -- something we only did when we were
young. Today, education never ends. Although our temples may be
graying and our jogging routes a little shorter, we always have to
learn. And this act recognizes that simple fact -- just as this
great community college has recognized that fact -- making federal
aid available for part-time students who are taking a class or two
toward their degree while still holding down a job.
How much richer our nation's future will be. Each year,
millions of families will be able to get more federal assistance and
then pass on to their kids the legacy of education.
But this Higher Education Act does more than open up
federal funding to middle-income and to part-time students. It also
MORE
- 3 -
sets tough standards to rid federal aid programs of fraud and abuse
both by sham schools and by students who default on their loans. And
in addition, some student aid will now be contingent on academic
performance. And the act includes parts of what we call proudly our
America 2000 program, including academies for teachers and school
leaders and something called alternative certification.
Now, that's a program near and dear to my heart, so let
me try to explain it. When I lived out in Odessa, Texas, in 1948 --
I'd just graduated from college and I went out there and had a little
extra time on my hands. And I tried to volunteer to teach night
courses. And my college economics degree was not good enough because
I didn't have the required courses, mandatory courses, then in
education. And that bothered me. And then I learned that without a
teaching degree, even Albert Einstein couldn't teach high school
science. And now, I might understand keeping me out of there --
(Laughter.) I might get embarrassed around the computer or
something. But Albert Einstein? Come on.
In my first months in office, I proposed legislation to
allow the Einsteins to teach without traditional certification. And
after three years and three tries, now the Congress has agreed to
this. And this helps, in my view, open up huge talent pools to bring
into our classrooms. Now, we can find a way, for example, to
encourage more of our men and women who are leaving the Armed
Services to put their skills to work leading future generations in
the classroom.
And by the way, I'm pleased to note that this past
spring, I did receive my alternative teaching certificate from the
state of Texas. And the woman who sent me my certificate, Delia
Stafford, is with us today. She's a champion of change, willing to
try something different because our children deserve nothing less.
And I think it's good to give here a round of applause for her
innovative approach. (Applause.)
Our system of higher education is indeed the best in the
entire world because it's rooted in American ideals that make it
excellent, accessible and accountable. America 2000 is the
revolution that believes those ideals must be transferred to our
elementary and secondary schools. And just yesterday Senator
Danforth and Congressman Gradison introduced my state and local G.I.
Bill for children which will transform precollege education by giving
middle- and low-income families $1,000 scholarships to send their
kids to their choice of schools. And I don't know about you, but
that gives me a 1,000 reasons to cheer.
Higher education thrives on competition -- thrives on
choice. And we must bring those incentives to elementary and
secondary schools. It's time we let parents, not the government,
choose their kids' schools -- public, private or religious.
I mentioned earlier how I believe that education is now
a lifelong endeavor. And so I feel it is only appropriate to
conclude with a quote I remember from my own school days, a quote
from Longfellow -- something about, "great heights not being achieved
by sudden flight but by toiling upward in the night." Longfellow's
advice could apply to the task of renewing our schools. It won't be
done with headlines; it won't be done with slogans, or even money
alone. What it takes is innovation, courage, a willingness in every
community to roll up our sleeves and reform this vital American
institution.
We are toiling upward in the night. And today we climb
a little bit higher. And when we've reached our plateau, we will
look out upon a new generation of American schools and a stronger
foundation for our nation.
MORE
- 4 -
And so now, on behalf of Frances McIntire and the
legions of students at NOVA and across this country who will benefit,
it is with great pride and great gratitude to the Congress,
particularly the members here today, that I sign into law the Higher
Education Amendments of 1992. As I sign I would like to ask
Secretary Alexander, Dr. Ernst and Delia Stafford to come forward.
And, Frances, you too. And then I'd love to invite the members of
Congress to come up and say hello and turn around to demonstrate at
least the nonpartisan or the bipartisan spirit of this occasion.
And again, my thank to you ladies and gentlemen for
being with us today. (Applause.)
END
2:01 P.M. EDT
-ACK
Call MCI Francesclean within clear undry GI Bill 1 be
(Hinchliffe/Gershowitz)
July 22, 1992 10 a.m.
HIGH Draft Three
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION AMENDMENTS
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992
1:45 P.M.
Thank you. It's a pleasure to be here in Virginia
...
in
the cradle of American education
to help move our schools
into the 21st century.
I told Dr. Ernst
I'm impressed with Nova's mission
with your curriculum
and most especially
with your choice
for last year's commencement spèaker
a certain silver-haired
philosopher named Barbara Bush.
confirmed by Sally nunion, Mrs. Bush's
office: 5-17-91
Now understand
there are a couple of things I just don't
like to do. Eat broccoli. Watch the other party on TV. And
speak anywhere that Barbara has already spoken.
It's sort of like being asked to play guftar after Garth
Brooks. //
But today
I'll break my rule just one time
because
the occasion is so important.
We gather at a momentous moment in history. Over the past
four years
we've seen changes of almost Biblical
proportions. The Cold War is over. In the international Super
Bowl of ideas and lifestyle
...
we won.
The competition was lopsided
like a flag football team
taking on the Redskins.
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when children go to bed tonight
they'll be safer from the
specter of nuclear war.
2
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year ago. Safer than even just a month ago. I believe that is
very good news! III
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...
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knit together
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6
because it's rooted in American ideals that make it excellent,
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for at 92
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I mentioned earlier how I believe that education is now a
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remember from my own school days. (And no Lamar
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We are toiling upward in the night
and today we climb a
little higher. When we have reached our plateau
we will look
out upon a new generation of schools
and a stronger
for
foundation four our nation.
