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[Literacy Campaign, 1989]
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Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Tony Snow Subject Files
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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:
Snow, Tony, Files
Subseries:
Subject File, 1988-1993
OA/ID Number:
13895
Folder ID Number:
13895-010
Folder Title:
[Literacy Campaign, 1989]
Stack:
Row:
Section:
Shelf:
Position:
G
18
29
2
3
DRAFT 6/19/89
3:00 p.m.
YES TO AMERICA
The first of many initiatives of the President's Points of Light
Initiative foundation will be YES (Youth Entering Service) to
America.
PROBLEM
While the United States is enjoying one of the longest periods of
economic growth on record, alienation and hopelessness beset
numbers of our young people as 3600 high school students drop out
each day; 4 out of 10 high schools graduates read at or below the
8th grade level; 2740 teenagers run away from home each day; 1650
teenagers attempt suicide each day; and more than 2700 teenagers
get pregnant each day. The prospects of America's future depends
upon the commitment and leadership of our young people working
with leaders of our institutions to address the critical problems
facing our communities.
MISSION
YES to America is President Bush's call to all young people to
lead a movement to help solve problems such as drugs, illiteracy,
and homelessness by engaging in community service.
Under the President's leadership, YES to America will work within
the Points of Light Initiative Foundation, utilizing the
foundation's resources to pursue its goals. The President aims
to redefine success for every individual American and American
institution, large and small. From now on in America, any
definition of a successful life must include service to others.
THE STRATEGY
I. THE CALL TO ACTION
II. IDENTIFY, ENLARGE, AND REPLICATE PROGRAMS THAT
ARE WORKING
III. DEVELOP NEW COMMUNITY YOUTH LEADERS
I. THE CALL TO ACTION
The President will call all young people to lead the nation
in an unprecedented level of engagement in the lives of
those in need.
The President will also call upon leaders from all
institutions - business managers, educators, union leaders,
religious leaders, network executives, publishers, editors,
lawyers, consultants, accountants, doctors, foundation
heads, civic leaders, and other state and community leaders,
to engage their organizations in the development of
America's youth.
Specifically, the President will challenge:
Education Boards to weave community service in
existing curricula of elementary and high schools;
College and university presidents to ask
admissions officers to weigh community service in
judging applicants and to include community
service in their curricula;
Community leaders and students to reach out to
alienated young people and develop community
service opportunities which redirect these young
people toward a high school diploma and job
training and placement.
Communities to devise a program to engage each
young American in the pivotal summer between 8th
and 9th grade in service to the community. This
YES to America summer initiative will hopefully
instill in each young person in America a lifelong
ethic of serving others.
Community service organizations to build the
capacity to absorb large numbers of young people
in meaningful community service.
II. IDENTIFY, ENLARGE, AND REPLICATE PROGRAMS THAT ARE
WORKING
A. "ServNet" Working Groups
Through ServNet, corporations, professional firms and other
institutions will be advised by teams of their peers, whose
services are donated for a period of time, of successful
youth community service programs throughout the country and
helped to replicate them in their own institutions.
B. Linking Servers to Needs
Those young people engaging in community service will also
have access to ServLink, the foundation's hotline telephone
network established to direct those who wish to engage in
service to opportunities in their own communities.
C. Awards and Recognition
The President's National Service Youth Leadership Awards
will given by the President through the Points of Light
Initiative Foundation to honor outstanding youth community
leaders.
In addition, the President will periodically recognize young
volunteers and youth-run organizations through the White
House Office of National Service in his Thousand Points of
Light Award.
III. DEVELOP NEW COMMUNITY LEADERS
A major emphasis of the Points of Light Initiative
foundation and the YES to America initiative is to identify
and develop new community leaders to provide the vision and
direction for the future of our communities.
To assist in this effort, the YES to America initiative will
direct the President's National Service Youth
Representatives.
These college-age leaders from each state, selected by the
President and the Points of Light Initiative foundation,
will travel around their regions calling other young people
to action, suggesting ways that they too might become
involved in community service, assisting in local program
development and implementation and offering examples of
successful programs that might be replicated.
In addition, the Foundation will convene national and
regional President's National Service Youth Leadership
Forums which will bring together young people, educators,
community activists and others to examine the issue of
creating and developing a new generation of community
leaders.
Whatever
^
I AM NOT going
bach to scratch
on this speech.
CONCLUSION
In answering the President's call to service, not only will the
nation's communities harness the energy, talent and ambition of
America's young people to help solve pressing community problems,
but also every young person will acquire an important lifelong
ethic of service.
###
It's not just another gov't program.
another bancaucracy YES is is the last This
we need. Hsa movement- -
a way of looking at life.
Hs' your choice:
you tak are you
going to knoch
or the door
when
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BROAD 01 PRODUCT
1002
1989 Broad Street Productions
Final
All Rights Reserved
ONE TO ONE - MAKE A DIFFERENCE
Draft 5 - June 19, 1989
VIDEO
AUDIO
PAGE 1
We open with a black screen. And we
hear a voice.
TENNAGED BOY: (vo)
I TURN ON THE T.V. AND I SEE BIG
HOUSES WITH GREEN GRASS, SWIMMING
POOLS, SHINY CARS AND BEAUTIFUL PEOPLE
IN REALLY NICE CLOTHES.
I TURN OFF THE T.V. AND I SEE HOLES IN
THE WALLS, TRASH IN THE MALLMAYS,
DARKNESS, AND NO HOPE.
I'D LIKE TO LIVE THAT LIFE ON T.V.,
BUT HOW AM I GONNA GET THERE? WHO'S
GONNA HELP ME?
As the music intro. begins, A montage
MUSIC UP: BONNIE RAIT: CRY ON NY
of people in need appears on the
SHOULDER
out to a kid drinking on a street
corner. An old person sitting alone on
a park bench. Romeless children and
elderly. An adult struggling to read,
a baby crying.
The images 5862 to hang on the screen
for a mement, then dissolve to black.
Black separates one image from the
next, creating an anticipatory feel
about what moving adans va will ***
next.
