Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
323154513
label
Community Colleges 3/30/89 [OA 8747] [2]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
323154513
contentType
document
title
Community Colleges 3/30/89 [OA 8747] [2]
citationUrl
identifierLocal
13869-007
collections
Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Mark Davis Subject Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
323154513
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
2201b50795da78a1
ocrText
Originally Processed With FOIA(s):
FOIA Number:
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Davis, Mark, Files
Subseries:
Subject File, 1989-1991
OA/ID Number:
13869
Folder ID Number:
13869-007
Folder Title:
Community Colleges, 3/30/89 [2]
Stack:
Row:
Section:
Shelf:
Position:
G
19
2
6
2
Springs mills
first to join
literacy drive
By THOM FLADUNG
State Business Writer
South Carolina's Initial battle in the war to improve
its workers' reading and writing skills will be waged in
some of the textile mills of Springs Industries Inc.
About 45 different companies operate some sort of
workplace program for literacy, according to the S.C.
Department of Education. But Springs is the first to
begin a program under Gov. Carroll Campbell's "Initia-
tive for Work Force Excellence" that is designed to bring
together the different state agencies concerned with
illiteracy.
Gov. Carroll Campbell in a release Tuesday called
Springs' announcement "a precedent-setting day for
South Carolina."
The state literacy program will
be paid for immediately by an
$800,000 grant Campbell has autho-
rized under the Job Training Part-
nership Act, a federal economic as-
sistance program. In addition,
Campbell is seeking $1 million in
next year's state budget.
State officials estimate 16 per-
cent of the South Carolina work-
force - 307,000 employees - have
eight years or less of school. Many
more are "functionally illiterate,'
Campbell
unable to perform the basic skills necessary to advance
in the working world or adjust to technological changes,
the officials said.
Illiteracy translates into unemployment, lower sala-
ries for those who do work, and additional barriers to the
state attracting new industry, state officials said.
In a recent national study, South Carolina ranked
40th in the nation with an adult illiteracy rate of .15
percent, according to The Corporation for Economic
Development
Springs, with 24 plants and more than 17,000 em-
ployees in South Carolina, already has a pilot program
for workplace literacy that involves 50 people at a plant
called the Lancaster complex, said Springs spokesman
Bob Thompson.
That program will be expanded to include the Kath-
erine and Eureka plants in Chester and the White plant in
Fort Mill - not coincidentally, all plants that soon will
receive a major equipment update, Walter Y. Elisha,
Springs chairman, said.
Eventually, the program will include all Springs
plants in South Carolina and perhaps company plants
outside the state, Thompson said.
As is outlined in Campbell's plan, the Springs pro-
gram will concentrate on training very specifically for
workplace skills, rather than general literacy instruction.
The state's adult Ilteracy training has been available
in various forms from the S.C. Department of Education,
the South Carolina Literacy Association, local literacy
councils and the state technical college system.
It has been Campbell's contention, however, that the
5/18/88 The
system is lacking coordination and needs more direct
contact with the workplace.
Under Campbell's plan, "employer round tables"
with leaders from various businesses will be set up. in
each county. Each round table will then have a "work-
force specialist" from a technical college who will link
employers with literacy services.
Employers will work with the round tables and spe-
clalist to draw up a specific training plan.
Campbell said he would announce later this week the
300 business people who will serve on the round tables,
6-2-88
Survival training
PRIVATE industry, realizing
Gov. Carroll Campbell, who
that an educated work force is es-
quite correctly has given high pri-
sential to economic development
ority to literacy training, helped
of the state, gave strong support to
launch this program with some
the Education Improvement Act,
federal funds and expects it to
which was designed to strengthen
spread to other companies that
the public schools.
have educationally impaired se-
But that deals with the needs of
nior workers.
future workers. In a state where
The participating industries
one worker in five over the age of
and the state's 16 technical col-
18 has nine years of schooling or
leges will pay for much of the in-
less, the present work force pre-
structional materials, and the
sents problems that will get worse
training will be provided by pro-
if not addressed.
fessional adult education teachers.
"Many of our people who have
At Springs, there will be two hours
been the most loyal and productive
of instruction each week. The com-
over the decades," said Springs In-
pany will pay regular wages for
dustries Chairman Walter Y: Eli-
one hour and workers are asked to
sha, "suddenly find they lack the
give the other out of their free
skills to cope with electronic con-
time - a wise investment on the
trols and computer read-outs."
part of both
But Springs has launched an in-
"If we can get it across to the
house literacy program to give
people that there is a direct corre-
them the basic reading ability
lation between education and their
needed to handle the vast changes
productivity, we can get more par-
taking place in modern industry.
ticipation," said Governor
For their sake, the initiative is a
Campbell.
godsend," Mr. Elisha said.
Spring Industries, a forward-
A godsend indeed. It would be a
looking, home-grown company
shame to allow people willing to
with headquarters in Fort Mill, is
work hard to be cast out at mid-
the state's largest employer. It is
career, the victims of the very
the logical firm to take the lead in
modernization that industry, par-
this important effort. Others
ticularly the textile industry,
should hasten to follow its
needs to survive.
example.
Program Launched
To Improve Workers'
Reading, Math Skills
CHAR OBS 5/18/88
By LINDA BROWN
Rock HE Bureau
Improving the quality of the
state's work force by improving
workers' reading and math skills is
the goal behind a program an-
nounced Tuesday by Gov. Carroll
Campbell and Walter Elisha,
Springs Industries chairman and
chief executive officer.
At a morning news conference
at York Technical College at-
tended by some 90 business and
literacy officials, Campbell, Elisha
and college President Baxter Hood
revealed details of the program. It
formally sets in motion a literacy
initiative announced by Campbell
during his state of the state address
in January.
The program announced Tues-
day will target the thousands of
BOB LEVERONE/Staff
South Carolinians working in
plants and factories who lack basic
Gov. Carroll Campbell: "These
reading skills and thus are held
are the people who have to
back from advancing in their jobs.
have their basic skills raised in
Starting at Springs, it will be
order to compete.'
expanded to other companies
across the state.
grant Campbell has authorized un-
"These are the people who have
der the Job Training Partnership
to have their basic skills raised in
Act, a federal economic assistance
order to compete," Campbell said.
program. In addition, he is seeking
"Because of all these things, the
$1 million in next year's state
initiative for work force excellence
budget.
was born
It also is good busi-
ness when you have good workers,
In the program. a work force
to help them attain the skills to
specialist is assigned to each of the
help you stay in business."
16 technical colleges in the state,
said Mona Baker, work force spe-
Added Elisha, "Adult illiteracy
cialist for York Tech who handles
is a major challenge in our state.
York, Chester and Lancaster coun-
It's something that's easy to look
ties. Each local specialist works
over. but it's a major challenge."
with a group of business leaders to
"It's rat just a matter of teach-
help develop the program.
ing people to read." Elisha added,
noting that the project will help
Volunteers and workers from
workers gain more job opportuni-
the technical colleges and commu-
ties.
nity literacy groups review job
manuals and the reading level re-
Hood said industry is undergo-
quired to use the manuals. Offi-
ing technological changes and
cials then try to develop and initi-
many current workers do not have
ate a program that meets the needs
the educational background or
of people at the site.
technical skills needed to work in a
highly technical environment.
The workers use a combination
"In fact, it has been found that
of methods, including videos,
one-third of the current work force
computers and books to teach par-
does not have the equivalent of a
ticipants, said JoAnn Gardiner,
fifth-grade education,' Hood said.
general education coordinator at
York Tech.
Springs has had a test program
for about 50 employees in the
The type of program and how
engineering department of its Lan-
long it lasts are tailored to the
caster complex since early April. It
needs of individual businesses.
pians to expand the project to its
They won't focus on general liter-
Katherine and Eureka-plants in
acy training.
Chester and the White Plant in
Fort Mill between June and Sep-
"We don't have time to edu-
tember.
cate." said Jim Godwin, director
for work force excellence in the
The textile products company
governor's office. "We have time
will expand the program to 20 sites
to train, but we don't have time to
in South Carolina, employing
educate.'
17,000 people.
Immediate funding for the pro-
The Associated Press contributed
gram will come from an $800,000
to this article.
Springs mills
first to join
Sinh
literacy drive
STATE
5/18/83
By THOM FLADUNG
State Business Writer
South Carolina's initial battle in the war to improve
its workers' reading and writing skills will be waged in
some of the textile mills of Springs Industries Inc.
About 45 different companies operate some sort of
workplace program for literacy, according to the S.C.
Department of Education. But Springs is the first to
begin. a program under Gov. Carroll Campbell's 'Initia
tive for Work Force Excellence" that is designed to bring
together the different state agencies concerned with
illiteracy.
Gov. Carroll Campbell in a release Tuesday called
Springs' announcement "a precedent-setting day for.
South Carolina.
The state literacy program will
be paid for immediately by an
$800,000 grant Campbell has autho-
rized under the Job Training Part-
nership Act. a federal economic as-
sistance program. In addition,
Campbell is seeking $1 million in
next year's state budget.
State officials estimate 16 per-
cent of the South Carolina work-
force - 307,000 employees - have
eight years or less of school. Many
more are "functionally illiterate,
Campbell
unable to perform the basic skills necessary to advance
in the working world or adjust to technological changes,
the officials said.
Illiteracy translates into unemployment. lower sala-
ries for those who do work. and additional barriers to the
state attracting new industry. state officials said.
In a recent national study. South Carolina ranked.
40th in the nation with an adult illiteracy rate of 15
percent. according to The Corporation for Economic
Development.
Springs, with 24 plants and more than 17,000 em-
ployees in South Carolina. already has a pilot program.
for workplace literacy that involves 50 people at a plant
called the Lancaster complex. said Springs spokesman
Bob Thompson.
That program will be expanded to include the Kath-
erine and Eureka plants in Chester and the White plant in
Fort Mill - not coincidentally. all plants that soon will
receive a major equipment update, Walter Y. Elisha,
Springs chairman, said.
Eventually. the program will include all Springs
plants in South Carolina and perhaps company plants
outside the state, Thompson said.
As is outlined in Campbell's plan. the Springs pro-
gram will concentrate on training very specifically for
workplace skills, rather than general literacy instruction."
The state's adult literacy training has been available
in various forms from the S.C. Department of Education.
the South Carolina Literacy Association, local literacy
councils and the state technical college system.
It has been Campbell's contention. however, that the
system is lacking coordination and needs more direct
contact with the workplace.
Under Campbell's plan. "employer round tables
with leaders from various businesses will be set up in
each county. Each round table will then have a "work-
force specialist" from a technical college who will link
employers with literacy services.
Employers will work with the round tables and spe-
cialist to draw up a specific training plan.
Campbell said he would announce later this week the
300 business people who will serve on the round tables.
Campbell To Help Launch Literacy Program
Charlote will be used in other areas of the state, Hood
Gov. Carroll Campbell and Springs Industries
said. "That's the reason the governor is coming."
chairman and chief executive officer Walter Elisha
Officials will not divulge details, but the pro-
will help unveil what is being billed as a major
gram will reportedly involve a cooperative effort
literacy program at a news conference this morn-
between York Tech and Springs Industries involv-
ing at York Technical College:
ing literacy training.
Campbell, Elisha and York Technical College
The program is part of the Governor's Initiative
President Baxter Hood planned the news confer-
Work Force Excellence, initiated when Camp-
ence for 10 a.m. in Building A, Room 217, at York
on bell entered office in January 1987, to improve the
Tech.
quality of the state's work force.
- Linda Brown
Campbell
Elisha
"It's going to be a model concept that they hope
6.0
Staffing
6.1
The Grantee will sub-contract with each technical college for work
force specialists and support staff. These staff will be
responsible for the local Initiative activities described in this
work statement.
7.0
Contractor Responsibilities in Local Areas
7.1
The work force specialist will develop assessments of basic skills
needs of the area by gathering information from the Employment
Security Commission, State Development Board, local businesses and
basic skills providers to
- identify current and future employment demands;
- identify specific industries and employers within the area and
their current and future basic skills needs;
- identify emerging skills requirements based on projected needs.
7.2
The work force specialist will develop strategies and programs to
meet the employers needs identified in 7.1.
The work force specialist will coordinate the needs of employers
with the basic skills providers so that training/educational
opportunities can be made available whenever possible through
existing programs.
The work force specialist will be responsible for ensuring the
development of curricula that provides basic skills training through
job specific programs.
7.3
The work force specialist will establish a basic skills provider
team for the area. The purpose of the provider team will be the
improvement of services and better utilization of community and
state resources. The work force specialist must ensure that the
team is comprised of representatives for adult education, the local
literacy council and technical college developmental education at a
minimum.
The work force specialist will coordinate, schedule, convene and
preside over regular team meetings.
The work force specialist will request the team to participate in
the development of workplace programs and work force relevant
program strategies.
The work force specialist will gather data from the basic skills
providers that details program elements, capacities, budget,
restrictions and capabilities of these programs.
The work force specialist will use the above-mentioned data to
assess and evaluate the ability of the providers to respond to the
Initiative for Work Force Excellence programs.
The work force specialist will present this provider data and
employment data to the business round table for their use.
7.4
The work force specialist will schedule meetings with basic skills
providers, Employment Security Commission and employers to address
the best method to develop and implement a one-stop referral system
for job applicants who fail initial employment tests.