And now, on behalf of Frances McIntyre and the legions of
students at NOVA and across this country who will benefit -- it
is with pride and hope that I sign into law the Higher Education
/
Act of 1992.
#
#
#
EXECUTIVE OFFICE OF THE PRESIDENT
22-Jul-1992 03:20pm
TO:
Gary J. Gershowitz
FROM:
Elizabeth M. Hinchliffe
Office of Communications
SUBJECT: francis mcintire
Hi. The woman I've been working with at NOVA just called --
Frances McIntire walked into her office -- so I read her the
material over the phone and she approved it -- so we can cross
that off our list, and you don't have to call. Thanks.
(Hinchliffe/Gershowitz)
July 17, 1992 4 p.m.
HIGHER Draft One
PRESIDENTIAL REMARKS: SIGNING OF HIGHER EDUCATION ACT
NORTHERN VIRGINIA COMMUNITY COLLEGE
THURSDAY, JULY 23, 1992 1:45 P.M.
[ACKNOWLEDGMENTS]
I want to tell you about a woman I admire. She's not
someone you'll read about in the papers, or see on t.v. She is
someone who might be your neighbor, or the mother of one of your
kids' friends. [STORY ABOUT WOMAN WHO IS FUNDED THROUGH THIS ACT]
Well, I met [NAME] a little while ago, at a roundtable discus-
sion. I listened to her story -- saw her determination -- and I
was proud. Proud of her -- and proud that this Administration is
giving her, and the thousands of men and women like her, the
chance to get that education they so deeply desire and deserve.
We're giving them that chance through this Higher Education
Act of 1992. I proposed key initiatives in the Bill because I
was determined that all Americans should get their shot atopost 6-30-92
secondary education -- and that's what this act does.
L.Alexander MemoEron
Most importantly it opens up the chance for a college
education X for middle-income X students -- the ones who've been) DCO 7-4-92i NY9 NYJ
squeezed out. Look at all the good, hard-working kids you know
7-9-92
who qualify for college -- who want to go to college -- but who
can't because they can't afford to pay the skyrocketing costs
unaided -- and their families' incomes don't qualify for the
basic grants and loans. This act helps them.
It gives a hand up to middle-class families -- the ones who
are the heart of this country -- the ones who've worked hard all
2
their lives to help their kids grab hold of their piece of the
American dream. Too often in the past, the funding cracks have
been big enough that these solid, decent families have slipped
through, and their kids' dreams have slipped away. Well, no
longer. It's a matter of fairness. It's a matter of our future.
And so, this Act expands access to the middle class by
increasing the maximum grants; by lifting limits on how much
parents can borrow; and N.Y.1.7.92 most 7-9-92 essentially by letting almost
all students borrow their education money, regardless of income.
This act does something else -- a big victory that I'm
CQ7-4.92
really proud of It addresses another major need for the middle-
class -- for older students who are trying to grab hold of the
education dream the only way they can -- by taking à course or
DPAge
2,4.
two at a time while still working during the day. Well, for the
Memo
first time in history, this act provides federal aid to them.
16-30-92
You see, we have to break the old preconceptions. Educa-
tion's not something we get only in a steady, unbroken stream
from kindergarten to the end of college. In my national educa-
tion goals, and In AMERICA 2000, I stressed lifelong learning --
because that's what it takes to get ahead as individuals and as a
nation. An educator named Robert Maynard Hutchins once said:
"The object of education is to prepare the young to educate
themselves throughout their lives."
[NAME] knows about how a dream deferred can be the most
meaningful dream of all. Now, because of this Higher Education
Act, she'll be able to return at age X to get her college degree.
3
She'll be able to do it the only way she can -- after work and on
weekends, one course at a time -- improving her skills and her
future while still providing for her family. If she has the
courage and determination to make time in her life for education,
then I say her government has the duty to help her meet her goal.
Here at NOVA, you understand the exciting implications of
all of this. After all, you're here -- and your government is so
strongly dedicated to ensuring that higher education is available
to all -- because of one very simple fact. Education is the
absolutely essential key to our future. Look at where we are.
We're about to enter the 21st century -- a time of extraordinary
challenge -- and of unparalleled competition in the high-tech
global marketplace. In order to survive -- we have to be better
prepared than ever before in America's history. Our future --
yours, mine, our kids', and our nation's -- depends on it.
Think of how much richer our future will be because of this
Act I'm signing today. 1.4 million more students will become
N.Y.MCS. 7-9-92
eligible for loans. 1.1 million students who currently receive
N.Y1,Mes: 7-9-92
partial loans can receive larger ones. 1/million more students
from families with higher incomes will become eligible for assis-
tance. And 3 million families will be ablé to borrow more money
-- therefore have to ransom less of their personal security in
N.Y.TiNes 92
order to pass on to their kids the American legacy of education.
7-9-92
While opening up federal funding to middle-class and non-
traditional students is obviously the centerpiece of this act,
there are other elements, too -- and I'd like to draw your
This language is also
ON Education TP
PAge 2 of MeNo
4
Alexanbler; 6-30-96
attention to a few. First, it sets tough standards for program
integrity and default prevention, to rid Federal aid programs of
fraud and abuse both by sham schools and by students who default
D1stpage of Memofrom L. Alexander. 7-17-92
on their loans. We must demand fundamental accountability.