Wide shots and close ups of
people in dire need
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VIDEO B
DRAFT 5, JUNE 19, 1989
Page a
AUDIO R
NARRATOR (ye) 1
ALL ACROSS AMERICA, PEOPLE NEED
HELP.
out to black
WHERE THERE IS DARKNESS, WE NEED
LIGHT.
cut to a montage of people helping,
and interspersed. those needing help,
MUSIC UP
Cut to an old man, alone
in an open space. Cut to teanagers
fighting on a dark street. Then to a
a smiling kid, and more and more
senior citizen with young volunteers,
positive images. As before, black is
between images.
Stock footage of the American
Heartland, factories working at full
WE ARE ENJOYING ONE OF THE MOST
Games. capacity flag waving at the olympic
PROSPEROUS PERIODS IM OUR HISTORY.
WE HAVE THE TOOLS TO MAKE A
DIFFERENCE.
The last out to black brightens with a
series of points of light:
WE CAN LIGHT UP AMERICA.
PRESIDENT GEORGE BUSH: (VO)
(FROM THE INAUGURAL ADDRESS)
A montage of people being helped,
young adults rehab a park, volunteers
Two elderly wamen perform for others,
WE WILL TURN TO THE ONLY RESOURCE WE
build houses, hold someone's hand.
cheer on Special olyapics athletes,
HAVE THAT IN TIMES OF NEED ALWAYS
GROWS.. THE GOODNESS AND THE COURAGE
OF THE AMERICAN PEOPLE.
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DRAFT 5, JUNE 19, 1989
VIDEO #
AUDIO #
NARRATOR:
HELP IS COMING ONE TO ONE.
FROM INDIVIDUALS.
Business people helping out...
BUSINESS ORGANIZED LABOR
A priest talking to the elderly...
RELIGIOUS AND EDUCATIONAL
A together. large general group working
INSTITUTIONS GIVIC
ORGANIZATIONS.
A montage of shots in which either the
logo or name of the organization
mentioned figures prominently:
FROM GROUPS LIKE VOLUNTEER.
shots form the Volunteer PSA's
UNITED WAY...
Scasone walking through the door of a
United Way building holding food.
BIG BROTHERS/BIG SISTERS.,.
A BigBro. or Big Sia scene where we
HISPANAS THE BOYS CLUB. THE RED
can see the logo. A Habitat Street
sign being hung.
CROSS.
AND COMMUNITY ORGANIZATIONS LIKE
THE ROTARY, KIWAMIS, JUNIOR LEAGUE...
TO NAME ONLY A FEW.
Shots of Green with some teens
KENTUCKY DROPOUTS GET A HAND FROM DAN
GREEN
Father Bruce with a kid. kids at
FATHER BRUCE RITTER OF COVENANT HOUSE
covenant house.
GIVES RUNAWAYS AND HOMELESS KIDS NOT
FOOD, A PLACE TO STAY, AND SOMEONS TO
TALK TO.
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DRAFT 5, JUNE 19, 1989
VIDEO It
AUDIO N°
MAUDE CALLEN HAS BEEN BRINGING FOOD
Callen entering a home in the rural
south with a pot of food.
AND FRIENDSHIP TO THE RURAL SOUTH FOR
OVER FIFTY YEARS.
Students tutoring elementary school
COLLEGE GROUPS LIKE CAMPUS COMPACT
kids.
PROVIDE TUTORS AND MENTORS FOR YOUNGER
STUDENTS
AND C.O.O.L PROVIDES LEADERSHIP AND
PROMOTES VOLUNTEERISM ON COLLEGE
CAMPUSES NATIONWIDE.
Jackson and kids with garbage bags
LONNIE JACKSON VOLUNTEERS HIS TIME TO
cleaning up.
HELP KIDS CLEAN UP COLUMBUS GEORGIA.
PRESIDENT GEORGE BUSH:
A BRILLIANT DIVERSITY SPREAD LINE
STARS, LIKE A THOUSAND POINTS OF LIGHT
The President 0/0,
at the end of his quotation, a light
IN A PEACEFUL SKY.
overps through, and the screen becomes
bright...
Cut to a montage of help scenes...
Music Swells under
NARRATOR:
PEOPLE WHO CARE ARE LIGHTING UP
AMERICA.
We cut to a montage of corporate
volunteer programs or involvement.
IN THE MIDWEST, IRM VOLUNTEERS ARE
Footage of people learning to read on
TEACHING ADULTS TO READ.
IBM software or with IBN employees
fades to
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DRAFT 5, JUNE 19, 1989
VIDEO Я
AUDIO #
An adult struggling to read.
STILL, OVER 30 MILLION AMERICANS
CANNOT READ OR WRITE.
Some businesspeople working with
IN THE TWIN CITIES OF MINNESOTA,
teenagers fades to...
IDS/AMERICAN EXPRESS EMPLOYEES SERVE
AS MENTORS FOR DISADVANTAGED TEENS.
YET MANY MORE TEENAGERS HAVE NO ONE TO
shot of some teens on the street...
looking alone
TURN TO.
THE HOMELESS POPULATION IS LARGER
Shots of the homeless
A man picking thorugh garbage on
a
TODAY THAN DURING THE GREAT
boardwalk as others walk by.
DEPRESSION.
A group of Habitat volunteers digging
the foundation for a home...
HABITAT FOR HUMANITY AND THE
ENTERPRISE FOUNDATION, BUILD HOMES AND
some views of finished Habitat sites.
HOPE THROUGHOUT THE COUNTRY AND THE
WORLD WITH THE HELP OF VOLUNTEERS.
A homeless mother and child receiving
food in & shelter
Nomeless men eating together at a soup
AND IN KANSAS CITY, THE UNITED AUTO
Kitchen.
WORKERS LOCAL #31 CREATED A CENTER TO
HELP HOMELESS PEOPLE FIND PERMANENT
SOLUTIONS TO THEIR HOUSING PROBLEMS.
IN NEWARK, NEW JERSEY, THE READY
FOUNDATION HAS COMMITTED TO
PUT OVER OVER ONE THOUSAND
DISADVANTAGED YOUNGSTERS THROUGH
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DRAFT 5, JUNE 19, 1989
I
VIDEO a
AUDIO BY
Chyron: Shots of the Newark Boys
COLLEGE AND INTO BUSINESS. SIX
and Girls club READY program.