The work force specialist and this group will develop plans for the
evaluation of the effectiveness of this model.
7.5
The work force specialist will work with the Initiative office to
develop and implement program evaluation procedures.
These procedures will be used to evaluate each Work Force Initiative
activity.
These procedures will focus on:
- basic skills gains and wage increases made by employers as a
result of program participation;
- employer objectives/benefits;
- overall effectiveness by area and for specific communities
within the service area.
The work force specialists will meet the deadlines for activities
outlined in this statement of work.
8.0
Business Round Tables
8.1
The work force specialist will be responsible for planning,
scheduling, convening and reporting meetings of the business round
table(s) in their area.
The work force specialist will research and assemble data or other
information as requested by the round table.
The work force specialist will work in a similar fashion with any
sub-committees appointed by the round table.
The work force specialist will accept instructions from the round
table and perform such tasks as are required to assist the round
table in fulfilling their responsibilities as outlined in Secton 2.
8.2
The round tables will meet the deadlines for activities outlined
in this statement of work.
9.0
Responsibilities of the Work Force Specialist to the State
Initiative for Work Force Excellence
9.1
The work force specialist will report all activities, performance
and budget data to the Grantee on a monthly basis.
The work force specialist will report round table activities to the
Grantee.
9.2
The work force specialist will accept and conform to the Initiative
for Work Force Excellence performance standards listed in Section
5.0.
The work force specialist will participate in the Initiative for
Work Force Excellence scheduled training and program activities.
The work force specialist will accept instructions and reporting
requirements as required by the Grantee.
The work force specialists will coordinate activities within their
area with other work force specialists and the Initiative for Work
Force Excellence.
DARRY CARMIENA
732-2873
Assess local lalor level well.
(Trustees) no lawminds.
Problem - Don't have x such a
program. Ony 1946 Tuman Comminor
report, pheromion of ' G05/'70's
cutting / issue
To Junior + College spread
Came along after G.S. - programs- out
in T.HETII, Adult Ed, Voc ED,
PellCeants
They love
(2+2 ARTICULATION )
Juin t sea contume of J-S h.s. + 2 YRS
Bill still in O.M.B. junior Clud w/ O.M.B.
80
332 x ~
Buts & 14 Lolley i
Mcl-
Sunior
Andimal
E
Illu brown
atreet SW two maldang
I mg massay
for community planis
wagnay ₹ ) purals ama
escows Dural count 050
03-306 03
stat
FREE
O THE iss
A. "national resource"
B.
Lust
3
STATE
THE
STATE
Stephanie /3/89
DAle PARnell
2,000 pm MRS.Bush people Panell
C
- HOUR before, MARTIN + Campbell "Eco. Develop"
in STATES
- Jim BRARY (gives) handiciapped AWARD.
- Unique to United StAtes
-45% Black in higher ed in Comt JR Colleges
- 53% Hispanics
- 51% FREShmAn in 4 yR PROGRAM START in
C. + j. C. / 55% women
Biz partnership - " Employer / CollEGE
PARTNERSHIP. " HElping to builD AND STREngthen
community -
1) TECH. ED. / HELP DEVELOP wor Kfonce
2) Get people into 4-yrcollege
3) Community
fits of. or excellence.
literacy- - Hany Tumar - Who lest
Mrs. Burh more than any sured single puron on
OMB. - no BUSA initiatives on junior + com.
CAN'T USE PEll & GSL/ basedon
how many loans taken.
5.3 million people college credit some
at com. colleges.
4.9 million non aedit about ed.
10.2 taking one or more classes in
come. tech. etc.
Two CAROLINAS:
DON'TSAY "junior"
colleges.
Bonnie
DARMY 3/23/89
Guitow
[Communty - One thing come colleges use well.
Colleges - Altenatine Techner
PRob. never whed at themselves at allendi
Alway use the them. Utilizing expective-
Teacher Centification, and A extend what
you are Day dom to the elemetary
and secondary level.
1pm m. 1pm.
His
General Session #3
1989 AACJC Convention - March 30, 1989
International Ballroom - Washington Hilton Hotel
Washington, DC
Presidents Academy Luncheon
Tentative Program Outline
Program
Presiding
Jess H. Parrish, Chair, Presidents Academy
and President, Midland College,
12:15 p.m.
Call to Order
Intro/Headtable
12:20 p.m.
Greetings
Richard J. Ernst, President, Northern
Virginia Community College
12:21 p.m.
Invocation
Lex D. Walters, Immediate Past Chair,
Presidents Academy and President, Piedmont
Technical College, SC
12:22 p.m.
Lunch
1:05 p.m.
Intro/Mrs. Bush
Jess Parrish
1:07 p.m.
Special Greetings
Mrs. George Bush
1:12 p.m.
Recognition of
Mrs. George Bush and
Retiring Chief
Bill F. Stewart, Chair-Elect, Presidents
Executive Officers
Academy and Chancellor, State Center
Community College District, CA
(Stewart will read names; Mrs. Bush will
present certificates to each retiree;
Stewart will present mug to retiree's
spouse; photographer will take photo)
1:35 p.m.
Presentation of
Dale Parnell, AACJC President
Truman Award
to Mrs. Bush
1:37 p.m.
Acceptance
Mrs. George Bush
1:38 p.m.
Introduction of
David Ponitz, Chair, AACJC Board of
President Bush
Directors and President, Sinclair
Community College, OH
1:40 p.m.
Remarks
George Bush, President, United States
of America
1:50 p.m.
Drawing
Acknowledgments
Announcements
2:10 p.m.
Adjournment
OPD 3/22
Investing in the Future: Competitiveness, Education
and the Role of Junior Colleges
I.
Competitiveness and Education
1.
One of the keys to our being competitive in world
markets is an adaptable and well-trained work force.
2.
Appropriate training and retraining is essential to a
flexible work force.
3.
Excellence in education is critical at all levels, but
at a minimum, we need to assure that the basic work
force has the education it needs to keep America
competitive.
4.
With the increasing skill requirements placed on our
Many prople ven capate to correte n.Buinm
work force today -- those entering it and those already
in it -- junior colleges can serve as a "rapid
cannot skills. count on them alone stroy morkforce
deployment resource for competitiveness.
II. The Basic Work Force
1.
America leads the world in number of Nobel winners --
scientists, economists, etc.
2.
Very important that we continue to invest in basic
research: research that opens new frontiers of
knowledge an understanding. We have proposed increased
funding for NSF, NIH, etc.
3.
That will give us continued excellence in fundamental
research, and provide opportunities for advancing our
scientific knowledge and capacities of American
scientists, but
4.
What about our basic work force and are we truly
competitive there?
5.
Answer: No. (Cite statistics about U.S. /Japan
literacy, etc. Job requirements for the future, etc.)
6.
We must do better -- indeed we need to insist on
illitifuning
excellence throughout all of our educational
institutions -- including junior and community
colleges -- if we are to be competitive.
EDMAN 2
PHELPS
it is
III. Role of the Junior College
OR,
1.
Introduction to higher education -- as the starting
gate for four years of higher education. (Cite
statistics of continued education.)
2.
Remediation: literacy, etc.
3.
Work force training/vocational education:
O
partnerships with local business by producing
workers with the skills they need: retraining for
new roles and or/specialty training;
skills are being updated and upgraded;
partnerships with state economic development
agencies to train workers for arriving new
businesses;
O
lifelong learning: skills, cultural, literacy,
etc
4.
Access for older citizens, women, minorities; these
groups are important segments for meeting the growing
labor force needs of the nation; junior colleges are
educating these groups.
5.
This is a vitally important role - America needs you to
do your job well.
IV. Bush Principles and Junior Colleges
1.
Excellence at the community college/junior college
level is critical to competitiveness.
2.
Community colleges contribute to the diversity of
Flexibility
educational choice -- for a wide range of students --
Pana
from those in high school who are looking for advanced
courses not offered in their high school; to low-income
students who cannot afford to leave their community to
bint
obtain higher education; to older individuals who are
returning to school to round out their education.
3.
Junior colleges are a ready resource for those who need
help -- provide access to higher education for those
who might otherwise go without -- minorities, women,
low-income.
4.
Accountability: junior colleges have a visible
presence in the community -- if you are not producing,
the businesses in your city know it, as do your
students, as does the state university which may take
your graduates.
V.
What does George Bush ask of America's Junior Colleges.
1. Help us develop a world-class work force.
2.
Consider yourself a "rapid deployment resource for
competitiveness, providing now the skills which are
needed in the workplace today. Even as we work now to
improve the education of those who will graduate in the
year 2000, we must turn to you to help us with our
immediate needs.
3. Work with local businesses -- employers, etc. -- marry
education and the skills needed.
As you ARE Doing
4.
Help your students, and communities lift their vision
and lengthen their horizon. Each of us knows the
potential for the lifelong influence of an outstanding
teacher who helped us develop a sense of our own
potential. Your institutions are resources not only
for those who pass through your classrooms, but for
those who live in your city, who garner a sense of
community and local character by virtue of the
resources you provide.
3/22/89
*6429*
ENCYCLOPEDIA OF ASSOCIATIONS, 18th Edition - 1984
Page 584
technologists so that government, science, and industry will be advised of
education's present and future requirements. Provides a forum where
Maintains small resource center; provides information states Convention/
specialists in radio and television, data systems, and others can meet with
Association. Meeting: annual in conjunction with the National Community Education
representatives of education. Publications: (1) Monitor, monthly; (2) Data
Base, irregular. Formerly: (1961) Joint Council on Educational Television;
Joint Council on Educational Broadcasting.
*6433* NATIONAL COMMUNITY EDUCATION ASSOCIATION (NCEA)
1201 16th St., N.W., Suite 305
Phone 466-3530
Washington, DC 20036
*6429 UNIVERSITY AND COLLEGE DESIGNERS ASSOCIATION
Dr. Paul W Trenser. Exec.Dir.
(Communication) (UCDA)
Founded: 1966. Regional Groups: 1. State Groups: E "Immunity school
c/o Dale Rosenbach
directors, principals, superintendents, professors, teachers students, lay
University Communications
people. To promote and expand community schood and to establish
271 Aylesworth Hall
community schools as an integral part of the education Jan of every
Colorado State Univ.
Phone: (303) 491-6622
community. Serves as a clearinghouse for the exchange of we the sharing
Ft. Collins, CO 80523
of efforts, and the promotion of programs. Offers consultations service, in-
Dale Rosenbach, Pres.
Founded: 1967. Members: 450. Colleges, universities, junior colleges, or
service workshops and semiannual national workshops, training, and
technical institutions which have an interest in visual communication design;
regional conferences. Presents annual awards. Publications: (1) Community
individuals who are involved, either in the active production of such
Education Today, monthly; (2) Community Education Journa cuarterly; (3)
communication design or as a teacher or student of these related disciplines.
Job Information Service, quarterly; (4) Annual Report Membership
Purposes are: to aid, assist, and educate members through various programs
Directory, annual. Formerly: (1974) National Community School Education
Association. Convention/Meeting: annual - 1983 Dec. 7-3 usa. OK.
of education; to improve members' skills and techniques in communication and
design, including but not exclusively graphics, photography, signage, films, and
other related fields of communication design; to be concerned with the
*6434* NATIONAL COUNCIL ON COMMUNITY SERVICES AND
CONTINUING EDUCATION (NCCSCE)
individual members' relationships within their own institutions as well as the
Kellogg Community College
larger communities in which they serve; to aid and assist members in their
450 North Ave.
efforts to be professionals in their respective fields through various programs
Phone: (616) 965-3931
Battle Creek, MI 49016
of education and information. Sponsors competitions; bestows awards.
Gary ra Lemke, Pres.
Maintains placement service. Committees: Competition; Education.
Founded: 1969. Members: 1017. Community services and continuing
Publications: Designer (newsletter), 3/year. Convention/Meeting: annual.
education practitioners, primarily employed with community and junior
colleges supporting life-long learning. Objectives are: to provide a national
COMMUNICATION S
unified voice to federal and state officials for community services and
Also See Index
continuing education in community and junior colleges; to foster individual
institutional commitment to community services and continuing education; and
to encourage the growth of community services and continuing education in
*6430* ASSOCIATION FOR COMMUNITY BASED EDUCATION (ACBE)
1806 Vernon St., N.W.
response to community needs, such as older adults, low-income groups, and
Phone: (202) 462-6333
women preparing for new careers. Provides consulting services to members.
Washington, DC 20009
Christofer Zachariadis, Exec.Dir.
Founded: 1976. Members: 53. Staff: 9. Community-based, free standing
Bestows awards. Publications: (1) Community Services Catalyst, quarterly;
(2) Newsletter, quarterly; (3) Directory, semiannual; (4) Working Papers,
alternative colleges providing educational opportunities to adults at the post-
semiannual; also publishes monographs. Affiliated with: American Association
secondary level; non-formal adult learning centers and community
of Community and Junior Colleges. Convention/Meeting: annual conference
development organizations that have an established educational or training
- always October. 1983 Oct. 2-5, Orlando, FL; 1984 Ft. Worth, TX; 1985
component. Seeks to: promote the organization and development of
Washington, DC. Also sponsors annual regional conferences,
community-based, free standing educational institutions; encourage
communication and coordination among members; and obtain direct funding
for community-based educational institutions. Offers workshops on planning,
*6435* AMERICAN ASSOCIATION OF COMMUNITY AND JUNIOR
COLLEGES (AACJC)
management, fundraising, self-evaluation, and program development. Provides
National Center for Higher Education
professional review and critique of member proposals. Has sponsored
One Dupont Circle, No. 410
"minigrant" programs to assist general institutional improvement, to
Phone: (202) 293-7050
Washington, DC 20036
document exemplary educational methods and approaches, to demonstrate
Dale Parnell, Pres.
new ideas and approaches and to provide seed money for pilot projects.