Second, for the first time, academic achievement will be
a
2PG1, 7-17-92
$3rd President's PArA
consideration in some need-based student aid programs
MEMOLAIEX
Statement
And third, it includes segments of my AMERICA 2000 program,
Memo
such as an alternative certification program for teachers -- and
Alexander
from
academies for teachers and school leaders, providing training in
7-17-92
a range of educational areas.
This act reaffirms my administration's absolute commitment
PAYA 4'pres. statement" 7-17-92 Memo from
to education. It's another piece of the mosaic of education-
L.Alexaable
related activities we've produced -- from our national education
goals -- to the far-reaching challenges of AMERICA 2000, which
states: To change our country we must change our schools.
And let me tell you -- the revolution has begun. 1,500
communities and 44 states have joined AMERICA 2000. And today
Senator Danforth and Congressman Gradison introduce my "State and
Local GI Bills for Children" -- which will transform education by
giving consumer power to middle- and low-income families.
Together, these reforms will empower all Americans to get
the education we need to face -- and forge -- our future.
And now, on behalf of [NAME] and the legions of students at
NOVA and across this country who will benefit -- it is with a
great deal of pride and hope that I sign this Higher Education
Act of 1992.
5
# # #
Thank you, Dr. [Richard] Ernst. [ACKNOWLEDGEMENTS] I'm glad to
be here at NOVA today, to sign the Higher Education Act of 1992.
Your diverse student body represents the students at community
colleges across this nation who will benefit so greatly from this
new law. I have a hard act to follow today -- Barbara gave the
commencement address here last year.
6
because it's rooted in American ideals that make it excellent,
accessible and accountable.
AMERICA 2000 is the revolution that believes those ideals
must be transferred to our elementary and secondary schools --
and 1,500 communities and 44 states have already signed up. I'm
calling for break-the-mold New American Schools -- for world
class standards and exams -- for flexibility for teachers -- and
for allowing parents to choose the schools they want their kids
to attend.
help
Just yesterday Senator Danforth and Congressman Gradison
introduced my "State and Local GI Acts for Children," which will
Rae Mehan 77 77
transform education by giving middle- and low-income families a
thousand dollars to send their kids to their choice of schools.
I don't know about Scholarships you but that gives me a thousand reasons
tary elementary
to cheer.
Higher education thrives on competition and choice -- we
must bring those incentives to elementary and secondary schools.
It's time we let parents, not the government, choose their kids'
schools -- public, private or religious. //
I mentioned earlier how I believe that education is now a
lifelong endeavor.
So I feel it is only appropriate to conclude with a quote I
remember from my own school days. (And no Lamar ... it isn't
true that I never studied the Gettysburg Address ...
because I
heard it firsthand.)
I remember a quote from Longfellow
...
not the center on our
July 22, 1992
MEMORANDUM FOR THE PRESIDENT
THROUGH:
STEVEN PROVOST
FROM:
BETH HINCHLIFFE
SUBJECT:
SIGNING OF THE HIGHER EDUCATION ACT
On Thursday, July 23, 1992, at Northern Virginia Community
College in Annandale, you will address an audience of
approximately 500, gathered for the signing of the Higher
Education Act of 1992.
Your remarks (12 minutes, cards) focus on the major advances
of this new act -- specifically how it expands middle-class
access to federal education grants; and how it permits part-time
students to qualify for financial support.
In addition, the remarks show that this Act is part of your
overall education plan. They also address the larger issue of
the importance of education for this nation's future.
5
student aid will be contingent on academic performance. And the
Act includes parts of what we call the AMERICA 2000 program,
including academies for teachers and school leaders; and
something called alternative certification.
That's a program near and dear to my heart, so let me
explain it. When I lived in West Texas, I tried to volunteer to
teach night courses, but my college economics degree wasn't good
enough, because I didn't have the required education courses.
That bothered me
...
then I learned that without a teaching
degree, even Albert Einstein couldn't teach high school science.
Now, I might understand keeping me out of the classroom
...
I
might get embarrassed around the computer. But Albert Einstein?
Well, in my first months in office, I proposed legislation
X
to allow our Einsteins to teach, without traditional
X
X
certification. After three years and three tries, Congress
Barry
finally agrees. This helps open huge pools of talent to bring
white
into our classrooms. We can find a way
for example
to
OMBEduc.
...
encourage more of our men and women who are leaving the armed
services -- to put their skills to work leading future
generations in the classroom.
This Act reaffirms my commitment to education. It's one
more piece of the quilt of education-related activities we've
knit together
...
from our national education goals to the far-
reaching challenges of AMERICA 2000 -- all based in the belief
that to renew our country we must renew our schools.
Our system of higher education is the best in the world --
THE WHITE HOUSE
WASHINGTON
SCHEDULE OF THE PRESIDENT
FOR
ANNANDALE, VIRGINIA
THURSDAY, JULY 23 1992
EVENT:
Higher Education Reauthorization Bill Signing Ceremony
DRESS:
Men
- Business Suit
Women
- Day Dress
CONTACT:
Office of Presidential Advance
Ed Murnane
- 202/456-7565
Trip Coordinator
Lori Rosso
- 202/456-7565
ADVANCE:
Ed Cowling
- LEAD
Stacey Silva
- PRESS
John Enright
- USSS
Jim DeCarlo
- WHCA
Wayne Justice
- MIL. AIDE
Ken Enhoff
- HMX
WEATHER:
Cloudy/80's
SCHEDULE OF THE PRESIDENT
FOR
ANNANDALE, VIRGINIA
THURSDAY, JULY 23, 1992
GUEST AND STAFF INSTRUCTIONS:
12:55 pm Vans depart West Basement en
route Pentagon Landing Zone.