Classroom shots, activities in the
CORPORATIONS PROVIDE EACH OF THEN WITH
gym, The READY kids in their t-shirts
singing.
ONE TO ONE MENTORS.
CITY-YEAR VOLUNTEERS ARE DISADVANTAGED
TEENS WHO SPEND A YEAR IN COMMUNITY
Shots rehabbing. of city-year kids in a garden,
SERVICE HELPING THE CITIES TO BLOOM.
LEARNING RESPONSIBILITY AND EARNING
SELF-RESPECT.
Teens on the streets.
ONE MILLION TEENAGERS DROP OUT OF
SCHOOL EACH YEAR...
so BILL MILIKEN CREATED THE CITIES IN
Shots of business people with
students.
SCHOOLS PROGRAM.
Classroom shots.
Lionel Richie in a CIS classroom.
CIS OFFERS DROP-OUTS THE GUIDANCE THEY
Footage from a CIS graduation
NEED TO GET BACK ON TRACK... COMBINING
ceremony, lots of smiling graduates,
happy parents.
THE TALENTS OF ACCREDITED TEACHERS AND
VOLUNTEERS FROM THE BUSINESS
COMMUNITY.
TEENAGER: (o/c)
o/c of student in cap and gown
CITIES IN SCHOOLS RAS GIVIEN ME A NEW
BEGINNING IN LIFE AND I LOVE IT!
A few shots of Volunteers in all
different types of situations.
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DRAFT 5, JUNE 19, 1989
Page 7
AUDIO BY
PRESIDENT GEORGE BUSH: (VO) (INAUGURAL
ADDRESS)
I AN SPEAKING OF A NEW ENGAGEMENT IN
THE LIVES OF OTHERS,
I
wall. Habitat people putting up a house
A NEW ACTIVISM THAT GETS THE JOB DONE.
WE MUST BRING IN THE GENERATIONS,
working on a ceramic horse.,
Two older women singing. A senior
HARNESSING THE UNUSED TALENT OF THE
And a seniors aerobic class.
OLD
Young school. people tutoring others in
And shot of a teen-aged boy in a pool
AND THE UNFOCUSED ENERGY or THE YOUNG.
teaching a disabled child to swim,
92 year-old WWI veteran.
with students.
O/C and then to shots of him talking
WILLARD TRESSELL: (VIP TAPE)
I RECEIVED so MUCH FROM OLDER PEOPLE
IN TALKING TO THEM. THEY GAVE MIS
CERTAIN THINGS THAT MEANT se MUCH TO
MY LIFE, AND ALL.
AND I WOULD LIKE TO PAY SOMETHING
BACK, DO SOMETHING FOR THEN.
AND ANOTHER THING, THEY'RE OUR HOPE
FOR THE FUTURE.
o/c - Black urban youth
TEENAGED BOY: (FROM HARVEY CLARK PHIL.
I'M GONNA HELP THESE PEOPLE ANY WAY I
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DRAFT 5, JUNE 19, 1989
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AUDIO #
I CAN. EVEN IF WE HAVE TO CRY A
LITTLE, EVEN IF WE HAVE TO HURT A
LITTLE. CAUSE THAT'S WHAT WE'RE ALL
HERE FOR.
A nontage of positive images flows
across the screen:
terminal... Two elderly people at a computer
tutor... a teanager "slapping-five" his
A table group of elderly people around a
A Ban reading to his son.
An elderly woman hugging a puppy,
A family moving into their new home...
Students in the classroom...
An child... older woman with a retarded
NARRATOR:
The montage builds with the
music...the narrator speaks over...a
ONE TO ONE...
few more shots, and...
WE CAN MAKE A DIFFERENCE.
We freese on the face of little
boy, hugging his volunteer friend.
POINTS OF LIGHT INITIATIVE
PROBLEM
Though America is at peace and more Americans are enjoying a
greater degree of prosperity than ever before in our history, we
still have work to do. Às long as millions of Americans are
illiterate, drop-outs, drug abusers, pregnant teens, delinquent
or suicidal young people, AIDS victims, homeless and hungry, our
promise as a nation will remain unfulfilled. While the
government's role is critical, government alone can only treat
symptoms, not solve society's most dire problems.
MISSION
The President strikes a deeply resonant, uniquely American chord
with the metaphor of "a thousand points of light." The President
believes in the readiness and ability of every individual and
every institution in America to initiate action as a "point of
light."
New community-based initiatives are appearing everywhere. The
growth and magnification of "points of light" must now become an
American mission. Meaningful one-to-one engagement in the lives
of others is now required to overcome our most serious national
problems. The President aims to redefine "success" for every
individual American and American institution, large and small.
From now on in America, any definition of a successful life must
include service to others.
STRATEGY
I. THE CALL TO CLAIM SOCIETY'S PROBLEMS AS YOUR OWN
II. IDENTIFY, ENLARGE AND REPLICATE WHAT IS WORKING
III. DEVELOP NEW COMMUNITY LEADERS
I.
THE CALL TO CLAIM SOCIETY'S POBLEMS AS YOUR OWN
A. Specific Presidential Actions
-
The President will ask the heads of businesses to consider
community service in making hiring, compensation and
promotion decisions.
-
The President will ask not-for-profit service organizations
to build the capacity to absorb large numbers of new
volunteers in meaningful roles.
-
The President will ask private foundations to provide funds
to enable not-for-profit service organizations to build the
capacity to absorb new volunteers more easily.
-
The President will issue a special appeal to young people,
called " YES to America" or "Youth Entering Service to
America", challenging the young to lead the nation in an
unprecedented level of engagement in the lives of those in
need. This initiative will:
Double the number of young people engaged in meaningful
service to their communities;
Double the number of adults and peer groups involved in
youth mentoring projects;
Triple the number of institutions formally engaged in
youth development through community service.