Founded: 1920. Members: 1275. Community, junior and technical colleges
Publications: (1) CBE Reports, biweekly and monthly editions; (2) Newsletter,
(925); individual associates interested in community college development
quarterly; (3) Annual Report; (4) Directory of Members, annual; also publishes
(250); institutional associate members (100). Office of Federal Relations
resource directories. Formerly: (1981) Clearinghouse for Community Based
monitors federal educational programming and legislation. Maintains library of
Free Standing Educational Institutions; (1982) Association for Community
community, technical, and junior college catalogs; reference books; textbooks;
Based Educational Institutions. Convention/Meeting: annual always last
and journals. Compiles statistics. Programs: Community Organization Boards;
weekend in October.
Energy Communication; International Education; Small Business
Administration; Telecommunications. Publications: (1) AACJC Letter, 26/
6431* EDUCATIONAL CENTER FOR APPLIED EKISTICS (Community)
year; (2) Community and Junior College Journal, 8/year; (3) Community,
(ECAE)
Junior, and Technical College Directory, annual; also publishes many booklets
229 Ponce de Leon Ave., N.E.
and pamphlets for two-year college faculty and administrators. Formerly:
Phone: (404) 897-1798
Atlanta, GA 30308
(1972) American Association of Junior Colleges. Convention/Meeting:
Dr. Lorraine Wilson, Dir.
Founded: 1977. Staff: 7. Concerned with generating awareness and interest
annual 1984 Apr. 1-4, Washington, DC; 1985 Apr. 14-17, San Diego, CA.
in ekistics, particularly among people engaged in education. (Ekistics is the
science dealing with human settlements and drawing on the research and
AMERICAN COLLEGES ASSOCIATION OF WOMEN IN COMMUNITY AND JUNIOR
experience of professionals in various fields such as architecture, sociology,
See Women
and city planning.) Goals are: to provide educational resources to assist in the
study, understanding, and application of ekistics; to extend applied ekistics to
educators through the production and dissemination of educational materials
*6436* ASSOCIATION OF COMMUNITY COLLEGE TRUSTEES
(Community Colleges) (ACCT)
and relevant research; to maintain an arena for cross-cultural exchange and
6928 Little River Tpke., Suite A
collective global planning in the field; to provide a forum for meaningful
Phone: (703) 941-0770
Annandale, VA 22003
dialogue on planned and alternative futures. Maintains Horizons School (multi-
William H. Meardy, Exec.Dir.
cultural demonstration school); offers seminars, symposia, technical
Founded: 1969. Members: 680. Regional Groups: 5. Community college or
assistance, and teacher education programs; acts as educational consultant.
technical institute districts, or other accredited post-secondary educational
Publications: Ekistical Education (newsletter), quarterly; also publishes
institutions whose courses lead to degrees or objectives less than a
educational materials, teachers' guides, audiovisual materials, and research
baccalaureate degree, and educational institutions of other nations which are
reports.
considered as being post-secondary, but not baccalaureate. by that nation;
any group of individuals or any single individual; individual lifetime members
*6432*
NATIONAL CENTER FOR COMMUNITY EDUCATION (NCCE)
who have been so designated by the association. Objectives are: to unify
1017 Avon St.
Phone: (313) 238-0463
trustees in order to give direction to the community college movement
Flint, MI 48503
Duane R. Brown, Dir.
through the development of resolutions and policies: to promote the
Founded: 1968. Staff: 4. To provide short-term training workshops for
philosophical concept of the community college and technical institute and the
persons entering and/or working in the field of community education. Areas of
elimination of all existing and potential barriers with regard to race, creed or
concern include: community education, school advisory councils, group
sex which may hinder development of the community college and technical
facilitating, time and stress management, and decision-making through
institute philosophy. Develops liaisons with other national and international
problem-solving. Provides information and services to university centers and
organizations concerned with the community college are technical institute
state departments of education. Conducts workshops and makes referrals.
movement; conducts seminars; sponsors Chief Executive Search Service,
assisting boards of trustees in selection of a chief maintains
MAR 23 '89 16:37
OIG
PAGE.
02
Davis
you
droft
TO THE CONGRESS OF THE UNITED STATES:
I am pleased to transmit today for your immediate consideration and enactment
the "Educational Excellence Act of 1989," a bill to provide incentives to
attain a better-educated America. I believe that greater educational
achievement promotes sustained economic growth, enhances the Nation's
competitive position in world markets, increases productivity, and leads to
higher incomes for everyone. The Nation must invest in its young people,
giving them the knowledge, skills, and values to live productive lives. The
"Educational Excellence Act of 1989" would move us toward this goal.
The initiatives included in this bill embody several principles central to my
Administration's policies on education. First, excellence and achievement in
education should be recognized and rewarded. Second, federal dollars should
help those most in need. Third, 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 essential.
Finally, I support educational accountability, and toward this end, I am
committed to measuring and rewarding progress toward quality education.
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 complements in numerous ways the
important work of the 100th Congress in pursuing educational excellence.
The Educational Excellence Act of 1989 includes seven specific legislative
initiatives aimed at fulfilling these important principles:
1) The Presidential Merit Schools program would reward public and private
elementary and secondary schools that have made substantial progress in
raising students' 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 their educational
performance.
2) A new Magnet Schools of Excellence program would support the
establishment, expansion, or enhancement of magnet schools, without regard
to the presence of desegregation plans in applicant districts. Magnet
schools have been highly successful at increasing parental choice and
improving educational quality.
MAR 23 '89 16:38 OIG
PAGE 03
Page 2
3) The Alternative Certification of Teachers and Principals program would
assist States intersated in broadening the pool of talent from which to
recruit teachers and principals. Funds would assist States to develop and
implement, or expand and improve, flexible certification systems, 80 that
talented professionals who have demonstrated their subject area competence
or leadership qualities in fields outside education might be drawn into
education.
4) President's Awards for Excellence in Education would be given to teachers
in every State who meet the highest standards of excellence. Each award
would be for $5,000.
5) Drug-Free Schools Urban Emergency Grants would provide special assistance
to urban school districts that are disproportionately affected by drug
trafficking and abuse. These funds would be used for a comprehensive
range of services appropriate to the needs of individual communities.
6) A National Science Scholars program would provide scholarships to high
school seniors who have excelled in the sciences and mathematics. These
scholarships, of up to $10,000 a year, would recognize recipients'
academic achievement and encourage them to continue their education in
science, mathematics, and engineering. The President would select
recipients after considering recommendations made by Senators and members
of the House of Representatives.
7) I am proposing to provide additional endowment matching grants for
Historically Black Colleges and Universities, institutions that occupy a
unique position and have a major responsibility in the structure of
American higher education.
I urge the Congress to take prompt and favorable action on this legislation.
Taken together, these seven initiatives, for which I have proposed adding
$422.6 million to the 1990 budget, would help us advance toward the goal of a
better-educated Nation.
In addition to these initiatives, I have proposed a budget amendment for
$13 million in new funds for experiments and data collection in support of
education reform. I am also asking Congress to fund fully the authorization
in the Stewart McKinney Homeless Assistance Act. For education, this means an
additional $5.2 million.
THE WHITE HOUSE
MAR 23 '89 15:38
DIG
PAGE. 04
draft
THE WHITE HOUSE
Office of the Press Secretary
FOR RELEASE AT
THE EDUCATIONAL EXCELLENCE ACT OF 1989
FACT SHEET
The President outlined today a program for fostering excellence in education.
The need for action is evident:
o 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.
o Outstanding achievement by schools, teachers, and principals too
often goes unrecognized and unrewarded.
o Achieving excellence in education requiring 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 1t is difficult to hire capable teachers and
administrators, even though many people possess outstanding subject
matter knowledge and management skills.
o Projections of the future indicate an increasing shortage of people
with advanced training in science and mathematics.
0 Our country's historically black colleges and universities struggle
to maintain their commitment to Black Americans.
The Educational Excellence Act would authorize several initiatives designed to
address these problems.
/ MAR 21 183 16:39 OIG
PAGE. 05
-2-
This legislation builds on the accomplishments of the last Congress, which
snacted 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 billngual education programs, enhancing parental involvement
in programs for disauvantaged children, and stimulating education innovation
and reform. The President's initiative complements in numerous ways the
important work of the 100th Congress in pursuing educational excellence.
This legislation is based on the principles discussed in Building a Better
America. These principles include:
o Recognition of excellence -- Recognizing and rewarding our best
schools and our best teachers will serve as an incentive for all
schools, teachers, and students to improve their performance.
o Addressing need -- This Administration believes that Federal dollars
should assist those most in need.
O Flexibilicy 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.
o 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
0
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.
MAR 23 '89 16:39 01-
PAGE.06
-3-
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.
o
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 eac: of the three succeeding fiscal years.
Implementation
o
Local educational agencies (LEAS), intermediate educational agencies, or
consortia of such agencied 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.
MAR 23 '89 10:40 CIG
PAGE. 07
-4-
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
desagregation.
Alternative Certification of Teachers and Principals
Program
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.
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.
0
States would be required to consult with teachers, principals, parents, and
others in developing their applications. Subgrants to school districts,
intermediate educational gencies, 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.
MAR 23 ' 89 16:40
1G
FAGE. 08
-5-
Funding
0
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.
O 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.
National Science Scholare
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.
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.
MAR 23 '89 16:41
OIG
PAGE.09
-6-
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
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.
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.
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 ditional 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.
o
All HBCUs currently eligable under Title III of the Higher Education Act of
1965 would be eligible to apply for grants.
Burping 50 HEIN
AACJC
American Association of
Community and Junior Colleges
1989 For A New Century
D.C.
March 23, 1989
To:
Tony Benedi
The Old Executive Office Building
Room 182
From:
Dale Parnell, President
DD
American Association of Community & Junior Colleges
Re:
Appearance of President and Mrs. Bush at the AACJC Convention on
Thursday, March 30th, 1:00 p.m., Washington Hilton Hotel
1/
Thanks for your call that President Bush will be able to
accompany Mrs. Bush to our convention luncheon meeting on next
Thursday, March 30th
that is great news and they will find a
most friendly audience.
2/
The White House office for Mrs. Bush has all the information on
the Harry S. Truman Distinguished Service Award (our highest
honor). The award is given once each year to a person outside
the ranks of higher education who best exemplifies our slogan of
"Opportunity With Excellence."
3/
Enclosed is information about the March 30th luncheon meeting
including:
Tentative program outline and head table arrangements.
Some notes for the remarks of Mrs. Bush.
Some notes for the ten-minute speech of President Bush.
Some facts about community, technical, and junior colleges.
Some information about our employer/college partnership
awards.
National Center for Higher Education, One Dupont Circle NW. Suite 410. Washington. D.C 20036 (202)293-7050 Fax Number: (202)833 2467
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:40AM ;
0333-
2024566218:# 1
732.3956
4608
MEMORANDUM
OF CALL
Previous editions usable
TO:
Freddie
To
YOU WERE CALLED BY-
YOU WERE VISITED BY-
:
Stephanie Blessey
OF (Organisation)
white House
K
PLEASE PHONE
FTS
AUTOVON
456.7750
WILL CALL AGAIN
IS WAITING TO SEE YOU
RETURNED YOUR CALL
WISHES AN APPOINTMENT
MESSAGE
1
FACS # 456-6218
would like materal FACS
ASAP
RECEIVED N
DATE
TIME
63-110 ala NON 7540-00-534-4018
3/23
9:10
STANDARD FORM $3 (Rev. 8-81)
*U.S.GPO:1965-0-461-274/20004
Prescribed by GSA
FPMR (41 CFR) 101-11.6
FROM: FREDDIE LIEBERMANN
us ED
732-3525
Photo Copy Preservation
nov DI relecopier 1011, 0-20-09 9.40AM
0000
2024500210 2
20
PROGRAM DESCRIPTION
PROGRAM NAME:
BUSINESS AND INTERNATIONAL EDUCATION PROGRAM
AUTHORIZING LEGISLATION:
HIGHER EDUCATION ACT OF 1965, AS AMENDED. TITLE VI,
PART B, SEC. 611
PROGRAM DESCRIPTION:
of this program is to promote linkages between institutions activities. of higher
The purpose and American businesses engaged in international economic
education The of each project assisted under this Part is to enhance the appropriate international
academic services programs to the business community that will enable it to expand its
purpose of institutions of higher education, and to provide capacity to
sell its goods and services outside the United States.
ELIGIBILITY:
Accredited institutions of higher education are eligible to apply.