1:25 pm Nighthawk II departs Pentagon
Landing Zone en route Northern
Virginia Community College,
Annandale Landing Zone.
1:25 pm
THE PRESIDENT boards Marine One and departs White
House en route Northern Virginia Community
College, Annandale Landing Zone.
MARINE ONE MANIFEST:
THE PRESIDENT
Sec. L. Alexander
S. Skinner
M. Fitzwater
S. Biddle
B. Farish
Doctor
Mil. Aide
2 USSS
NIGHTHAWK II:
E. Murnane
Medic
WHCA M/O
WHCA CDR
5 USSS
(Flying Time: 10 Minutes)
1:35 pm
THE PRESIDENT arrives Northern Virginia Community
College, Annandale Landing Zone and proceeds to
Motorcade.
1:40 pm
THE PRESIDENT boards Motorcade and departs
Northern Virginia Community College, Annandale
Landing Zone en route Community Cultural Center.
MOTORCADE ASSIGNMENTS:
Lead
Spare
B. Farish
Doctor
LIMO
THE PRESIDENT
Follow Up
Control
S. Skinner
Mil. Aide
Support
M. Fitzwater
E. Murnane
Official Photographer
Medic
Staff I
Sec. L. Alexander
(Mini Van)
Press Van I
M. Busch
Press Van II
(Drive Time: 2 Minutes)
1:42 pm
THE PRESIDENT arrives Community Cultural Center
and proceeds to Off-Stage Announcement Area.
Met by:
Dr. Richard J. Ernst
President, Northern Virginia Community College
Page Two
Dr. Barbara Guthrie-Morse
Provost, Northern Virginia Community College,
Annandale Campus
Ms. Delia Stafford
Director, Alternative Teacher Certification,
State of Texas
1:44 pm
THE PRESIDENT, accompanied by Dr. Ernst, arrives
Off-Stage Announcement Area and holds briefly.
NOTE:
Dais guests are announced onto stage
prior to THE PRESIDENT.
EVENT:
HIGHER EDUCATION REAUTHORIZATION BILL SIGNING
CEREMONY
OPEN PRESS
OFF-STAGE ANNOUNCEMENT
REMARKS
SIGNING CEREMONY
1:45 pm
THE PRESIDENT is announced onto Stage and remains
Standing.
1:46 pm
THE PRESIDENT is introduced for Remarks by Dr.
Richard Ernst.
1:48 pm
THE PRESIDENT Remarks.
2:00 pm
THE PRESIDENT concludes Remarks, proceeds to
table, is seated and begins participation in
Signing Ceremony.
Page Three
2:05 pm
THE PRESIDENT concludes partticipation in Signing
Ceremony.
NOTE: THE PRESIDENT invites Members of Congress
from audience onto stage for Photo
Opportunity.
2:10 pm
THE PRESIDENT concludes Photo Opportunity, departs
Forum Room, and proceeds to Motorcade.
Met by:
Mr. Robert L. Calhoun
Virginia State Senator (30th District)
Ms. Jane Woods
Virginia State Senator (34th District)
Mr. Robert Harris
Member of the Virginia House of Delegates
(37th District)
Mr. James Dillard
Member of the Virginia House of Delegates
(41st District)
Mr. Robert Cunningham, Sr.
Member of the Virginia House of Delegates
(42nd District)
Mr. Vincent Callahan
Dean of the Northern Virginia House of Delegates
Delegation (34th District)
Mr. Thomas M. Davis, III
Chairman of the Fairfax County Board of
Supervisors
2:15 pm
THE PRESIDENT boards Motorcade and departs
Community Cultural Center en route Northern
Virginia Community College, Annandale Landing
Zone.
Page Four
MOTORCADE ASSIGNMENTS:
Same as on Arrival.
(Drive Time: 2 Minutes)
2:17 pm
THE PRESIDENT arrives Northern Virginia Community
College, Annandale Landing Zone and proceeds to
board Marine One.
2:20 pm
THE PRESIDENT departs Northern Virginia Community
College, Annandale Landing Zone en route White
House.
MARINE ONE MANIFEST:
Same as on Arrival.
NIGHTHAWK II:
Same as on Arrival.
(Flight Time: 10 Minutes)
2:30 pm
THE PRESIDENT arrives White House.
Page Five
Beth:
Per conversation, attached is information on alternative certification. Some
relevant points might include:
A personal example -- when I moved to Texas, I tried to volunteer to
teach -- but my Phi Beta Kappa in economics wasn't good enough
because I didn't have the required education courses (quote attached).
In most states, Albert Einstein, our brightest college professors,
business leaders, couldn't teach in most public schools
...
Within my first few months in office, I proposed legislation to encourage
our best and our brightest to enter the classroom (see attached fact
sheet). After three tries, Congress finally agrees.
You know, we have a real resource and peace dividend in the armed
services talented men and women who would like to teach schools
...
-
I recently proposed incentives to urge states to allow these men
and women to enter the classroom
...
[l am delighted to receive this alternative certification certificate from
Texas ... after all these years now teach after 1996.]
(Should we mention college savings bonds - -- as you know, the President
mentioned this issue prominently in his last campaign ... maybe there is a
positive update about the success of this program ...?)
(We also have good examples of private sector funding of college
education -- RJR/Nabisco is providing scholarships for sons and daughters
of employees, etc... if you are interested -- info. also attached.)