B. Claiming Problems One-to-One
Every large or small corporation, professional firm, church
or synagogue, elementary or secondary school, college or
university, bank, developer or union, restaurant or grocery
store, newspaper, magazine, radio and television station,
not-for-profit service organization or civic group should
either:
start a literacy program to teach every employee who
wants to do SO to read;
"adopt" a school or class, providing tutoring,
computers and other learning aids, food, clothing or
shelter for each student who needs them;
"adopt" a nursing home, visiting regularly, offering
comfort and cheer;
start a "Big Brother" or "Big Sister" mentoring program
for needy young people;
form a consortium to make decent, affordable housing
available to the homeless
"adopt" a homeless man, woman or family or a foster
child;
contribute and distribute surplus food to soup kitchens
each day
II. IDENTIFY, ENLARGE AND REPLICATE WHAT IS WORKING
A. Peer-to-Peer Working Groups
There are already countless service initiatives working
successfully throughout America. Moreover, the President
believes that virtually every problem in America is being
solved somewhere. However, these successful initiatives are
too often isolated and unknown to others. These
initiatives must be replicated over and over again by
individuals and teams until everyone is connected to
someone, one-to-one.
Through a foundation of which the President will serve as
Honorary Chairman called the "Points of Light Initiative",
SewNet:
corporations, professional firms, unions, schools, religious
groups, civic groups and not-for-profit service
organizations will be approached and asked to donate the
services of some of their most talented and promising people
for a period of time.
These extraordinary individuals will form and lead peer-to-
peer "ServNet" working groups, e.g., lawyers going to fellow
lawyers, teachers to fellow teachers, union members to
fellow union members, bringing examples of successful
initiatives and providing training, technical assistance and
other support to enable the institutions to which they are
appealing to devise similar initiatives.
B. Linking Servers to Needs
Millions of Americans who are not already engaged in service
initatives would like to do so, but need to find a
meaningful opportunity to put their talents to work.
While most individuals will be expected to find service
opportunities through the various institutions of which they
are already a part or through existing service organizations
with which they are familiar, every community will be
encouraged to have a "volunteer center" to which one can go
to be matched with appropriate service opportunities.
Over time, the foundation will coordinate the development
through existing private sector resources of "technological"
links between those who wish to serve and those who need
service.
-
Anyone wishing to serve will, for example, be able
eventually to dial a "ServLink" telephone number and have
the call answered by a staffer of a service organization in
the caller's own community who will then advise the caller
of service opportunities in that community.
-
In addition, every bank, credit card issuer, telephone and
utility company will be asked to include in billing and
statement envelopes printed information about where services
are needed and how people and the institutions of which they
are a part can become engaged in serving others.
C. Recognition and Awards
-
In order, primarily, to encourage others to follow their
example, every newspaper, magazine, radio and television
station will be asked to showcase service opportunities,
spotlight successful service initiatives and profile
outstanding community leaders regularly.
-
Through the foundation, the President will recognize and
present awards and other forms of commendation to talented
community leaders and successful initiatives that are
solving the nation's most critical social problems.
-
For example, the "President's Build A Community Awards" will
honor those "partnerships" or "working relationships" among
disparate people and institutions who have worked together
to "build" surrogate families or to revitalize communities.
III. DEVELOPMENT OF NEW COMMUNITY LEADERS
-
The President believes that leadership on the issues facing
communities is critical.
-
Accordingly, through the foundation and with the help of
private institutions, he will identify in communities and
institutions throughout the country the most promising new
leaders of all ages and encourage them to devote part of
their talent and energy to the important business of
community service. Forums, seminars and training workshops
on the issue of leadership development will be sponsored.
IV.
CONCLUSION
3705
The President will, by Executive Order, convene a small
people
advisory committee which will report back to him within 30
days of its formation on the issues of how the foundation
should be structured, who should comprise its members and
the most appropriate legislation to aid the accomplishment
of the goals of this initiative.
The foundation will be funded entirely by private
contributions, until such time as a Congressional
appropriation is made. The President will seek $25 million
annually in federal funding and at least an equal annual
amount from the private sector.
-
Public funds will be spent only on training, technical
assistance, communications and recognition. Only those of
the foundation's funds that are derived from private sources
will be used as "seed money" to fund start-up service
initiatives and to develop pilot programs.
The President will encourage state and local leaders to
develop state and local "Points of Light Working Groups"
comprised of private sector leaders to marshal resources
within their communities and deploy them against their own
community's special problems.
The President's national service initiative focuses on the most
critical domestic problems facing the nation today. If each
American citizen and each American institution responds to his
call to engage "one-to-one" in the life of another person in
need, this initiative will be the most comprehensive and
inclusive movement of our time, dramatically reversing negative
trends on many fronts and ensuring the fulfillment of America's
promise.
youth awards
youth "ambs".
FROM 1ST LADY STAFF OFC
PAGE. 002
AR 30 '89 10:31 sheef
Floor.
Dan
sadah
mrs.
January, 1989
FYY
fact
or
Bush
for
145
more
MRS. BUSH AND LITERACY
Background
Barbara Bush's understanding of the value of literacy
really began when she learned to read. A lifelong lover of
books, she continues to claim reading as one of the great
satisfactions of a happy and active life. In raising the five
Bush children, she gained a deeper appreciation of literacy as
an essential and ever-expanding set of skills that cannot be
taken for granted.
Mrs. Bush's formal involvement with literacy began
when she knew that her husband would run for high public office,
and that there might be an unparalleled opportunity for her to
make a difference in some important area. She was and is
convinced that most of our nation's serious social, economic, and
political problems are linked to the difficulty that too many
Americans have in reading, writing, computing, and comprehending.
Goals and Activities to Date
In 1980, Mrs. Bush became an active and vocal advocate
for a more literate America. Based on the conviction that
literacy is rightly the concern of all our citizens, every one
of whom has much to gain and something to offer, her goals have
been to:
- help increase public awareness of our nation's literacy needs;
- persuade as many individuals and groups as possible to pool
their strengths and resources for literacy;
- encourage greater volunteer and private sector involvement in
literacy;
- speak out on behalf of all efforts that are successful in
raising public awareness, building coalitions, and helping
children and adults become more literate.
During George Bush's Vice Presidency, Mrs. Bush
participated in at least 530 literacy events in Washington and
across the United States. Her activities for literacy included:
- public service announcements: television, radio, and press
interviews; and attendance at press conferences on behalf of
national and local literacy programs. She serves as Honorary
Chair or board member for many literacy efforts.
30 '89 10:32 FROM 1ST LADY STAFF OFC
PAGE.003
2
- visits to literacy programs throughout the nation -- in
schools, storefronts, churches, prisons, and businesses.