BUDGET:
NEXT COMPETITION: FY 1988
CLOSING DATE: November 9, 1987
APPROPRIATION: FY 1988 $ 2,200,000
FY 1987: $ 2,200,000
NUMBER OF AWARDS:
35
AVERAGE AWARD: $ 54,000
TO: $ 120,000
RANGE OF GRANT AMOUNTS: $ 6,500
Photo Copy Preservation
FOR MORE INFORMATION, CONTACT: INTERNATIONAL STUDIES BRANCH
CENTER FOR INTERNATIONAL EDUCATION
OFFICE OF POSTSECONDARY EDUCATION
ROOM 3054, ROB - 3
400 MARYLAND AVENUE, S.W.
FY 1989
WASHINGTON, D.C. 20202
TELEPHONE NUMBER: (202) 732-3283
# 2,125,000
continuation awards #934,000
new awards #1,191,000 - included 5 to
community college
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:41AM ;
0333-
2024566218:# 3
A <1 A
APPENDIX A
Y 1989 Business and International Education Program Funding Slate
New Awards
R NUMBER APPLICANT
AVERAGE
STATE SCORE
AMOUNT
REQUESTED
AMOUNT
P153A900
RECOMMENDED
68
U. of Miami
FL
101
U. of Michigan
MI
77
Bentley College MA
26
Normandale
MN
Comm. College
06
St. Louis
MO
Comm. College
47
SUNY-Binghamton NY
11 Harold
IL
Washington Coll.
73
North Seattle
WA
Comm College
95
U.of Utah
UT
62
Williamsport
PA
Comm. College
69
Brandeis U.
MA
109
SUNY-Brockport
NY
38
Louisiana St. U. LA
88
SUNY-Albany
NY
photo
94
U. of Denver
CO
03
St. Louis U.
MO
55
Copy Present R 100%
Southwestern
CA
Comm. College
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:42AM ;
0333->
2024566218:#
MEMORANDUM
UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON, D.C. 20202
TO:
Kenneth D. Whitehead
DATE: February 3, 1989
Assistant Secretary for
Postsecondary Education
THROUGH: Card
Noel R.
Acting Deputy Assistant Secretary
for Higher Education Programs
FROM:
Ralph Hines
of
Acting Director, OIE
SUBJECT: Request for Approval of Final Slate for Fiscal Year 1989
for the Business and International Education Program
(CFDA No. 84.153)
PROGRAM DESCRIPTION
We hereby submit for your approval the final slate of 16 projects
recommended for funding under the Business and International Education
Program for Fiscal Year 1989 (Appendix A). This program is authorized
under Part B, Title VI, of the Higher Education Act of 1965, as
amended.
The purpose of this program is to:
1. Increase and promote the Nation's capacity for international
understanding and economic enterprise through the provision
of suitable international education and training for business
personnel in various stages of professional development.
2. Promote institutional and non-institutional educational and
training activities that will contribute to the ability of
United States business to prosper in an international
economy.
EVALUATION PROCESS
In response to the solicitation for proposals published in the
Federal Register, 110 applications were received. Seven applica-
tions were rejected as technically ineligible, leaving 103
applications. to be reviewed by the panelists.
In accordance with the terms of the Technical Evaluation Plan, the
following review procedures were used: The applications were randomly
divided for review, and subsequently evaluated by 15 field readers,
convened in Washington, D.C. on December 12-16 and 19-23, 1988. The
Photo Copy Preservation
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:42AM ;
0333->
2024566218:# 5
-2-
readers were divided into five sub-panels, with each sub-panel
sting of three readers. Each eligible application was read and
by one of these sub-panels. A normalization process, using the
and Grants Service's standard deviation table, was then
applied Nontracts the raw scores of each panelist, resulting in a
computerized rank order listing of all applicants (Appendix B).
RECOMMENDED FUNDING LEVELS AND DURATION OF AWARDS
In our Closing Date Announcement, we indicated that approximately 16
projects might be funded in Fiscal Year 1989. Our budget allocation
for this year is $2,125,000. of this total, $934,000 has been set
aside for 15 non-competing continuation applications. This would
permit us to fund the non-competing projects at an average cost of
$62,267, approximately the same funding level. as last year. The final
slate listing for these projects is due in the Office of the Assistant
Secretary on April 10, 1989.
The amount available for new awards, once $934,000 has been set aside,
is $1,191,000. This amount will permit us to fund the 17 highest
ranked applications at an average cost of $70,059. The actual dollar
amount for each project will be determined during negotiations by the
Grants Management staff.
Appendix A lists the 17 recommended schools and two alternates in
ranked order, as well as the dollar amounts requested by each of the
applicants, and our proposed allocations. All of the applicants we
propose to fund are recommended for two-year support.
Where reduction in funds are recommended, these are proposed in cases
where:
1. certain project components are not consonant with the intent
of the legislation; and/or
2. funds requested were judged excessive in relation to the
scope of the proposed project.
Photo Copy Preservation
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:43AM ;
0333->
2024566218:# 6
10
PROGRAM DESCRIPTION
PROGRAM NAME: INSTITUTIONAL AID PROGRAMS: STRENGTHENING PROGRAM
AUTHORIZING LEGISLATION: HIGHER EDUCATION ACT OF 1965 HIGHER EDUCATION AMENDMENTS
OF 1986, TITLE III, PART A
PROGRAM DESCRIPTION:
The Strengthening Program assists eligible institutions of higher education to become
self-sufficient by providing funds to improve and strengthen their academic quality,
planning, management and fiscal capabilities. Planning grants, renewable 1-3 year
development grants, and 4 and 6 year development grants are awarded to two and four
year, public and private institutions of higher education to enable them to move
toward self-sufficiency. Funds may be used for faculty development; funds and
administrative management; development and improvement of academic programs;
acquisition of equipment for use in strengthening funds management and academic
programs; joint use of facilities, i.e., libraries and laboratories; and student services.
ELIGIBILITY:
Eligible institutions are institutions of higher education which (a) have at least
50 percent of the degree students receiving need-based assistance under Title IV of
the Higher Education Act (other than loans for which an interest subsidy is paid)
or a substantial percentage of students receiving Pell Grants; (b) have lower
education and general expenditures than do similar institutions and provide an
educational program which awards a degree; (c) be accredited by a nationally
recognized accrediting agency or association, or making reasonable progress toward
such accreditation; (d) have satisfied both the "degree awarding" and "accreditation"
requirement during the five academic years preceding the academic year for which it
seeks assistance. Also included as eligible institutions are those: which have an
enrollment of at least 60 percent American Indian, or 5 percent Alaskan Natives
provided that these institutions meet the requirements of (a), (b), (c) and (d);
Micronesian, Guamian, and Northern Marianian, provided these institutions meet the
which have an enrollment of 5% Native Hawaiian, Asian American, American Samoan,
requirements in (a) and (b) above.
of #60 M appropriated.
In the FY 1988, the set aside for 2-yr colleges was #51,001,316
New awpEds:
planning grants
56 development grants
New FY 89 applications not due until 4/27/89.
Minimum of #51,400,000 of FY 89 # I is earmarked
Photo Copy Preservation
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:44AM ;
0333->
2024566218:# 7
11
BUDGET:
NEXT COMPETITION: FY 1988
CLOSING DATE: April, 1988
APPROPRIATION: FY 1988: $ 60,060,500 (est.)
FY 1987: $ 75,467,000
$ 23, 314 PLANNING
$ 166,000 RENEWABLE 1-3 YEAR
AVERAGE AWARD: $ 271,000 4 and 5 YEAR
NUMBER OF AWARDS: - 284
RANGE OF GRANT AMOUNTS: $ 25,000
TO: $ 500,000
FOR MORE INFORMATION, CONTACT: DIVISION OF INSTITUTIONAL DEVELOPMENT
OFFICE OF POSTSECONDARY EDUCATION
DEPARTMENT OF EDUCATION
ROOM 3042, ROB-3
400 MARYLAND AVENUE, S.W
WASHINGTON, D.C. 20202
TELEPHONE (202) 732-3314
Photo Copy Preservation
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:44AM ;
0333->
2024566218:# 8
Lakwood community Gelege
3401 century Avenue
white Bear Lahe, MN 55110
Extensity Service for honlestitional sand Students
F487 89,014
FY88- 149,367
FY89. 79,648
Litte III and institutional foods are contened to provide
comprehensive career, academic, and personal advising
for currently enrolled students who are displays
or underemployed workers, single parents, smd/or
Southeast asians. Thervies are offered - at a site
that is near where most of the students line pr work
Coclege. include referrals for housing health,
ratter them Sewies on the main campus of Lakewood Community
and shild care needs, remediation and tutorials services
John and Training (JTPA).
available through the Holo Minnesota Department of
Photo Copy Preservation
RCV BY: XEROX lelecopier 7017, 3-20-00 3:40AM
9
PROGRAM DESCRIPTION
PROGRAM NAME:
ENDOWMENT CHALLENGE GRANT PROGRAM
AUTHORIZING LEGISLATION: HIGHER EDUCATION ACT OF 1965, TITLE III, PART C
PROGRAM DESCRIPTION:
Under the Endowment education to enable them to establish or increase The endowment Federal
Challenge Grant Program, grants are awarded to eligible
institutions of higher must match the Federal grant funds that they receive. Institutions
funds. Grantees institutional match are called the endowment fund corpus. period.
grant and the and not spend endowment fund corpus for a 20-year grant for
must When the invest grant expires, may the institution may use the endowment fund corpus any
educational purpose.
ELIGIBILITY:
Any institution is any medical school that makes a substantial economically
eligible to apply under Part A or Part B is eligible contribution to participate to
in graduate this program, or postgraduate as medical opportunities for minorities and the
disadvantaged.
BUDGET:
CLOSING DATE: June 9, 1988 (est.)
NEXT COMPETITION: FY 1988
FY 1987: $19,785,000
APPROPRIATION: FY 1988 19,148,000
NUMBER OF AWARD$:
80
AVERAGE AWARD: $ 250,000
RANGE OF GRANT AMOUNTS: Small Grants $ 50,000
TO: $ 500,000
Large Grants Over $1.0 Milllion
FOR MORE INFORMATION, CONTACT: DIVISION OF INSTITUTIONAL DEVELOPMENT
OFFICE OF POSTSECONDARY EDUCATION
DEPARTMENT OF EDUCATION
ROOM 3042 - ROB -3
400 MARYLAND AVENUE, S.W.
WASHINGTON, D.C. 20202
TELEPHONE: (202) 732-3335
FY 89
appropriation 12.6 M
funds not awarded yet
minoto Copy Pressvation
RCV BY: XEROX Telecopier 7017; 3-23-89 ; 9:46AM ;
0333->
2024566218:#10
Endowment-
Hinety- five (95) of the (193)
institutions that have received
Endownment
Endowment grants on will
since 1984
resenations are two year
institutions. of the total
amount granted on reserved
($83.4M), $30.3M went to 2
year institutions.
no Copy Preservation
03 21 5.17133
OSERS
01
To: MARK DAVIS
FROM: DARRY CARMiNE
732-2873
Subject: Community College
Speech MAteriAl
Please see PP8-14 -
fox dommunity college
background -
Photo Copy Preservation
03/22/89 17:34
OSERS
03
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE ASSISTANT SECRETARY
LUR 10. AND ADULT EDUC A NON
A 1411
REMARKS OF DR. BONNIE GUITON
Assistant Secretary for Vocational & Adult Education
U.S. Department of Education
Association of Community College Trustees'
1989 National Legislative Seminar, Washington, D.C.
February 28, 1989
Our topic today - global competition and its impact on the
work force - has captured national interest in recent months.
This interest has in turn caused many to focus on education.
Consider these thoughts of President Bush's when he wrote in the
November 1988 issue of Phi Delta Kappan,
As we look to the 1990's, one thing is already clear, as
a nation we will face unprecedented levels of global
competition. Our rapidly changing, increasingly complex
society will require a better educated work force if we
Photo Copy Preser
are to compete successfully with our economic and
military rivals around the world.
In outlining his priorities for education, President Bush said,
We must encourage education that will prepare the
students of the 1990's and beyond. Basic skills and a
general education are crucial, but we also need an
improved system of vocational-technical education. Our
schools must work with business and industry to develop
programs that reflect the labor market now and in the
future.
as variations of these words reverberate throughout the Country,
business and industry has also voiced their concern for a more
highly skilled work force. And I know that many of you here
today have heard these concerns and have been actively involved
with business and industry to address their needs. You've
already given us many models that work and we look forward to
learning more from your experience.
03/22/89 17:33
OSERS
02
2
But before I talk about your role in this process - and it is
a critical role - let me spend just a few minutes doing what I
was asked to do, and that's to discuss global competition and
the American work force.
By now you've all heard many variations of demographic trends
and their consequences for the future. And, we all know that
future trends aren't easy to predict, but projections of future
demographic shifts and their potential effects serve a very
useful purpose. They tell us what will happen if we continue on
a particular course and they highlight possible activities that
could alter the trend.
Typically there are two ways in which people respond to these
predictions.
-- First, there are those who like to talk about the
predictions and then wait for them to happen.
-- And secondly, there are those who will use the predictions
to plan for the future, recognizing that they will become
self-fulfilling prophesies only if nothing is done to alter
them.
Photo Copy Preservation
03/22/89 17:34
OSERS
04
3
Community colleges have already begun the process of altering
the trends, but the challenges are going to intensify as
inasmuch as changing demographics and a global economy will
create complex challenges and opportunities for American
Photo Copy Presentation
education.