Rae
INVEST IN OUR CHILDREN
Our educational system is antiquated -- its technology and its calendar
are those of the last century; its incentive and reward structures are
outdated; its thinking is restrictive; and its costs keep rising without
equal results. We spend far more per student than any other country in the
world. Yet, 13% of our 17-year olds are functionally illiterate.
To give you a personal example of the thinking that holds us back: The
year we moved to West Texas, I tried to volunteer to teach night courses --
I can't remember whether it was the high school or the new community
college -- but my Phi Beta Kappa in economics wasn't good enough for Ector
County, Texas because I didn't have the required education courses. I
think I would have made a good teacher, but I wasn't allowed to contribute.
Although this is a private college and most education is a state and
local responsibility and must remain so, in the future, education must meet
national expectations and national goals, as well as local ones.
I also believe an education system must become innovative and
entrepreneurial if it is to carry the load it must carry in the years
ahead. I spoke earlier of the markers we must have so as not to lose our
way. I believe that our educational system should teach what some of those
markers are, in other words -- the basic values, the differences between
right and wrong.
You often hear that you can't teach values. I don't buy it. I know
those of you associated with Albion don't buy it either. And you have
ethics programs and even the Gerald R. Ford Institute for Public Service to
prove you don't buy it.
I think Americans are in fairly general agreement as to what
constitutes good character and ethical behavior. It includes such
qualities as decency, fairness, honesty, duty, tolerance, courage,
self-discipline and respect for law. Yet for two decades, many schools
have gone out of their way not to teach values. They have sought to remain
value neutral. A New York Times article quoted educators who said they
deliberately avoided telling students what is ethically right and wrong.
The article told of one counseling session involving 15 high school
students. In the session, the students concluded that a fellow student had
been foolish to return $1,000 she'd found in a purse. When the students
asked the counselor's opinion, he told them he believed that the girl had
done the right thing, but that, of course, he wouldn't try to force his
values on them. "If I come from the position of what is right and what is
wrong," he explained, "then I'm not their counselor."
Well, in the words of Bill Bennett, our Secretary of Education, once
upon a time, a counselor offered counsel. He knew that an adult doesn't
form character in the young by being neutral toward questions of right and
wrong or by merely offering "choices" or "options."
-- 129 --
To Rae Nelson. Best Wishes. CHUCK. ASAM
WE'RE LOOKING FOR A FEW
GOOD PEOPLE TO TEACH OUR
KIDS HERE! DO ANY OF YOU HAVE
A TEACHING CERTIFICATE?
THAMLET
PUBLIC
SCHOOL
Mor
ASAY
c
COLORADO
SPRINGS
GAZETTE
TELEGRAPH
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE
April 5, 1.989
FACT SHEET
THE EDUCATIONAL EXCELLENCE ACT OF 1989
The President outlined today a program for fostering excellence
in education. The need for reform is evident:
America is in an increasingly competitive world where
investment in people, in human capital, is becoming a
critical factor in a country's potential for economic
growth and prosperity.
O
Many of our young people are performing well below
their capacity and below the levels of young people in
other countries in such important subjects as science
and math.
Outstanding achievement by schools, teachers, and
principals too often goes unrecognized and unrewarded.
Achieving excellence in education requires high
expectations, low dropout rates, and safe and
drug-free schools.
Parents lack adequate choice in the education of their
children.
Schools often find that it is difficult to hire capable
teachers and administrators, even though many people
possess outstanding subject matter knowledge and
management skills.
Projections of the future indicate an increasing
shortage of people with advanced training in science
and mathematics.
Our country's historically black colleges and
universities struggle to maintain their commitment to
educational excellence.
The Educational Excellence Act would authorize several
initiatives designed to address these problems.
This legislation builds on the accomplishments of the last
Congress, which enacted into law the Augustus F. Hawkins-Robert
T. Stafford Elementary and Secondary School Improvement
Amendments of 1988. That law took significant steps toward
improving elementary and secondary education by improving
program accountability, reauthorizing the magnet school program
and expanding parental choice, providing greater flexibility to
local school districts in the implementation of bilingual
education programs, enhancing parental involvement in programs
for disadvantaged children, and stimulating education innovation
and reform. The President's initiative proposes new efforts but
complements in numerous ways the important work of the 100th
Congress in pursuing educational excellence.
more
2
This legislation is based on four basic principles. These are:
1.
Recognition of excellence -- Recognizing and rewarding
our best schools, teachers and students will serve as
an incentive for all schools, teachers, and students to
improve their performance.
2.
Addressing need -- This Administration believes that
Federal dollars should assist those most in need.
3.
Flexibility and choice -- Greater flexibility and
choice in education -- both parental choice in
selecting schools for their children and local school.
systems' choice of teachers and principals -- are
important to providing the means and incentives for
achieving educational excellence.
4.
Accountability -- The Administration supports
objective measurement and reward of progress toward
quality education.
The Educational Excellence Act includes seven legislative
initiatives aimed at fulfilling these important principles.
Highlights of the individual initiatives follow.
Presidential Merit Schools
Program
o
The Presidential Merit Schools program would provide cash
awards to public and private elementary and secondary
schools that have made substantial progress in raising
student educational achievement, creating a safe and
drug-free school environment, and reducing the dropout rate.
This program would provide a powerful incentive for all
schools to improve the educational achievement of their
students.
Funding
O
The legislation would authorize $250 million for fiscal year
1990, increasing to $500 million by 1993. These funds
would be allocated by formula to the States, with State
allocations based on school-aged population and State
shares of funding under the "Chapter 1" Basic Grants
program.
o
The amount of each merit award would depend on
State-established criteria, including criteria related to
the size of the school and the composition of the student
body.