- addresses to civic, service, and volunteer organizations;
Chambers of Commerce and other business groups: professional
and media associations; state and local government groups, and
literacy service providers.
Specific Positions and Concerns related to Literacy
Literacy as the "Solution"
Mrs. Bush is aware that, for many people, literacy is
not an isolated human need but one of many interrelated needs that
require attention. She sees literacy not as a simple solution to
life's problems, but as a critical set of tools that can help
solve those problems. While Mrs. Bush knows that literacy does
not guarantee success in life, she feels that the chances for
success are greatly diminished by poor literacy. She is convinced
that, with rare exceptions, a person must be literate in order to
participate and contribute fully in our society.
Statistics on Literacy
Mrs. Bush is aware that literacy in a constantly
changing world is hard to define simply and even harder to
measure. She also knows that statistics on America's rate of
illiteracy are debatable, and that estimates vary widely; but she
accepts the widely-held position that at least 20 million
Americans have problems with literacy. She believes that, because
literacy is tied to culture and language, comparisons among
nations are generally impossible to make. Mrs. Bush's position is
that we should not let controversy about definitions and numbers
impede our dealing with the real problems we know we have -- in
schools, at home, on the job, and in our communities.
Support for Literacy
Mrs. Bush strongly believes that the cost of America's
literacy efforts must be shared by the public and private sector.
Although she encourages a close look at federal resources and how
they can be better coordinated and directed to serve literacy, she
maintains that state and local governments, as well as business
and industry, have a major stake in greater literacy and a major
responsibility in underwriting literacy efforts. Mrs. Bush agrees
with those who maintain that all sectors of our society must
contribute to the national literacy movement.
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PAGE 004
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Family Literacy
Mrs. Bush is particularly interested in issues of family
literacy. she is convinced by the evidence showing that children
need home environments that support the development of literacy if
they are to thrive educationally, and that parents with literacy
problems are more likely to raise children with the same kinds of
problems. She firmly believes that both preventive measures with
children and corrective measures with adults must be taken if we
are to become a truly literate nation.
Workplace Literacy
Mrs. Bush supports those who maintain that the strength
of our economy will become increasingly dependent on a more
literate work force. She strongly encourages the greater
involvement of businesses and corporations in assessing and
meeting the literacy needs of their own employees, forming working
partnerships with schools and literacy programs, and making their
resources and expertise available to literacy service providers.
Literacy and Learning Disabilities
As the parent of a dyslexic child, Mrs. Bush is
especially sensitive to the fact that many children and adults
with literacy problems are likely to have undiagnosed and
untreated learning disabilities. She supports all efforts seeking
to integrate knowledge about learning disabilities into basic
skills instruction.
Literacy and Volunteerism
Mrs. Bush considers volunteerism to be among the best
and most valuable of American traditions. America's literacy
movement began with volunteers, and Mrs. Bush believes that we
could not even begin to meet the need for greater literacy without
them. She advocates greater volunteerism for literacy from all
quarters -- churches, service groups, high school and college
students, business executives, and older Americans. Mrs. Bush
knows, however, that volunteers are not cost-free, and that they
must be well-trained and monitored if they are to provide
effective service. She especially encourages close collaboration
between professional educators and volunteers.
English as the Official Language
Mrs. Bush shares President Bush's position that,
while limited and non-English-speaking people need to gain fluency
as quickly as possible in order to become fully participating
members of our society, this goal can best be achieved by
providing strong and appropriate instruction in English. Like the
President, Mrs. Bush feels that laws to make English the official
language are not necessary and might cause problems of prejudice
and divisiveness.
EDUCATIONAL EXCELLENCE ACT OF 1989
Section-by-Section Analysis
TITLE I--IMPROVING ELEMENTARY AND SECONDARY EDUCATION
PART A--PRESIDENTIAL MERIT SCHOOLS
Section 101. Section 101 of the bill would add a new Part G
to Title IV (Special Programs) of the Elementary and Secondary
Education Act of 1965 ("ESEA"), to authorize a program of awards
to Presidential Merit Schools, as follows:
Section 4701 of the ESEA would provide that the new Part G
may be cited as the "Presidential Merit Schools Act" ("the Act").
Section 4702 of the Act would set forth congressional
findings and a declaration of purpose for the Presidential Merit
Schools Act. Subsection (a) would state Congress' findings
that (1) the basic goal of all schools is to develop the
skills and abilities of students to their maximum potential;
(2) achievable standards of excellence can and should be set for
all students and for all schools; (3) financial incentives can
spur schools to rise to the challenge of meeting these standards;
and (4) improvement in the quality of our educational system is
vital to the Nation's future and demonstrated schoolwide progress
in achieving excellence deserves public recognition.
Subsection (b) would provide that the purpose of the Act
is to recognize and reward public and private elementary and
secondary schools that have made substantial progress in
(1) raising student educational achievement; (2) creating a safe
and drug-free school environment; and (3) reducing the dropout
rate.
Section 4703 of the Act would authorize $250 million for
fiscal year 1990, $350 million for fiscal year 1991, $450 million
for fiscal year 1992, and $500 million for fiscal year 1993, to
carry out the Act.
Section 4704 of the Act would describe how appropriations
for the Act would be allocated. Subsection (a) (1) would
authorize the Secretary to reserve up to one quarter of one
percent of the appropriated amount to make grants to the outlying
areas -- Guam, American Samoa, the Virgin Islands, the
Commonwealth of the Northern Mariana Islands, and Palau -- for
activities under the Act. Subsection (a) (2) would authorize the
Secretary to reserve up to $500,000 of the appropriated amount
for special award ceremonies, and for evaluations, studies, and
reports.
Subsection (b) would direct the allocation among the States
of the amount remaining after the Secretary reserves funds for
the outlying areas and Secretarial activities under subsection
(a). Under paragraph (1) (A), half of this remaining amount would
be allocated among the States in proportion to their respective
number of children aged 5 to 17, according to the most recent
available data that are satisfactory to the Secretary. Under
paragraph (1) (B), the other half of this amount would be
allocated among the States on the same basis as funds are
allocated for that fiscal year for Basic LEA Grants under section
1005 of Chapter 1 of Title I of the ESEA ("Chapter 1").