According to the U.S. Census Bureau, the Hudson Institute and
other experts, America is getting grayer and less white and
will literally stop growing within 50 years.
From 1988 to 2080 we will have fewer young people, but more
than a million people over 100, and nearly three million
90-95 years old.
Persons under 35 years of age presently make up 55 percent
of the population. That will drop to 41 percent by the
year 2030.
--
America's life expectancy will increase six years by 2080,
from 75 today to 81 (conservative estimate). This will
result in changes in retirement age rules and, will place a
strain on the Nation's health care system -- due to the
need for more hospital beds and more nursing home beds.
03/22/89 17:35
OSERS
05
4
AS the population ages, deaths will increase to outstrip
births every year after 2030 -- by 2030, there will be one
million more deaths a year than there are today, making the
funeral business a growth business.
At the same time, the total birth rate will drop in the
1990's falling from 3.7 million next year to 3.4 million in
the year 2005 and 3 million a year by 2080.
This "baby bust" will create a shortage of young people
that will be felt in the labor force.
The future will also bring dramatic changes in the Country's
racial and ethnic mix in part because of the lower birth rate
among whites. By the year 2080, white, non-hispanic Americans
will be on the verge of losing their majority to three major
minority groups, African-Americans, Asians and Hispanics.
At the same time that America is undergoing dramatic demographic
changes that affect the workforce and social, civic and
educational responses, our national economy is also changing.
Photo Copy Preservation
03/22/89 17:35
OSERS
06
5
Consider the changes that have taken place since 1900-1960 when
railroads, long-haul trucks, radio/television and microwave
communications helped to create a self-contained U.S. market.
That market allowed us to maintain an extraordinary standard of
living by trading "almost solely" within our own boundaries.
But since the 1960s containerization, jet airplanes, satellite
and fiber optic communications have created an international
market. The U.S. now finds itself part of a globally
integrated, interdependent economy.
This is exemplified by the free flow around the globe of even
the lowest priced products. Today, world markets establish
prices. Not only commodity prices such as wheat, coal, oil, and
precious metals, but also the prices of manufactured goods such
as clothing, automobiles, and semi-conductors. Capital markets
are now globally integrated, whereas just a decade ago,
borrowing in foreign currencies or investing in foreign assets
was restricted to sophisticated multinationals.
Photo Copy Preservation
03/22/89 17:36
OSERS
07
6
This essentially means that the United States is now
intrinsically linked to the world marketplace. We simply cannot
maintain the quality of life as we now enjoy it unless we
maintain a strong competitive position and, the only way to
maintain that position is to produce a well-educated, highly
skilled work force.
A few months ago, R. J. Jordan of Mercury, said, the pace of
technological change is being quickened by the
"internationalism of technology". He said that just a few years
ago, the United States was a synonym for technology. But that
is no longer true ... "Technology, he said, "is now an
international pastime."
He went a step further and reminded us that in the Middle Ages,
the technology of the Venetian glassmakers lasted for as long as
three centuries. Contrast that with today when technological
changes occur virtually overnight. Couple that with the
international aspects of technology and the changes become even
more dramatic.
Photo Copy Preservation
03/22/89 17:36
OSERS
08
7
We simply cannot escape the fact that education is the key
element of global competitiveness.
As we approach the year 2000, the low-skill, no skill jobs will
continue to decline. Already a minimally-trained high school
graduate has difficulty finding a slot on an assembly line.
More often than not, today's assembly line worker needs to be
computer literate and perform tasks born of increasingly comple
technologies. Jobs considered today to be in the middle of the
skills distribution requirements, will be the least skilled
occupations by the turn of the century, and will require even
higher levels of literacy.
In his book, The High Flex Society, Pat Choate of TRW, suggests
that two powerful currents are transforming our work and our
lives. He says,
The convergence of these forces--accelerating change and
declining American flexibility--has far-reaching
implications for business, unions, and government; for
financial and educational institutions; and especially for
the people who are doing the work.
Photo Copy Preservation
03/22/89 17:36
OSERS
09
8
He attributes declines in many of our industries- such as
automobile manufacturing, and the production of consumer
electronics' products--to our inability to adapt to new
technology as soon as we should.
Workforce 2000 suggests that the United States must find a way
to solve several perplexing dilemmas. For example, we must find
1
a way to maintain the dynamics of an aging workforce as it
approaches an average age of 40. And, we must also find ways to
fully integrate female, minority and handicapped workers into
the economy. The stark reality is that unless we do so, we
,
simply may not have the human capital needed to maintain a
healthy economy as we approach the year 2000 and beyond.
As a consequence, education as we know it will be greatly
challenged as it attempts to respond to developing human capital
for the future.
It's my belief that a successful educational system must have
three major attributes, accessibility, flexibility, and
accountability.
Photo Copy Preservation
03/22/89 17:37
OSERS
10
9
Accessibility is key, because educators will be serving the
needs of a very diverse group of consumers. The new students
will have to overcome numerous obstacles in achieving their
educational goals, such as financial problems, low self-esteem,
and demands of balancing family and job while attending school.
In order to serve these needs, educational systems must be
accessible in every way possible -including affordable tuition,
flexible class scheduling, the provision of remedial education
as needed, and assistance with English if it is not the
student's native language, to mention just a few.
Community colleges are probably the most accessible educational
institutions today. In many ways you've been pioneers in
accessibility. Community college classes can be found within
easy commuting distance of millions of adults. You've provided
education with a high level of sensitivity, caring and concern
about students' needs. You've offered the remediation where its
needed and provided flexible scheduling and affordable tuition
Photo Copy Preservation
03/22/89 17:37
OSERS
11
10
You're developing new educational products such as the 2+2 Tech
Prep programs of articulation that will further expand access to
your programs for thousands of high school vocational-technical
students.
But you must continue to do more as the challenge intensifies,
particularly in recruiting inner city students who have limited
or
successful work experience. And, keep in mind that access
should also include all potential students including those
incarcerated and handicapped,
I also mentioned that our new educational systems must be
characterized by a high degree of flexibility.
Flexibility, in the context of meeting the global challenge of
education, is the ability to change, eliminate or create an
educational program in an extremely short timeframe when its
found that the program no longer fulfills the employment and
training needs of its students as new needs are identified.
Photo Copy Preservation
03/22/89 17:38
OSERS
12
11
Flexible programs are characterized by a high degree of
business-industry cooperation wherein local employers are
consulted for advice and direction, and program administrators
know their local labor market needs and the programs that have
economic utility to meet those needs. Again, the community
colleges are pioneers in business-industry cooperation. But,
there remains much more to be done.
Its no longer sufficient to work with business and industry to
fulfill short-term human resource needs. The highly flexible
successful educational systems needed to meet the global
economic challenge must work with the private sector to
anticipate future human resource needs, at least three to five
years in the future. Forward-looking educators will
constantly be assessing the impact of global and national
economic change on their programs, and adjusting those programs
accordingly as the local labor market begins to reflect and
respond to these major shifts.
Photo Copy Preservation
03/22/89 17:38
OSERS
13
12
To achieve this flexibility, I would urge that the perspective
of American education must be broader. For example, a highly
flexible training system would try to anticipate the impact of
monumental economic changes such as the elimination of internal
trade barriers within the European common market by 1992, or the
liberalization of trade policy in the eastern bloc nations.
In addition to the macroeconomic and geopolitical impact of
these events, global economic change of this order is ultimately
going to have a significant impact on local labor markets. New
products, new manufacturing processes and new training needs
will all emerge as new markets open around the world. The key
for the flexible educational system is not to be too far ahead of
its local labor market so that its response is premature; but
yet not so far behind world economic change that the response is
too late.
Photo Copy Preservation
03/22/89 17:38
OSERS
14
13
The third major attribute I mentioned was accountability.
Successful educational systems must be accountable to a wide
range of constituents - students, parents, employers, and the
community at large. On the elementary/secondary level,
accountability means producing students equipped with basic
skills that can be effectively applied in the increasingly wide
range of jobs that a student will now encounter during his/her
working life.
In addition to reading, writing, computation, and comprehension,
we must include the development of a positive work ethic,
interpersonal skills, the ability to interact effectively with
fellow employees and consumers, and critical thinking and
decision-making - the ability to think on the margin under
stressful work conditions.
Photo Copy Preservation
On the postsecondary level, accountability manifests itself in
different ways. At a minimum, postsecondary education must
ensure that its graduates are prepared for entry-level
employment in the public or private sectors. But there's a lot
more to that statement. Analytical ability and critical
thinking skills must be sharp and focused among postsecondary
graduates to ensure that they can make that transition from
campus to work.
OSERS
15
14
In the community colleges you've achieved highly successful
placement rates among many of your member institutions. And,
the success of your students to use their two-year degree to
gain admission to four-year technical programs is commendable.
I urge you to maintain and expand these efforts. A two-year
associate degree has become recognized as a measure of
successful quality control. It generally indicates that its
graduates have been schooled in state-of-the-art technology or
current business techniques, with the close involvement of local
employers, and with the guarantee that the degree holder is work
ready on the first day of his or her employment.
Community colleges will continue to play a key role in meeting
the challenge of global competition. You have the strategies,
"thods and techniques as part of your tradition that will
foster increased accessibility, flexibility and accountability,
three elements essential to producing the needed human capital
for the year 2000 and beyond. We know you'll continue to build
on your experiences for the benefit of all students.
Thank you.
Photo Copy Preservation
CHRIS- yellow MARKOD Futher possible cuts
Davis/Blessey
March 23, 1989
9a.m.
Draft 1
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
second
This nation grew into greatness because early Americans met
the challenge of building a national system of education. With
Schools Anouniverities
the dawn of a new century only eleven years away, we are faced
that
with a new challenge -- to revitalize and restore the system our
forebears bequeathed to us; to ensure than an American education
best in the world
is once again second to none. In this crusade, we can look to
leadership from a recent American innovation in education -- our
nation's community colleges, more than a thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as essential to the complete man
or woman as water and air.
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
In your success, 4 also see
challene
innovative practices that should he appised
Inspired by your success, I am going to ask cha llenge
Congress join me in applying a few general principles to
education at every level choice, flexibility, talent and
to education at every level.
accountability
CHOICE: Community colleges provide ten million Americans
with educational choice. A wide range of students benefit from
your institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
those who seek a 2-YR desree
stone to a four-year program; to mature students who are
returning to school to round out their education.
FLEXIBILITY: Your colleges are training people in the work
force today, or those who soon will be. Yet you are also looking
to the future, taking the pulse of the local business community,
and planning for what will be needed many years down the road.
TALENT Secondary and even elementary schools can learn a
lot from the way in which you tap local talent, drawing on the
4
knowledge of experts from the private sector. With this in mind,
I have proposed extending this same practice, often called
Alternative Teacher Certification, right down to the first grade.
of a school is easen to use oon esteemed scientist in
the community oupet to in able to set him the in
ACCOUNTABILITY: Perhaps this is the key to your success.
clamo
State universities, which accept your students, count on you to serving
him
instill a precise curriculum. The businesses of your city count
wake
on you to match skills to the demands of the job market. And to Collex
most of all, students count on you to provide a ladder of
opportunity.
And opportunity is our most basic shared principle.
Americans share the conviction that there is no such thing as an
expendable student. True, an intolerable number of American
students are dropping out of high school. True, we have not
always lived up to our own high standard. But we will never
accept the notion that vast numbers of illiterate and
undereducated Americans can be offset by a well-educated elite.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
5
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
unread in his own country? What is the advantage for a nation
noone Anread
that can invent fiber optic cable, if the art of splicing these
&
install
B
the
is beyond the skills of our work force?
b
I am committed to increased investment in basic research.
work fore?
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." What had the ring of truth
in the 1920s is ominously true in the highly competitive
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent; it runs as high as 50
percent here in Washington. And of those Americans who do
graduate from high school, as many as 25 percent cannot read or
write at the eighth-grade level.
me sat and,
he
6
sap.
me
Two unhealthy trends are converging. According to a study
by the Hudson Institute, more than 75 percent of the nation's new
workers will have limited literacy skills Yet they will be
new jobs WITH the
qualified for only 40 percent of new jobs. As many Americans
where diy. set
jous so lurging,
become less educated, the standards of the work place are
becoming ever more rigorous.
shuls
In the past, business could simply ignore the unlettered
when h.s.
few. But the balmy days of the baby boom are passing us by. The
U.S. Census bureau, the Hudson Institute and other experts report
that from now until the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
workers in the next dozen years alone. Think of it -- 50
When When unskilled find work,
million!
Back in the Eisenhower years, high-school drop-outs, if they
time the clore the
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
punch
a comfortable middle-class existence will be harder and harder to
come by. Already, poorly trained high school graduates are
having trouble finding jobs
CAll it the education sap.
More often than not, they need to
7
be computer literate and perform other tasks with increasingly
complex technologies
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive. This is the call to
arms you are answering so willingly and so well.
DEGREE OF CONGRATULATION:
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
50 -50/ creat a areat/a challene.
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. You
Ann,Imsht
are retraining a work force as it approaches the average age of
000, the mm prople must DISAD in the w/force there
40. chayus You mean unmer forso may
are training more women and minority Americans as they
enter the work force in record numbers. And, by all accounts,
you are doing a splendid job.