Implementation
O
Presidential Merit Schools would be selected by the State,
assisted by a special State Review Panel, using State and
Federal criteria. These criteria would focus on schools'
progress in improving students' educational performance,
creating or maintaining a safe and drug-free environment,
reducing the dropout rate, and other, State-determined,
factors. States could also give special consideration to
schools enrolling substantial numbers or proportions of
children from low-income families.
more
3
A school selected as a Presidential Merit School would use
its award for any purpose that furthers its educational
program, including development or implementation of special
educational programs, purchase of computers and other
materials and equipment, and bonus payments to teachers and
administrators. Private schools would be prohibited from
using Presidential Merit Schools funds to provide religious
instruction or for other sectarian purposes.
O
The bill would also prohibit the reduction of other Federal,
State, or local support to a school because of its receipt
of a Presidential Merit Schools award.
Magnet Schools of Excellence
Program
O
Currently, the Department of Education makes Magnet Schools
Assistance grants to school systems undergoing court-ordered
or voluntary desegregation. Because of the success of
magnet schools in increasing parental choice and improving
educational quality, the bill would create a Magnet Schools
of Excellence program to support the establishment,
expansion, or enhancement of magnet schools, without regard
to the presence of desegregation plans.
Funding
O
The bill would authorize $100 million for Magnet Schools of
Excellence for fiscal year 1990 and each of the three
succeeding fiscal years.
Implementation
O
Local educational agencies (LEAs), intermediate educational
agencies, or consortia of such agencies would apply directly
to the Department for competitive grants. Applications
would be selected for funding on the basis of the quality of
the proposed project, the likelihood of its successful
implementation, and the likelihood of its strengthening the
educational program of the district or districts.
O
The Department would encourage applications that recognize
the potential of educationally disadvantaged children to
benefit from magnet school programs and applications to
establish, expand, or enhance magnet schools which enhance
the diversity of educational offerings to students.
o
No magnet school could be supported under the program for
more than two years, or if the award would result in
segregation or impede the process of desegregation.
Alternative Certification of Teachers and Principals
Program
1989
O
The bill would provide assistance to States interested in
expanding the pool of talent from which to draw teachers
and principals. Funds would support such activities as
training, program development, and evaluation. The bill
would provide incentives for States to develop, expand, or
improve flexible certification systems designed to draw
into education talented professionals with demonstrated
subject area competence or leadership qualities.
more
4
Funding
o
The legislation would authorize $25 million for fiscal year
1990 only, for one-time grants to the States. States would
apply for the amount of funds they need or an amount that
is proportional to their school-aged population, whichever
is less; excess funds would be reallocated on the basis of
demonstrated need.
Implementation
O
Grants could support the design, development,
implementation, testing, and evaluation of strategies for
the alternative certification of teachers and principals, as
well as training and recruitment activities.
o
States would be required to consult with teachers,
principals, parents, and others in developing their
applications. Subgrants to school districts, intermediate
educational agencies, colleges and universities, and
consortia of these agencies would be authorized.
President's Awards for Excellence in Education
Program
o
The success of American education depends heavily on the
Nation's teachers. Because teachers who meet the highest
standards of excellence deserve public recognition, respect,
and appropriate financial rewards, our bill includes
authorization for a new program of Presidential Awards for
excellent public and private school teachers. The amount
of each Presidential Award would be $5,000. Teachers
receiving awards would be permitted to use their awards for
any purpose.
Funding
O
The bill would authorize $7.6 million for each of the fiscal
years 1990 through 1993. Funds would be allocated to the
States on the basis of the number of full-time equivalent
public school teachers in each State.
Implementation
O
In each State, winners of Presidential Awards would be
selected by a Statewide panel, selected by the Governor,
from nominations made by local educational agencies, public
and private schools, parents, teachers, teacher
associations, associations of parents and teachers, private
businesses, business groups, and student groups. In making
selections, the panel would use selection criteria developed
by the State, subject to approval by the Secretary.
Each State would be permitted to use up to 5 percent of its
allocation for administrative expenses, including the cost
of convening the Statewide panel.
more
5
National Science Scholars
Program
O
The National Science Scholars program would encourage
achievement in the sciences by providing scholarships to
graduating high school students who have excelled in the
sciences, and mathematics, and engineering. The
scholarships would recognize the academic achievement of
these students and would encourage them to continue their
education in these academic areas at the postsecondary
level.
Funding
O
The bill would authorize $5 million for fiscal year 1990.
The amount authorized would increase in increments of $5
million per year to a total authorization of $20 million
for fiscal year 1993. These funding levels would ensure
that the scholars would be supported throughout their
undergraduate study and that a new group of 570 scholars
would be selected each year.
Implementation
o,
National Science Scholars would receive up to $10,000 a year
for each year of undergraduate education.
O
Each State would nominate between four and ten students per
congressional district to receive scholarships. The
President would select a total of 570 scholars after
considering the recommendations of an advisory board (30
scholarships) and the recommendations of Senators and
Members of the House of Representatives (540 scholarships).
The scholars would be nominated in accordance with specific
academic achievement criteria that would be developed by
the Secretary in consultation with a panel of experts in
the sciences, mathematics, and engineering.
Drug-Free Schools Urban Emergency Grants
Program
O
Prevention and education programs are frequently inadequate
in urban areas with the most severe drug problems; more
concentrated and comprehensive approaches are required. The
bill would amend the Drug-Free Schools and Communities Act
of 1986 to authorize a program of "Urban Emergency Grants."