Paragraph (2) would provide that the State allocation provisions
apply only to the 50 States, the District of Columbia, and the
Commonwealth of Puerto Rico. This limitation is necessary
because the outlying areas, which are otherwise included in the
applicable definition of "State" in section 1471 of the ESEA, are
provided for in subsection (a).
Section 4705 (a) of the Act would require any State that
wishes to receive a grant under the Act to submit a four-year
application through its State educational agency ("SEA").
Subsection (b) would require that each State application
contain (1) the criteria that the SEA will use to select
Presidential Merit Schools; (2) the criteria it will use to
determine the amount of awards; (3) an assurance that it will
carry out the Act in accordance with applicable legal
requirements; and (4) other information the Secretary may
require.
Subsection (c) would make inapplicable certain burdensome
and unnecessary application provisions of the General Education
Provisions Act. This treatment of those provisions is identical
to that afforded under Chapters 1 and 2 of Title I of the ESEA.
Section 4706 (a) of the Act would permit each SEA to use up
to five percent of its State grant for the administrative costs
of carrying out the Act. Subsection (b) would require each SEA
to use at least 95 percent of its State grant for Presidential
Merit School awards in accordance with section 4708. To ensure
appropriate recognition and reward of outstanding schools,
subsection (c) would prohibit the Insular Areas from using their
grant funds for other purposes, as would otherwise be permitted
by the consolidation provisions of P.L. 93-134.
Section 4707 (a) of the Act would require each participating
SEA to establish a State review panel to assist in the selection
of Presidential Merit Schools. The review panel would be broadly
representative of elementary and secondary school teachers and
administrators, college and university faculty and administra-
tors, parents, State and local boards of education, State and
local governments, labor, business, and the general public.
Subsection (b) would require each SEA, within 60 days of
making Presidential Merit School awards for any fiscal year, to
submit to the Secretary a report that (1) identifies the schools
chosen as Presidential Merit Schools; (2) states the reasons for
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their selection; and (3) states the amount of their awards.
Beginning with the second year of its participation, each SEA's
report would also include a brief description of the actual use
of awards in the State.
Section 4708 of the Act would describe how Presidential
Merit Schools are selected. Under subsection (a) (1), the SEA
could designate as a Presidential Merit School any public or
private elementary or secondary school in the State that has been
nominated through procedures established by the SEA. Subsection
(a) (2) would require the SEA to apply its selection criteria
uniformly to public and private schools in selecting Presidential
Merit Schools.
Subsections (b) (1) and (2) would direct the Secretary to
establish minimum selection criteria to be used by each SEA.
These criteria would address (1) progress in improving
educational performance, with particular emphasis on mastery of
reading, writing, and mathematics skills; (2) the degree to which
the school demonstrates progress in achieving and maintaining a
safe environment, including reduction or elimination of problems
related to drug and alcohol abuse; and (3) progress in reducing
the number of students who drop out of school or in encouraging
those who have dropped out to reenter school and complete their
schooling.
Subsection (c) (1) would require each SEA to establish
selection criteria in addition to, and based on, those
established by the Secretary. These additional criteria would
measure progress in such areas as (1) student achievement, as
measured by such factors as year-to-year improvement in test
scores, college entrance rates, employment of graduates in jobs
with significant potential for career development; and (2) other
indicators of a school's success, such as improvements in school
leadership, the teaching and learning environment, and parental
and community support and involvement. Subsection (c) (2) would
permit the SEA, in setting criteria for Presidential Merit
Schools, to establish standards that recognize the composition of
the student body and other relevant factors, and that give
special consideration to schools with substantial numbers or
proportions of children from low-income families. The SEA could
also set different criteria for different grade levels.
Subsection (c) (3) would require an SEA, in applying the criteria
to a school in which a project is conducted under Part A of
Chapter 1 to consider the desired outcomes identified for
children in the Chapter 1 application submitted by the local
educational agency operating the school. This paragraph would
also make ineligible for a Presidential Merit School Award any
school identified by its local educational agency as in need of
improvement under section 1021 (b) of Chapter 1. Subsection
(c) (4) would prohibit an SEA from considering a school's planned
use of an award in deciding whether to recognize it as a
Presidential Merit School or in setting the amount of its award.
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Subsection (d) would require each SEA to establish criteria,
including criteria relating to the size of the school and the
economic circumstances of the student body, for determining the
amount of Presidential Merit School awards.
Subsection (e) would require any SEA that is either
prohibited by State law from providing Presidential Merit School
funds to private schools, or that is unwilling to do so, to
notify the Secretary of that prohibition or unwillingness, as
well as the private schools it has designated as Presidential
Merit Schools and the amount of their awards. The Secretary
would then provide those funds, from the State's allocation, to
the designated private schools through such arrangements as the
Secretary finds suitable. The Secretary would also withhold the
administrative costs of making such arrangements from the State's
allocation.
Section 4709 of the Act would provide that each Presidential
Merit School would be awarded a Presidential Certificate of
Merit.
Section 4710 of the Act would allow a Presidential Merit
School to use its Presidential Merit School award for activities
that further the educational program of the school. These
activities could include (1) development, implementation, or
expansion of special programs, such as those focused on dropout
prevention or reentry, student transition to college or
employment, preschool children, remedial services, or gifted and
talented students; (2) the purchase or lease of computers,
telecommunications equipment, scientific instruments,
instructional materials, library books, and other equipment and
materials, except that a public agency would have to have title
to, and exercise administrative control of, such equipment and
materials; (3) bonus payments for faculty and administrators; (4)
college scholarships for secondary school students; (5) parental
involvement activities; (6) community outreach activities; and
(7) helping other schools replicate its success. Section 8004 of
the ESEA, which would apply to the Act, prohibits the use of ESEA
money for religious worship or instruction. The SEA would be
responsible for ensuring that funds awarded to private schools
under the Act are used in accordance with sections 4710(2) and
8004 and the Establishment Clause of the First Amendment to the
U.S. Constitution.
Section 4711 of the Act would prohibit a Federal, State, or
local agency from taking a Presidential Merit School award into
account in determining whether to award any other assistance from
Federal, State, or local resources, or in determining the amount
of that assistance, to either the Presidential Merit School
itself or the local educational agency, if any, that operates the
school.