Let me offer further reason for hope in the convergence of
revence
two healthy trends the way in which the needs of American
business are coinciding with that of the disadvantaged. The
Butit also means appor. for unsmas
focal point of these two vast social needs can be found in
hundreds of programs from Connecticut to California called
employer-college partnerships.
8
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
Governor Martin (Jim), Governor Campbell (Carroll), please you have convey
my sincerest congratulations to your state education agencies.
You have shown that by working together, as communities as
match totha people
jobd
Thismax socialimp
partners in progress, we can develop a world-class work force.
I
XIM challenge every state, every college, every business, to follow
your example.
bringhore
BRIDGE?
Disapis
to thi disal.,
Sinceling
Toward this end, let me conclude with a few words of advice,
+
written at the turn-of-the century, but so appropriate for this a world-
build
group today:
class
w.f,
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
logical diagram (MM) (IDEA)
plans; aim high in hope and work remembering that a noble
once recorded will never die, but long after we
are gone will be a living thing asserting itself with ever
growing intensity.
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
9
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
thing, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
wk
together in
with your local business communi to help your students, to lift
their vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
3
painting at 70? The doors of America's community colleges are
wide open, ready to enlighten and enhance the knowledge of any
American, at any age, at every level of learning.
Whole communities are enriched by the cultural resources you
provide, from vast libraries, to night schools, to stages for
local theatrical productions. This attitude toward education --
as something more than a requirement of an industrial society, as
an embellishment of life -- is uniquely American.
In your success, I also see a few general principles that
should be applied to education at every level: choice,
flexibility, talent and accountability.
CHOICE: Community colleges provide ten million Americans
with educational choice. A wide range of students benefit from
your institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to mature students who are
returning to school to round out their education.
FLEXIBILITY: Your colleges are training people in the work
force today, or those who will soon be. You see results from
year-to-year. Yet you are also looking to the future, taking the
pulse of the local business community, and planning for what will
be needed many years down the road.
4
TALENT: Secondary and even elementary schools could
certainly learn a lot from the way in which you tap local talent,
drawing on the knowledge of experts from the private sector.
With this in mind, I will propose d to extend this same practice,
have
often called Alternative Teacher Certification, right down to the
first grade.
ACCOUNTABILITY: Perhaps this is the key to your success.
State universities, which accept your students, count on you to
instill a precise curriculum. The businesses of your city count
on you to match skills to the demands of the job market. And
most of all, students count on you to provide a ladder of
opportunity.
And opportunity is our most basic shared principle.
Americans share the conviction that there is no such thing as an
expendable student. True, an intolerable number of American
students are dropping out of high school. True, we have not
always lived up to our own high standard. But we will never accept be
motion
reconciled to the idea that vast numbers of illiterate and
undereducated Americans can be offset by a well-educated elite.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
5
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America.
This may sound like an overstatement. America, after all,
is still a world leader when it comes to producing Nobel Prize
winners in physics, economics and literature. But what is the
advantage for a nation with a Nobel Prize-winning novelist, if
his books are largely unread in his own country? What is the
advantage for a nation that can invent fiber optic cable, if the
art of splicing these delicate strands is beyond the skills of
our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." What had the ring of truth
in the 1920s is ominously true in the highly competitive
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
6
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent; it runs as high as 50
percent here in Washington. And of those Americans who do
graduate from high school, as many as 25 percent cannot read or
write at the eighth-grade level.
Two unhealthy trends are converging. According to a study
by the Hudson Institute, more than 75 percent of the nation's new
workers will have limited literacy skills. Yet they will compete
for only 40 percent of the new jobs. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by. The
U.S. Census bureau, the Hudson Institute and other experts report
that from now until the year 2000, we will face a "baby bust."
Persons under 35 years of age presently make up 55 percent of the
population. That will drop to 41 percent by 2030. According to
Business Week, the shrinkage of the labor pool will make it
?
necessary to train or retrain as many as 50 million workers in
the next dozen years alone. Think of it -- 50 million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
7
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence is harder to come by. The
numbers bear this out. From 1959 to 1986, earnings for young men
who quit high school fell by 26 percent after inflation, while
that of college graduates rose by 6 percent. Although average
annual income has increased for all major demographic groups over
the last seven years, these gains could be threatened by an ever-
widening education gap.
Already, poorly trained high school graduates are having
trouble finding jobs. More often than not, they need to be
computer literate and perform other tasks with increasingly
complex technologies. And the Department of Education reports
that jobs considered to be in the middle of the distribution of
required skills today, will be considered the least skilled
occupations by the turn of the century.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive. This is the call to
arms you are answering so willingly and so well.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
8
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. You
are retraining a work force as it approaches the average age of
40. You are training more women and minority Americans as they
enter the work force in record numbers. And, by all accounts,
you are doing a splendid job.
Let me offer further reason for hope in the convergence of
two healthy trends -- the way in which the needs of American
business are coinciding with that of the disadvantaged. The
focal point of these two vast social needs can be found in
hundreds of programs from Connecticut to California called
employer-college partnerships.
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
Governor Martin (Jim), Governor Campbell (Carroll), please convey.
my sincerest congratulations to your state education agencies.
You have shown that by working together, as communities, as
partners in progress, we can develop a world-class work force. I
9
challenge every state, every college, every business, to follow
your example:
Toward this end, let me conclude with a few words of advice,
written at the turn-of-the century, but so appropriate for this
group today:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble,
logical diagram once recorded will never die, but long after we
are gone will be a living thing, asserting itself with ever-
growing intensity."
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
thing, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
10
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
with your local business community to help your students, to lift
their vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
mest:
PRE-DRAFT
thoughts. a few
Davis/Blessey
P3 important mest
March 23, 1989
9 a.m.
Draft 1
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.;
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
2
in labor lost, and education dollars wasted. But we cannot
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
weve probably used Mis
Phrase before, but it centralization, evokes
This nation grew into greatness because early Americans met
the challenge of building national system of education With we can
schools, colleges Ano univerhities.
the dawn of a new century only eleven years away, we are faced
repruse?
with a new challenge -- to revitalize and restore the system our
forebears bequeathed to us; to ensure than an American education
is once again second to none. In this crusade, we can look to
leadership from a recent American innovation in education -- our
nation's community colleges, more than a thousand strong. #
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is lifelong. What scholars call the "life
of the mind" is as essential to the complete man or woman as
water and air. Do you want to learn Spanish at 40? Take up oil
eg, cc's help those who need it
most en law-income -
3
and mineribes !!-(get stats
painting at 70? The doors of America's community colleges are on
wide open, ready to enlighten and enhance the knowledge of any
minaths
American, at any age, at every level of learning.
Whole communities are enriched by the cultural resources you
provide, from vast libraries, to night schools, to stages for
local theatrical productions. This attitude toward education --
as something more than a requirement of an industrial society, as
an embellishment of life -- is uniquely American. ? what
Idisaque, I
innovative PRACTRES
In your success, I also see a few general principles that
should be applied to education at every level choice,
flexibility, talent and accountability. *
CHOICE:
Community colleges provide ten million Americans
with educational choice. A wide range of students benefit from
your institutions, from those in high school who are looking for
advanced courses; to low income students who need a stepping
include reference here to those who do two-yeeus
stone to a four-year program; to mature students who are
only.
returning to school to round out their education.
FLEXIBILITY:
Your colleges are training people in the work
Needb
force today, or those who will soon be. You see results from
year-to-year. Yet you are also looking to the future, taking the
pulse of the local business community, and planning for what will
be needed many years down the road.
articulating
others.
mark: Critical point. Our education program has 4
principles : reward excellence, choice, need target to needy,
and accountability. we cannot generate confusion March 30
about an 4 principles but
?? If so, let's
are good there xample. of alternative which 4 to be dramatize. more
specific
TALENT:
Secondary and even elementary schools could
certainly learn a lot from the way in which you tap local talent,
drawing on the knowledge of experts from the private sector.
With this in mind, I will propose to extend this same practice,
often called Alternative Teacher Certification, right down to the
pand>
first grade.
If a school is eager to top The talent of an
ey
isteemed scientist m the community who is in teasted
R
in changing careers to help young people, we ought to have hu flexibelity
ACCOUNTABILITY
(to findar
Perhaps this is the key to your success
many of ?
Wely toget
State universities, which accept your students, count on you to
him into the
Classroom
instill a precise curriculum. The businesses of your city count
on you to match skills to the demands of the job market. And
himbur w/o
most of all, students count on you to provide a ladder of
to college
opportunity.
And opportunity is our most basic shared principle.
Americans share the conviction that there is no such thing as an
expendable student. True, an intolerable number of American
students are dropping out of high school. True, we have not
always lived up to our own high standard. But we will never be
reconciled to the idea that vast numbers of illiterate and
undereducated Americans can be offset by a well-educated elite.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
5
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America.
This may sound like an overstatement. America, after all,
is still a world leader when it comes to producing Nobel Prize
winners in physics, economics and literature. But what is the
advantage for a nation with a Nobel Prize-winning novelist, if
his books are largely unread in his own country? What is the
advantage for a nation that can invent IRAA fiber optic cable, if the
no one
ARK of READING blu CAN READ A blueprint to install them.
art of splicing these delicate strands is beyond the skills of
our work force?
if the blueprint (or plans?) for
let's use ashell which requires (vs youring manual) eg-
laying these cables are
uninteligible to the educated itt the
I am committed to increased investment in basic research.
instatter?
But America can continue to lead the world in theoretical
a
person
good
science, and still lose the race in the application of knowledge.
charged
with
H.G. Wells wrote that "human history becomes more and more a race
installing
between education and catastrophe." What had the ring of truth
them?
in the 1920s is ominously true in the highly competitive
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
6
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent; it runs as high as 50
percent here in Washington. And of those Americans who do
graduate from high school, as many as 25 percent cannot read or
write at the eighth-grade level.
most jobs (?) will
such & limited well heyand literay skills.
Two unhealthy trends are converging. According to a study
by the Hudson Institute, more than 75 percent of the nation's new
workers will have limited literacy skills. Yet they will compete
for only 40 percent of the new jobs. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by. The
U.S. Census bureau, the Hudson Institute and other experts report
that from now until the year 2000, we will face a "baby bust."
Persons under 35 years of age presently make up 55 percent of the
population. That will drop to 41 percent by 2030. According to
Business Week, the shrinkage of the labor pool will make it
necessary to train or retrain as many as 50 million workers in
the next dozen years alone. Think of it -- 50 million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
7
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence is harder to come by. The
numbers bear this out.
From 1959 to 1986, earnings for young men
they?
who quit high school fell by 26 percent after inflation, while
those
that of college graduates rose by 6 percent. Although average
(ie
ciamings.)
annual income has increased for all major demographic groups over
the last seven years, these gains could be threatened by an ever-
CAllitthe
widening education gap.
]
good
pmace
Already, poorly trained high school graduates are having
this
trouble finding jobs. More often than not, they need to be
is
computer literate and perform other tasks with increasingly
yours
complex technologies. And the Department of Education reports
that jobs considered to be in the middle of the distribution of
du
mark
required skills today, will be considered the least skilled
}
with with perhaps,
occupations by the turn of the century.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive. This is the call to
arms you are answering so willingly and so well.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
this you have
8
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
I
are being summoned to alleviate the coming labor shortage. You
are retraining a work force as it approaches the average age of
bock the up
40. You are training more women and minority Americans as they
enter the work force in record numbers. And, by all accounts,
facts
you are doing a splendid job.
'N
Knis
Let me offer further reason for hope in the convergence of
two healthy trends -- the way in which the needs of American
business are coinciding with that of the disadvantaged. The
focal point of these two vast social needs can be found in
hundreds of programs from Connecticut to California called
employer-college partnerships.
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
Governor Martin (Jim), Governor Campbell (Carroll), please convey
my sincerest congratulations to your state education agencies J
You have shown that by working together, as communities, as
partners in progress, we can develop a world-class work force. I
why not just congratulate the 90vR's ?? -
youc runs his antob GOVIS office ::-
9
challenge every state, every college, every business, to follow
your example:
Toward this end, let me conclude with a few words of advice,
written at the turn-of-the century, but so appropriate for this
group today:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble,
logical diagram once recorded will never die, but long after we
are gone will be a living thing, asserting itself with ever-
growing intensity."
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
thing, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
perhaps allude to process -- were private dollars inested, as
well as public - ie partnership - entire
uniminity involved
??
extend metap
10
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
HER
continue
plans. Think big. Aim high in hope and work. Continue to work
TO BRING COMMUNITIES TOGETHER
with your local business community to help your students, to lift
their vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
Mark - - this is what we asked m- but - sumehed
with you lofty prose, me
reference to The "business
community janing - -
can me still keep them but
make it sound 10by ?
urch
3
of
AACJC
American Association of
Annual Building 1989 For Convention A New
Community and Junior Colleges
Century D.C.