Funding
O
The bill would authorize $25 million for each of the fiscal
years 1990-1993 for Urban Emergency Grants.
Implementation
O
This amendment would authorize a small number of special,
competitive grants to urban districts that have the most
severe drug problems, so that these districts can develop
and implement comprehensive approaches to solving those
problems.
more
6
Historically Black Colleges and Universities
Program
o
Historically Black Colleges and Universities (HBCUs) play a
vital role in the American system of higher education. In
the past, these institutions offered many Black Americans
their only opportunity for a higher education. Today,
HBCUs enrich the range of educational choice. These
institutions enroll approximately 220,000 students.
O
Many HBCUs are financially weaker than comparable
institutions. This bill would strengthen HBCUs by
providing additional support for endowment matching grants.
Endowment building is an especially effective way to create
financial strength and long-term financial security for
HBCUs.
Funding
O
The bill would provide additional authorizations of $10
million for fiscal year 1990, $20 million for both fiscal
year 1991 and fiscal year 1992, and $10 million for fiscal
year 1993.
Implementation
Federal funds would be available to match private sector
contributions to the school's endowment fund. Income from
the endowment fund could be used to improve academic
programs as well as administrative management.
All HBCUs currently eligible under Title III of the Higher
Education Act. of 1965 would be eligible to apply for
grants.
# # #
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
May 28, 1992
Defense Adjustment Assistance
FACT SHEET
The end of the Cold War and the break-up of the former
Soviet Union has allowed the United States safely to begin the
process of downsizing U.S. military forces. By the end of this
fiscal year (FY 1992), there will be nearly 300,000 fewer men
and women in uniform, and 100,000 fewer civilians employed by
the Department of Defense, than three years ago. Over 100
weapons programs have been cancelled, and hundreds of bases and
installations worldwide have been or will be closed.
The Administration is continuing to facilitate a smooth
transition to the civilian economy during this period for those
individuals who will be leaving military employment, or are
supporting contractors, and for affected communities. In
addition, the Administration remains strongly opposed to
proposals by those who would recklessly reduce national
security spending far below the levels recommended by the
President.
The President today announced additional steps to help the
people and communities affected by the transition. These new
initiatives supplement existing efforts, funded at $7.1 billion
over the next two years, to assist military and civilian
employees and communities.
In addition, the President has proposed investments in
civilian R&D, particularly in key areas of technology, designed
to use the skills of defense workers who might be displaced.
He called upon Congress to fund these proposals.
Funding Existing Programs
The $7.1 billion in spending on existing programs for FY
1992 and FY 1993 includes:
Department of Defense programs for severance
payments, employment assistance, job training, and
other benefits for separating personnel, and for
billion. planning grants to affected communities totaling $2.4
-2-
Department of Labor programs for job training,
job search and relocation assistance, enhanced
employment compensation, and employment services for
workers affected by the downsizing totaling $4.3
billion.
Department of Veterans Affairs programs for education
and insurance benefits, and other veterans programs
for separating military personnel totaling $120
million.
Department of Commerce programs for assistance to
affected communities totaling $50 million.
Department of Education grants and loans utilized
by separating personnel totaling $200 million.
Department of Energy programs to retrain
personnel for environmental cleanup work and other
programs totaling $10 million.
Office of Personnel Management programs to help
displaced defense civilians find employment in other
Federal agencies.
Introducing New Initiatives
The new measures announced by the President will result in
additional spending of more than $1 billion through FY 1996 for
the following:
New programs to promote careers in education for
former military, civilian, and contractor employees.
About $90 million would be allocated to new programs
to help qualified people become teachers without
significant delay and expense by obtaining
alternative State teacher certification. Under the
new programs, the Department of Education will
identify states with acceptable alternative
certification requirements. The program will pay for
coursework needed to meet such requirements in skill
areas relating to defense training and experience.
As a result, these highly trained individuals may be
attracted to math and science teaching, an important
priority in improving U.S. education.
-3-
Expanded GI bill education opportunities for military
personnel. Education benefits will be expanded for
personnel with more than six years of service who
leave voluntarily. Those who did not have the
opportunity to enroll in the current Montgomery GI
Bill program could choose to enroll when they leave
the military. This would give access to up to
$12,600 in education and training funds to thousands
of departing military service personnel. The cost of
the program is projected to be $200 million.
Expanded civilian utilization of dual-use Department
of Energy technology. About $250 million will fund
an expanded Department of Energy effort to transfer
dual-use technologies to civilian use. These funds
will be used primarily to support Cooperative
Research and Development Agreements (CRADAs) between
DOE laboratories and private sector partners.
Expanded job training and placement assistance
programs. DOD and DOE will expand job training and
placement assistance programs to permit civilians and
contractor employees to participate in the same
three-day job search assistance workshops currently
offered to military personnel and their spouses. The
Office of Personnel Management will issue new
regulations allowing training and job placement
assistance to workers up to six months prior to a
likely separation date.
Expanded assistance in communities affected by
Defense reductions. In communities significantly
affected by declining defense expenditures, the
Department of Defense's Office of Economic Adjustment
(OEA) will award additional planning grants and work
with other Federal agencies and communities to create
economic adjustment programs. Additional
community planning grants from the Office of
Economic Adjustment would total about $50 million.