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PART B--MAGNET SCHOOLS OF EXCELLENCE
Section 111. Section 111 of the bill would further amend
Title IV of ESEA by adding a new part H, authorizing a new magnet
schools program. The major provisions of the new part include
the following:
Section 4801 of new part H would make the short title of the
part the "Magnet Schools of Excellence Act of 1989" ("the Act").
Section 4802 of the Act sets out the congressional findings
that since magnet school programs have shown that they increase
choice and help to improve educational quality in the school
districts where they have been established, and can focus on
disciplines important to the Nation's economic competitiveness,
Federal funds should be made available for the design and
implementation of magnet schools, not only to further school
desegregation but also to expand educational choices for students
and parents and the educational benefits of such special school
programs.
Section 4803 of the Act makes the purpose of the part the
support for the establishment, expansion, or enhancement of
Magnet Schools of Excellence. A "Magnet School of Excellence"
would mean a public elementary or secondary school that: offers
the highest quality instruction in an academic or vocational
discipline or creates a unique and effective learning
environment; is open to students from beyond an immediate school
attendance area; and is capable of attracting students from a
variety of backgrounds.
Section 4804 of the Act would authorize $100 million to
be appropriated for fiscal year 1990 and each of the three
succeeding fiscal years.
Section 4805 of the Act would require any local educational
agency, intermediate educational agency, or consortia of such
agencies desiring to receive a grant to submit an application to
the Secretary. An applicant may be, but is not required to be,
adopting or implementing a desegregation plan. Applications
would describe the objectives of the proposed project and how
those objectives would achieve the purpose of the part, and how
funds made available to the applicant would be used to provide an
educational program of the highest quality that encourages
greater parental decision-making and involvement. Applications
would also contain necessary assurances. Section 4805 would
require the Secretary to encourage applications that recognize
the potential of children who are educationally disadvantaged or
who come from low-income families as well as applications for
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projects that establish, expand, or enhance magnet schools that
focus on a particular educational approach or on a particular
subject area, such as mathematics and science. Applications
would be required to demonstrate to the satisfaction of the
Secretary that any project assisted with funds under this part
would not result in segregation based upon race, religion, color,
national origin, sex, or handicap, or impede the progress of
desegregation within the applicant's school system.
Section 4806 of the Act would require the Secretary, in
awarding grants, to consider the quality of the proposed project
and the likelihood of the project's successful implementation, as
well as the likelihood of its strengthening the educational
program of the applicant.
Section 4807 of the Act would prohibit: (1) funding a Magnet
School of Excellence under this part for more than two years; (2)
an applicant from receiving a grant for more than one year unless
it demonstrates to the Secretary that it is making satisfactory
progress in meeting the objectives specified in its approved
application; and (3) a Federal, State, or local agency from
taking into account a Magnet School of Excellence award in
determining to award any other assistance from Federal, State, or
local resources, or in determining the amount of such assistance,
to either a Magnet School of Excellence itself or to the local or
intermediate educational agency that operates the school.
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PART C--ALTERNATIVE CERTIFICATION FOR TEACHERS AND PRINCIPALS
Section 121. Section 121 of the bill would amend Title IV
of ESEA by adding a new part I, authorizing a State grant program
for the alternative certification of teachers and principals.
The major provisions of the new part include the following:
Section 4901 of new part I would make the short title of the
part the "Alternative Certification of Teachers and Principals
Assistance Act of 1989" ("the Act").
Section 4902 of the Act would set out the congressional
findings that alternative teacher and principal certification
requirements would allow school systems to improve the supply of
well-qualified teachers and principals by providing opportunities
for individuals who have demonstrated subject area competence or
management and leadership qualities, but who do not meet
traditional certification requirements, to become teachers or
principals.
Section 4903 of the Act would establish the purpose of
part I as improving the supply of well-qualified elementary and
secondary teachers and principals by encouraging and assisting
States to develop and implement alternative teacher and principal
certification requirements. "Alternative teacher and principal
certification requirements" would mean State requirements that
permit entry into teacher and principal positions for individuals
who have demonstrated a high level of appropriate subject area
competence, or management or leadership qualities, in careers in
or out of the education field, but who would not otherwise meet
existing requirements for teaching or supervisory experience.
Such alternative certification requirements could substitute a
demonstrated high level of subject area or managerial competence
for traditional teacher or principal certification requirements,
such as teacher training course work or supervisory experience in
the education system.
Section 4904 of the Act would authorize $25 million to be
appropriated for fiscal year 1990.
Section 4905 of the Act would allot to each State the lesser
of either the amount the State applies for or an amount that is
proportional to the State's share of the total population of
children ages five through seventeen in all the States. States
would not be required to apply for their allotments, or the full
amount of their allotments, and the Secretary would be authorized
to reallocate the excess amounts to other States that
demonstrate, to the satisfaction of the Secretary, a current need
for the funds. Section 4905 would also permit grant funds to be
available for expenditure by the States for two calendar years
from the date of award.
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Section 4906 of the Act would require States desiring to
receive funds under the part to submit an application. Such
applications would be required to contain descriptions of the
programs, projects, and activities to be undertaken and any
necessary assurances, including assurances that grant funds will
not be used to supplant State or local funds and that the State
has consulted with the State or local agency that certifies
teachers and principals, as well as with representatives of
elementary and secondary school teachers and principals, local
school systems, parents, and other interested organizations and
individuals. Section 4906 would exempt State applications from
certain planning requirements of sections 435 and 436 of the
General Education Provisions Act, except to the extent that such
sections relate to fiscal control and fund accounting procedures.
Section 4906 would require States to submit a final report at
such time as the Secretary may specify.
Section 4907 of the Act would allow States, either directly
or through subgrants to local educational agencies, intermediate
educational agencies, institutions of higher education, or
consortia of such agencies, to use award funds to support
programs, projects, or activities that develop and implement new,
or expand and improve existing, alternative teacher and principal
certification requirements. Section 4907 would also list some
programs, projects, and activities that may be funded, including
design, testing, and evaluation of alternative requirements,
establishment of administrative structures, training of staff
(including the development of support programs, such as mentor
programs), development of recruitment strategies, and development
of reciprocity agreements between or among States.