FACTS ABOUT COMMUNITY, TECHNICAL, AND JUNIOR COLLEGES
Community, technical, and junior colleges constitute the largest
single segment of American Higher Education. In 1965 there were
771 community, technical, and junior colleges enrolling 1.3
million students. In Fall 1988, there were 1,211 institutions
enrolling approximately 5.3 million students; an additional 4.9
million adults were enrolled in noncredit, continuing education
classes. The following table charts this tremendous growth:
Fall Head Count Enrollment
in Credit Classes at Community, Technical, and Junior Colleges
Year
Public
Private
Total
1945
216,325
78,150
294,475
1955
683,129
82,422
765,551
1965
1,152,086
140,667
1,292,753
1975
3,921,542
147,737
4,069,279
1976
3,939,173
145,803
4,084,976
1977
4,160,611
149.373
4,309,984
1978
4,159,456
144,602
4,304,058
1979
4,334,344
153.528
4,487,872
1980
4,666,286
159.645
4,825,931
1981
4,742,861
144,814
4,887,675
1982
4,823,003
141.376
4,964,379
1983
4,799,768
148,207
4,947,975
1984
4,702,901
133,918
4,836,819
1985
4.597.838
132.397
4,730.235
1986
4,737,123
132.492
4,869,615
1987
4,922,291
135,155
5,057,446
1988
5,162.000
138,000
5,300,000
Over half (51 percent) of all first-time college students begin
their postsecondary education at a community, technical, or
junior college.
National Center for Higher Education. One Dupont Circle N W. Suite 410. Washington, D.C. 20036 (202)293-7050 Fax Number: (202
Community, technical, and junior colleges open the door of
higher education to minority students. These colleges enroll
--57% of all Native American college students
--55% of all Hispanic college students
--43% of all Black college students
--41% of all Asian college students
Community, technical, and junior colleges enroll adults of all
ages; the average age of the community college student is 29.
The most popular student "financial aid" program for community,
technical, and junior college students is work. Over 80 percent
are employed while attending college, and only 48% receive
financial support from their parents (compared to 70% of the
students at four-year colleges). Sixty-seven percent are
enrolled on a part-time basis.
Community, technical, and junior colleges help hold down the
cost of a college education. In 1988-89 the average annual
tuition at public community colleges was $767 compared to $1,566
at public four-year colleges and $7,693 at private four-year
colleges. Millions of students cut the cost of higher education
by attending a community college for two years and then
transferring as juniors to four-year colleges.
Community, technical, and junior colleges are a key element in
this nation's effort to build a world-class work force.
Seventy-five percent of these institutions offer customized
job-training for local businesses and industries, providing the
worker retraining needed in today's competitive economy.
Adult literacy training is offered by over 70 percent of all
community, technical, and junior colleges.
For Further Information Contact Jim Palmer, Vice President for
Communications, AACJC, Suite 410, One Dupont Circle, N.W.,
Washington, D.C. 20036. Phone: (202) 293-7050; FAX: (202) 833-2467
NOTES FOR THE REMARKS OF PRESIDENT BUSH
MARCH 30, 1989
American Association of Community and Junior Colleges Convention
Washington Hilton Hotel - 1:00 P.M.
I.
Background information about the Association and its member colleges
o The Association was founded in 1920, This is our 69th Annual
Convention.
o The Association has 1,093 institutional members representing
community, technical, and junior college students across our
nation, in Canada, and in several other foreign countries.
o Our member colleges enrolled 5.3 million credit students and
another 4.9 million non-credit students for a total enrollment of
10.2 million different individuals taking one or more courses fall
term 1988.
o Our member colleges provide:
- Credit courses and programs designed for students to transfer to
a four-year college
- Career credit courses and programs designed for students to
upgrade job skills or for first level entry jobs into technical,
business, or industrial settings
- Non-credit courses and programs to meet the continuing education,
cultural and leisure time needs for citizens in communities they
serve
- Partnership arrangements with local business, industry, civic,
and health organizations to worker training and re-training and
to improve community life.
II. Ideas to include in the Remarks of the President
o Possible congratulations to Mrs. Bush
and to the retiring
Presidents???
o When then President Truman appointed in 1947 that Truman Commission
to study higher education, it is safe to say that even the
visionary, but practical-minded Harry Truman had not envisioned the
growth of that great and unique American invention called the
Community College. I agree with John Gardner who has observed that
the greatest American educational invention of the twentieth
century is the community college. But, even as the Truman
Commission of 1947 was facing some great challenges thrown at us in
post World War II America, the technological/information age and
the global economic competition is presenting us with some great
challenges and even greater opportunities.
I know that community, technical, and junior colleges have their
sleeves rolled up working with the employers and labor unions of
our country in worker training, re-training and workplace literacy
programs
and we must do more of that.
o I know that community, technical, and junior colleges are the entry
point for many of our citizens into higher education. You are to
be commended for your work with individuals from our ethnic
minority communities
but we must do more to help our Black
Americans, and Hispanic Americans, and to help our American Indians
to not only enter college but be encouraged to go on and acquire
the associate and baccalaureate degrees. Our country cannot afford
to waste even one of our precious human resources.
o I know that your colleges have been reaching out to the high
schools of our country, and I commend you for developing the
exciting new tech prep/associate degree curriculum
But SO much
more remains to be accomplished in reducing our high school
drop-out rate and in increasing the literacy levels of all our
citizens.
o All of us working together must give great attention to developing
a world class work force equipped to work in an increasingly
competitive global economy. We simply must out-work, out-produce,
and out-smart our competition. This means that our work force must
develop new and higher levels of competence in math, science,
communication skills, and in technical education.
The U.S. community, technical, and junior colleges are the envy of
the world
and believe me I am counting on your expertise, your energy,
and enthusiasm to help us develop all of our human resources and move our
country a few more miles up the road toward health and prosperity.
Davis/Blessey
March 23, 1989
6 p.m.
Draft 2
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
K-
G.B. understanding of h.s. problem/
1 Dohel Rameates not enough /
St, Patersburg College
Trade
Facenlin (7)
Henson (1)
Ralph WaddoEmer (811)
Clianles Kellery (670)
wells
(220)
J
Buenham
(421)
Commity and
JunioR CollEGES: More a part of the
commity - course work cygeticatela to
community needs - retires - voc-ed.
Competitum + ED
Challege to reach out to Cursin comity
and form a partneship, Cat toxtlum 5
cusibusses - his funds, train people
in uniting and computers.
Typical jurior colleys- -
Look for examples of parln
- Boca Raton college ? check out
- I Dallas County U
anecdotes
Fulfiel a role for self-miquent
Wynchen, Blichen, Rood
SElf improvement
LOCAL control
Demographics
worlin ponets notime to read.
Roger Porter - Community Colleges -
(a) Remedial (b) Voc-Ed (c) UnDeR
Contract, almost design -spec,
in
"C.C. a stilu force for competitumer"
Q problem now.
publem
aco
C.C. - Immediate resource for people in or
near morkforce
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure than an American
education is once again the best in the world. In this crusade,
we can look to leadership from a recent American innovation in
education -- our nation's community colleges, more than a
thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as essential to the complete man
or woman as water and air.
)
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to à four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. With this in mind, I have
proposed extending this same practice, often called Alternative
Teacher Certification, right down to the first grade.
4
Perhaps accountability is the key to your success. State
universities, which accept your students, count on you to instill
a precise curriculum. The businesses of your city count on you
to match skills to the demands of the job market. And most of
all, students count on you to provide a ladder of opportunity.
And opportunity is our most basic shared principle. We
share the conviction that there is no such thing as an expendable
student. We will never accept the notion that vast numbers of
illiterate and undereducated Americans can be offset by a well-
educated elite. That's not the American way.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
5
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe. What had the ring of truth
in the 1920s is ominous by true in the highly competitive
-inthe 19805,
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent. And of those Americans who
do graduate from high school, as many as 25 percent cannot read
or write at the eighth-grade level. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
Between now and the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
6
workers in the next dozen years alone. Think of it -- 50
million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence will be harder and harder to
come by. When a high school graduate can't get a job in a market
begging for workers, then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it as
fast possible.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. Your
programs spell opportunity for the most disadvantaged members of
the work force. But they also spell opportunity for business.
The disadvantaged and business are coming together in hundreds of
7
programs from Connecticut to California called employer-college
partnerships.
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
You have shown that by working together, as communities, as
partners in progress, we can match people to jobs, bring hope to
the despairing, and build a world-class work force. I challenge
every state, every college, every business, to follow your
example.
For modern
In our quest for excellence in education let me conclude by
paraphrasing a few words of advice, written at the turn-of-the
century, but so appropriate for this group today:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
8
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
Davis/Blessey
March 23, 1989
6 p.m.
Draft 2
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
CHRIS- yellow MARKOD Futher possible cuts
Davis/Blessey
March 23, 1989
9 a.m.
Draft 1
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
educational suptem second to nove,
the challenge of building a national system of education. With
the dawn of a new century only eleven years away, we are faced
with a new challenge -- to revitalize and restore the that system our
forebears bequeathed to us; to ensure than an American education
the listin the world.
is once again second to none. In this crusade, we can look to
leadership from a recent American innovation in education -- our
nation's community colleges, more than a thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as essential to the complete man
or woman as water and air.
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to ask challenge
Congress join me in applying a few general principles to
education at every level -- choice, flexibility, talent and
accountability.
CHOICE: Community colleges provide ten million Americans
with educational choice. A wide range of students benefit from
your institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to mature students who are
returning to school to round out their education.
FLEXIBILITY: Your colleges are training people in the work
force today, or those who soon will be. Yet you are also looking
to the future, taking the pulse of the local business community
And, and planning for what will be needed many years down the road.
you ore
to keep US competitive.
TALENT: Secondary and even elementary schools can learn a
lot from the way in which you tap local talent, drawing on the
4
knowledge of experts from the private sector. With this in mind,
I have proposed extending this same practice, often called
Alternative Teacher Certification, right down to the first grade.
ACCOUNTABIL TY Perhaps this is the key to your success.
State universities, which accept your students, count on you to
instill a precise curriculum. The businesses of your city count
on you to match skills to the demands of the job market. And
most of all, students count on you to provide a ladder of
opportunity.
And opportunity is our most basic shared principle.
we
Americans share the conviction that there is no such thing as an
expendable student. True, an intolerable number of American
students are dropping out of high school. True, we have not
always lived up to our own high standard. But we will never
accept the notion that vast numbers of illiterate and
undereducated Americans can be offset by a well-educated elite.
That's mat the american way.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
5
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe.' What had the ring of truth
in the 1920s is ominously true in the highly competitive
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent; it runs as high as 50
percent here in Washington. And of those Americans who do
graduate from high school, as many as 25 percent cannot read or
write at the eighth-grade level.
6
Two unhealthy trends are converging According to a study
by the Hudson Institute, more than 75 percent of the nation's new
workers will have limited literacy skills. Yet they will be
qualified for only 40 percent of new jobs. As many Americans
become less educated, the standards of the work place are
becoming ever more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by. The
U.S. Census bureau, the Hudson Institute and other experts report
Between and
that from now until the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
workers in the next dozen years alone. Think of it -- 50
million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence will be harder and harder to
come by. Already, poorly trained high school graduates are
having trouble finding jobs. More often than not, they need to
7
be computer literate and perform other tasks with increasingly
complex technologies
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive. This is the call to
arms you are answering so willingly and so well.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. You
are retraining a work force as it approaches the average age of
40. You are training more women and minority Americans as they
enter the work force in record numbers. And, by all accounts,
you are doing a splendid job
Let me offer further reason for hope in the convergence of
two healthy trends -- the way in which the needs of American
business are coinciding with that of the disadvantaged. The
focal point of these two vast social needs can be found in
hundreds of programs from Connecticut to California called
employer-college partnerships,
8
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
Governor Martin (Jim), Governor Campbell (Carroll), please convey
my sincerest congratulations to your state education agencies
You have shown that by working together, as communities, as
partners in progress, we can develop a world-class work force. I
challenge every state, every college, every business, to follow
your example.
peraphrose
Toward this end, let me conclude with a, a few words of advice,
written at the turn-of-the century, but so appropriate for this
group today:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; (plan) aim high in hope and work, remembering that a noble,
logical diagram once recorded will never die, but long after we
are gone will be a living thing, asserting itself with ever
growing intensity.
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
9
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
munent
thing, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
with your local business community to help your students, to lift
their vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
THE WHITE HOUSE
WASHINGTON
SCHEDULE OF THE PRESIDENT AND MRS. BUSH
FOR
WASHINGTON, D.C.
THURSDAY, MARCH 30, 1989
EVENT:
Speech to American Association of Community and Junior Colleges
DRESS:
Men
- Business Suit
Women
- Day Dress
CONTACT:
Office of Presidential Advance
John G. Keller, Jr.
- 202/456-7565
Trip Coordinator
Barbara Jobe
- 202/456-7565
ADVANCE:
M. Lukens
- LEAD
S. Ross
- PRESS
J. Gallagher
- USSS
S. Byrne
- MIL. AIDE
K. Bassmann
- WHCA
WEATHER:
Chance of Showers/Mid 60's
SCHEDULE OF THE PRESIDENT AND MRS. BUSH
FOR
WASHINGTON, D.C.
THURSDAY, MARCH 30, 1989
1:15 pm
THE PRESIDENT and Mrs. Bush depart White House en
route Washington Hilton Hotel.