New efforts to increase the use of Defense personnel
and facilities to further education, job training and
other community objectives. The Departments of
Defense and Education will work with selected school
districts, particularly urban districts with at-risk
students, to establish career academies that offer
enhanced technical training coordinated with a
Junior ROTC program. In addition, the Departments of
Defense and Labor will work with local communities
and Private Industry Councils to identify opportuni-
ties for using excess capacity at defense facilities
for training programs and for other community uses.
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Expanded early retirement for civilian employees.
The Office of Personnel Management will permit early
retirement at certain locations and categories of
personnel throughout DOD during this period. This
will allow for a more orderly reduction in Defense
civilian personnel while minimizing involuntary
separations.
Civilian Investments to Make America More Competitive
The President has proposed a broad program of civilian
investment in technology, which can help convert the investment
in human capital which the defense establishment has made into
an asset to enhance U.S. competitiveness.
The President has proposed $17.3 billion in total for
civilian applied R&D, an increase of 7 percent over
1992.
The President has proposed a total of $14.99 billion
for NASA, an increase of nearly 5 percent. Within
this total, funding for the development of Space
Station Freedom will total over $2 billion, an
increase of 10 percent. Space Station Freedom will
provide tens of thousands of jobs, not only for its
major contractors and subcontractors for its
development, launch and operation, but for companies
producing and supplying materials to these major
contractors. The major Space Station contractors are
also the nation's major defense contractors.
The President has proposed a total of $725 million
for the Department of Energy for National Energy
Strategy R&D initiatives, an increase of 16 percent
over 1992. Among these initiatives are programs in
surface transportation efficiency, new fuel sources,
increased energy efficiency in buildings and
industry, and advanced electricity technologies.
The President has proposed $311 million, an increase
of 26 percent over 1992, for the National Institute
of Standards and Technology. The R&D supported by
NIST is critical to enabling the effective use of new
technologies. Through 1991, NIST has signed over 150
cooperative R&D agreements with industry for work in
critical technologies. Within the NIST total, the
Advanced Technology Program (ATP) will receive $68
million, a 36 percent increase. ATP provides
matching funds to industry for R&D projects that have
the potential for broad-based economic impact.
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The President proposed approximately $7 billion in
funding for interagency initiatives in three areas of
advanced technology. These areas have been
identified by a number of groups as "critical
technologies", key to the long-term economic
performance of the Nation. These initiatives include
development of advanced computing, biotechnology, and
in the synthesis, processing and performance of
material.
The President has proposed $321 million for non-
defense advanced manufacturing R&D, another key
enabling technology. This represents an increase of
27 percent over 1992 estimated levels. Improvements
in U.S. manufacturing technology can increase
industrial productivity and quality and lead to new
or improved products. Support for R&D in advanced
manufacturing will be a key element in the successful
transition of many defense-oriented firms to the
competitive environment of the post-Cold-War world.
The President has proposed $5.5 billion for
environmental clean-up at Department of Energy
facilities. This amount is a 26 percent increase
over FY 1992, and represents more than a tripling of
funding since the President took office. The
increased investments will ensure that DOE facilities
are in compliance with all applicable Federal, state
and local requirements. This program will also serve
to stabilize employment at many DOE sites where
defense activities are being reduced. Included in
this program is a Technology Development program that
is providing new R&D opportunities for DOE defense
sites and DOE weapon laboratories.
The National Technology Initiative, a multi-agency
effort now underway to identify technologies
developed in federal laboratories that can be
transferred to the private sector, where they will
promote economic growth and employment opportunities.
The initiatives the President announced today, combined
with the assistance programs already in place and domestic
research and development expansion, will facilitate an orderly
transition to the post-Cold War economy.
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INTRODUCING THE RJR NABISCO SCHOLASTIC SAVINGS PLAN
As the cost of higher education continues to rise, parents are concerned that their children will not be
able to attend the college, university, vocational school or technical school of their choice.
At RJR Nabisco ("RJRN"), we believe education is the key to the continuing strength of our
Company and the nation. The Company recognizes the financial burden higher education can place
on a family. We are committed to helping our employees prepare for the financing of their children's
education and ensuring that our employees' children will get the education or training that best meets
their interests, abilities and aspirations.
The Scholastic Savings Plan ("SSP") is the first step toward making post-secondary education possi-
ble. Though not intended as the only funding source for continued education, it is a solid beginning.
Under this plan, a qualified employee may defer up to $1,000 annually in pre-tax contributions for
each child while the child is in high school. RJRN will match the employee deferral, dollar for dollar,
if the money is used for post-high school education expenses.
The SSP is open to all regular, full-time, active salaried and hourly employees of RJRN and its
operating companies in the United States, including those in Puerto Rico, not covered by a collective
bargaining agreement. Management employees in salary levels A-E are not eligible at this time.
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THE RJR NABISCO SCHOLASTIC SAVINGS PLAN AT A GLANCE
Eligible employees may save up to $1,000 a year for each of four years toward the post-secondary
education of each of their children.
Employees can begin saving in the plan when a dependent child enters the first year of high school
(9th grade) and may continue to save up to the $4,000 limit.
Money is saved by deferring up to $1,000 in wages each year per dependent child through pre-tax
payroll deductions.
The Company will match the employee's contribution dollar for dollar up to $1,000 each year per
dependent child.
The employee's contribution and the Company match earn interest based on the rate of the 1-Year
Treasury Bill, compounded monthly.
Funds may be used only to cover tuition, fees and room and board.
The Company will maintain a record for each participant that lists deferrals, Company matched
funds, interest earned and information on withdrawals. Statements of account will be provided to
employees on a regular basis.
Funds of the RJRN Scholastic Savings Plan are held as general assets of the Company.
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