MOTORCADE ASSIGNMENTS:
Lead
J. Parmer
Spare
Doctor
T. McBride
LIMO
THE PRESIDENT
Mrs. Bush
Follow Up
Control
J. Sununu
S. Studdert
Mil. Aide
Support
M. Fitzwater
Official Photographer
Medic
Staff I
E. Rogers
Staff II
Press Van I
B. Zanca
Press Van II
(Drive Time: 5 Minutes)
1:20 pm
THE PRESIDENT and Mrs. Bush arrive Washington
Hilton Hotel and proceed to Holding Room.
1:21 pm
THE PRESIDENT and Mrs. Bush arrive Holding Room.
Met by:
Mr. Todd Fentress
National Student Scholar of the Year
John C. Calhoun State Community College
Decatur, Alabama
Mr. and Mrs. Herman Fentress (Elaine)
(Parents of Todd Fentress)
1:25 pm
THE PRESIDENT and Mrs. Bush depart Holding Room
and proceed to Off-Stage Announcement Area.
1:26 pm
THE PRESIDENT and Mrs. Bush arrive Off-Stage
Announcement Area.
EVENT:
SPEECH TO AMERICAN ASSOCIATION OF COMMUNITY AND
JUNIOR COLLEGES
OPEN PRESS
RUFFLES AND FLOURISHES
OFF-STAGE ANNOUNCEMENT
HAIL TO THE CHIEF
REMARKS
1:27 pm
THE PRESIDENT and Mrs. Bush are announced into
Ballroom and proceed to Seats at Head Table.
Page Two
1:29 pm
Dr. Jess Parrish, Chair, Presidents
Academy and President, Midland College,
Midland, Texas, makes Brief Remarks and
invites THE PRESIDENT and Mrs. Bush to
participate in Presentations of Plaques
to Retiring Junior and Community College
Presidents.
1:30 pm
THE PRESIDENT and Mrs. Bush participate in
Presentations of Plaques.
1:35 pm
THE PRESIDENT and Mrs. Bush conclude Plaque
Presentations and retake Seats.
1:36 pm Mrs. Bush is invited to Podium for
Award Presentation by Dale Parnell,
President, American Association of
Community and Junior Colleges.
1:40 pm
Mrs. Bush makes Brief Acceptance
Remarks.
1:43 pm
Mrs. Bush concludes Remarks and retakes
Seat.
1:44 pm
THE PRESIDENT is introduced by David Ponitz,
Chair, American Association of Community and
Junior Colleges Board of Directors.
1:45 pm
THE PRESIDENT Remarks.
2:00 pm
THE PRESIDENT concludes Remarks and with Mrs. Bush
departs Ballroom and proceeds to Holding Room.
Page Three
2:02 pm
THE PRESIDENT and Mrs. Bush arrive Holding Room.
2:04 pm
THE PRESIDENT and Mrs. Bush depart Holding Room
and proceed to Motorcade.
2:05 pm
THE PRESIDENT and Mrs. Bush board Motorcade and
depart Washington Hilton Hotel en route White
House.
MOTORCADE ASSIGNMENTS:
Same as on Arrival.
(Drive Time: 5 Minutes)
2:10 pm
THE PRESIDENT and Mrs. Bush arrive White House.
Page Four
2
in labor lost, and education dollars wasted. But we cannot
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building a national system of education. With
the dawn of a new century only eleven years away, we are faced
with a new challenge -- to revitalize and restore the system our
forebears bequeathed to us; to ensure than an American education
is once again second to none. In this crusade, we can look to
leadership from a recent American innovation in education -- our
nation's community colleges, more than a thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
a
endcasor
believe that education is lifelong What scholars call the "life
of the mind" is as essential to the complete man or woman as
water and air. Do you want to learn Spanish at 40? Take up oil
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. With this in mind, I have
proposed extending this same practice, often called Alternative
Teacher Certification, right down to the first grade.
4
Perhaps accountability is the key to your success. State
universities, which accept your students, count on you to instill
a precise curriculum. The businesses of your city count on you
to match skills to the demands of the job market. And most of
all, students count on you to provide a ladder of opportunity.
And opportunity is our most basic shared principle. We
share the conviction that there is no such thing as an expendable
student. We will
never
accept the notion that vast numbers of
illiterate and undereducated Americans can be offset by a well-
educated elite. That's not the American way.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
5
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." What had the ring of truth
in the 1920s is ominously true in the highly competitive
internationalized market of the late twentieth century. Let me
share a few stark facts with you.
Last year, Japan's functional literacy rate was better than
95 percent. In America, it's down to about 80 percent. The
national drop-out rate is XX percent. And of those Americans who
do graduate from high school, as many as 25 percent cannot read
or write at the eighth-grade level. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
Between now and the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
6
workers in the next dozen years alone. Think of it -- 50
million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence will be harder and harder to
come by. When a high school graduate can't get a job in a market
begging for workers; then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it as
fast possible.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage.
And I
might add, for the most disadvantaged members of the work force,
your programs spell opportunity. But they also spell
opportunity for business. The disadvantaged and business are
7
coming together in hundreds of programs from Connecticut to
California called employer-college partnerships.
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
You have shown that by working together, as communities, as
partners in progress, we can match people to jobs, bring hope to
the despairing, and build a world-class work force. I challenge
every state, every college, every business, to follow your
example.
In our quest for excellence in education, let me conclude by
paraphrasing a few words of advice, written at the turn-of-the
century, but so appropriate for this group today:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
8
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
THE WASHINGTON POST
MONDAY, MARCH 20, 19
Louis V. Gerstner Jr.
Martin Plissner
One Nation, Underqualified
Inkbites
In the next five years American Express Co.
not. AT&T says it spends $6 million a year to
participation we expect from good parents: we
On one of those weekly television broadcasts in which a
One reason for the accelerating demand for
will be hiring a minimum of 75,000 people.
educate 14,000 employees in basic reading
must be generous with our creativity, our
sages from the print media tries to fill the intellectual void l
the academy approach is that in the course of
That's the good news.
and math. American Express spends more
attention, our enthusiasm and our concern.
yahoos whose work is aired daily, a panelist recently tosse
the program something unexpected happened
The bad news is we may not be able to find
than $10 million to teach employees to do
I, for one, believe that American business
of those profundities that distinguish this journalistic genre.
to our students. It was as if a big light bulb
them.
their jobs competently.
has not lost its power to energize and that
flashed on: they focused on American enter-
The average television "soundbite," he said that he'd b
The jobs I'm talking about are entry-level
The work-force dilemma goes beyond quali-
young people who are exposed to the dyna-
had shrunk from 14 to nine seconds between 1984 and 198
prise and, for the first time, realistically saw
positions that have traditionally helped young
ty. Our labor pool is shrinking; 10 million
mism of corporate enterprises will embrace it
themselves as part of its future.
this pundit hadn't quite worked it all out yet, he was sure t
people make the step from high school to a
fewer people will enter the work force in the
eagerly and quickly make up lost ground.
connection could be found between the reported downsizi
first foothold in the adult work force. In my
'90s as compared with the '70s. So we have a
The question is how to proceed. A number
As soon as this happened, we started losing
them. Although most of the students started
soundbites and the decline (3 percent) in the perce
company, we will need people who can run
double-edged problem: quality and quantity are
of companies have taken admirable initiatives,
both going down.
attacking the problem in different ways. In the
the program with no thought of going on to
voting-age people who voted last year.
word processors and computers, write airline
tickets, phone in buy-and-sell orders for stock
Our education system is clearly the underly-
long run, however, the best solutions must
higher education, an extraordinary 90 percent
I have no idea of the original source of these fig
trades. They will have to learn to fit into
involve partnerships in which businesses,
subsequently decided to enroll in college. They
soundbites, although I and the print reporter who cited th
ing source of many of the shortcomings of the
American work force. One hopes that Presi-
schools and communities join in innovative
were in a hurry to learn, to catch up.
read them on the lips, a while back, of Roger Ailes, the m
systems, to communicate with customers and
coworkers, to deal with technology.
dent Bush, who began his election campaign
educational programs.
Many were inner-city minority youngsters
savant who designed the 1988 media campaign of President
Yet we find people who can barely write-
vowing earnestly to be the "education presi-
Six years ago, American Express created
who had undoubtedly contributed to the nega-
It doesn't really matter, however, whether these figures
not even a phone message let alone a business
dent," will not forget the priority he empha-
tive projections about the literacy and compe-
more connection to reality than to voter turnout. The fallac
such a program, which now includes partner-
letter. We see students' math scores plummet-
sized at the start.
tence of American youth. No longer. When
in the very premise: that 14 seconds is short, and nine
ships with school boards and more than 100
ing-will they be able to keep our books? We
In the meantime the private sector must.
other companies in 14 U.S. cities. The results
their eyes were opened to tangible opportu-
terribly short, so terribly short that excessive exposure to qui
are told that 20 percent of our sixth graders
jump in vigorously. We must stop procrastinat-
have been encouraging. The young people we
nities, they blasted off and were on their way
of that length can drive voters from the polls.
cannot point to the United States on a world
ing with committees, studies and limited solu-
set out to teach taught us something too.
up.
"Soundbites" in a television news report are nothing mor
map-a depressing sign to a company built on
tions.
We set up what we called Academies of
We like to think the academy program was
than quotes, that traditional component of news reporting
worldwide travel arrangements. We read that
Let me suggest two principles we're going
Finance to help educate high school young-
their catalyst. Some potential employees flew
medium. Since the reporter who was so dismayed by the pu
half of our high school students are "economic
to have to swallow:
sters to assume entry-level positions in the
the coop, and in that sense the joke was on us
skinniness of the 1988 soundbite happens to do his serious
illiterates"-a woeful indicator of the brain-
It's not going to be cheap. We must see this
financial services industry. Students take clas-
in the short term. But we're proud of what we
Newsweek, I decided to check out the length of the quo
power level of the future work force.
not as a contingency or short-term expense
ses and receive on-the-job training, including a
have contributed to the future. These students
might say the inkbites, in that publication.
The deficiencies go beyond the traditional
but as a long-range investment in rebuilding a
paid summer internship.
will come back as well-educated members of
I went through the first 11 pages of the Nov. 18 issue and
skills. Too many young job seekers are also
foundation of national competence that will
The concept works, and a consortium of
the American work force. It's a great feeling. I
at only those quotes that were complete statements,
deficient in fundamentals such as teamwork,
benefit all of us.
companies has come together to form an
recommend it to all my colleagues in American
phrases, beginning with a capital letter and ending with a per
initiative, problem-solving, adaptability, even
Money alone is not the solution. Education is
independent National Academy Foundation to
business.
constituting everything quoted from the particular source or
simple communication among themselves.
expensive, but more than money is involved.
expand the program into partnerships with
There were 32 such inkbites and a total of 581 words alto
Business has no choice but to train its own,
For the future of our companies and our
more school districts and provide training in
The writer is president of American
The average inkbite was 18 words long. An average speak
providing the education our school system did
country, we must volunteer the same active
additional occupations.
Express Co.
18 words in about seven seconds-just under the nine
whose skimpiness at least one expert has suggested may ha
in
from
voting
last
year
STAFFED DRAFT
W/AUTO RECCOMMENDATIONS
Davis/Blessey
March 23, 1989
6 p.m.
Draft 2
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure than an American
education is once again the best in the world. In this crusade,
we can look to leadership from a recent American innovation in
education -- our nation's community colleges, more than a
thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as, essential to the complete man
or woman as water and air.
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
priniciple ofc noice
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. With this in mind, I have
proposed extending this same practice, often called Alternative
Teacher Certification, right down to the first grade.
4
(
Perhaps accountability is the key to your success. State
universities, which accept your students, count on you to instill
a precise curriculum. The businesses of your city count on you
to match skills to the demands of the job market. And most of
all, students count on you to provide a ladder of opportunity.
PERhAps
And opportunity is our most basic shared principle. We
share the conviction that there is no such thing as an expendable
student. We will never accept the notion that vast numbers of
illiterate and undereducated Americans can be offset by a well-
educated elite. That's not the American way.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
5
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." What had a ring of truth in
14 true
the 1920s is ominous in the 1980s, with its highly competitive
internationalized market. Let me share a few stark facts with
you.
Last year, Japan's functional literacy rate was better than
ten
less
95 percent. In America, it's to about 00 percent. The
27
national drop-out rate is ** percent. And of those Americans who
do graduate from high school, as many as 25 percent cannot read
inTERMEDiATE
or write at the eighth grade level. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
Between now and the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
6
workers in the next dozen years alone. Think of it -- 50
million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence will be harder and harder to
come by. When a high school graduate can't get a job in a market
begging for workers, then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it to as REDEEM
THOUSANDS fast possible. the of those of Y.A.'S
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
>
BETTER link
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. Your
programs spell opportunity for the most disadvantaged members of
the work force. But they also spell opportunity for business.
The disadvantaged and business are coming together in hundreds of
7
programs from Connecticut to California called employer-college
partnerships.
30thers
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary
schools.
Just look at North Carolina and South Carolina, where
CABOR unions
state governments have brought businesses and community colleges
together to foster customized training and technical education.
You have shown that by working together, as communities, as
partners in progress, we can match people to jobs, bring hope to
the despairing, and build a world-class work force. I challenge
every state, every college, every business, to follow your
example.
Let me conclude by paraphrasing a few words of advice,
offeced
written at the turn-of-the century, but so appropriate for our
modern quest for excellence in education:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
8
are words
who
The man who wrote these Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#