Section 4908 of the Act would repeal the Alternative Certi-
fication of Teachers and Principals Assistance Act of 1989 on
October 1, 1990.
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PART D--PRESIDENTIAL AWARDS FOR EXCELLENCE IN EDUCATION
Section 131. Section 131 of the bill would amend the
heading for title II of the Elementary and Secondary Education
Act of 1965 ("the Act"), and add a new part D to that title II to
authorize a Presidential Awards for Excellence in Education
Program. The new program would honor excellent public and
private elementary and secondary school teachers in each State
for their achievements with $5,000 awards that recipients could
use for any purpose. The Presidential Awards for Excellence in
Education would be tangible recognition of the critical role that
outstanding teachers play in the lives of America's children,
challenging them to meet high standards of performance and
conveying to them how exciting and important their schooling is.
Section 2301 of the Act would state the congressional
findings that the success of America's schools depends on
excellent teachers, that elementary and secondary school systems
should have in place standards of teacher excellence and ways to
measure that excellence, and that teachers who meet those
standards deserve public recognition, respect, and appropriate
financial rewards. Section 2301 would also state the new
program's purpose as providing to excellent public and private
elementary and secondary school teachers in every State some of
the recognition and financial reward that they deserve.
Section 2302 of the Act would authorize appropriations of
$7,600,000 for fiscal year 1990 and each of the three succeeding
fiscal years for the new program, and describe the allocation
formula for the Presidential Awards for Excellence in Education
Program. First, from the funds appropriated for any fiscal year,
the Secretary could reserve up to $200,000 for expenses related
to an annual award ceremony and the issuance of award
certificates. Next, the Secretary would allocate funds to States
based on their proportional share of full-time equivalent public
elementary and secondary school teachers. A State could reserve
up to five percent of its allocation for administrative expenses.
No State would receive an allocation less than the amount needed
to fund one Presidential Award for Excellence in Education plus
its administrative expenses. The State could use any excess
funds in its allocation to recognize the achievements of other
teachers in the State who do not receive Presidential Awards for
Excellence in Education.
Section 2302 of the Act would also include a definition of
the term "State" for purposes of the new program, and, to ensure
appropriate recognition and reward of outstanding teachers, would
specify that the provisions of Public Law 93-134, which permit
the consolidation of grants to the Insular Areas, would not apply
to the new program.
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Section 2303 of the Act would detail requirements for the
submission and the contents of State applications for
participation in the award program. These applications would
include certain assurances and descriptions of the State's
selection criteria and procedures. The State's selection
criteria and procedures would be subject to the approval of the
Secretary.
Section 2304 of the Act would contain provisions pertaining
to the eligibility and selection of award recipients. Any full-
time public or private elementary or secondary school teacher of
academic or vocational subjects (other than religion, except as
an academic discipline) would be eligible to receive a
Presidential Award for Excellence in Education. Local
educational agencies, public and private schools, teachers,
teacher associations, parents, parent-teacher associations,
businesses, business groups and student groups would all be able
to nominate teachers for awards, and State educational agencies
would be required to inform these entities and the general public
of the nominating deadlines, procedures, and selection criteria.
The Governor of each State, in consultation with the chief State
school officer, would select a panel of parents, school
administrators, teachers, school board members, and members of
the business community. This panel would select award recipients
in accordance with criteria approved by the Secretary in the
State's application. The selection criteria could take into
account, but would not be limited to, a teacher's successes in
such areas as the education of "at-risk" or gifted and talented
students, dropout prevention and reentry, curriculum development,
acting as a "master teacher" for inexperienced teachers, or
encouraging students to pursue advanced classes in subjects such
as mathematics, science, or foreign languages.
Section 2305 of the Act would specify that the amount of a
Presidential Award for Excellence in Education would be $5,000,
and that the recipient. could use the award for any purpose.
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TITLE II--NATIONAL SCIENCE SCHOLARS
Section 201. Section 201 of the bill would insert a new
subpart 7 in part A of title IV of the Higher Education Act of
1965 ("the Act") and redesignate subparts 7 and 8 of the current
law as subparts 8 and 9. New subpart 7 would establish a new
National Science Scholars Program that would provide graduating
high school students selected by the President with awards of up
to $10,000 per year for their undergraduate postsecondary
education, provided that the students major in the life,
physical, or computer sciences, mathematics, or engineering, and
maintain a superior level of academic performance.
Section 419L of the Act would state the program's purpose of
recognizing student excellence in the sciences, mathematics, or
engineering, and encouraging students to continue their education
in those fields of study, and would authorize appropriations of
$5,000,000 for fiscal year 1990, $10,000,000 for fiscal year
1991, $15,000,000 for fiscal year 1992, and $20,000,000 for
fiscal year 1993.
Section 419M of the Act would authorize the Secretary to
enter into grants, contracts, and cooperative agreements in order
to carry out a program of awarding scholarships to students who
are selected by the President and who have demonstrated
excellence in the sciences, mathematics, or engineering, and who
show promise of continued academic achievement in their field of
study. The initial scholarship would be awarded for the
student's first year of postsecondary education. If the student
continues to be eligible, as would be determined under section
4190 of the Act, the student would receive scholarships for up to
three additional years, to enable the student to complete his or
her undergraduate postsecondary education. If the student is in
a course of study that requires attendance for five academic
years, the student could receive an additional scholarship for
the fifth year. Section 419M also would provide that a
scholarship awarded under this subpart could be used at any
institution of higher education, as that term is defined in
section 1201(a) of the Act, and that students receiving awards
under this subpart would be known as "National Science Scholars."
Section 419N of the Act would detail the selection of
National Science Scholars. First, the Secretary would appoint a
panel of experts composed of scientists, mathematicians,
engineers and representatives from industries that use advanced
technologies. This panel would recommend specific academic
achievement criteria for use in the nomination of students to
receive scholarships. The Secretary would then review these
recommendations and publish appropriate academic achievement
criteria in the Federal Register. Using these criteria, each
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State would nominate at least four, but not more than 10,
graduating high school students each year from each congressional
district within that State. After considering the students
nominated, the President would then select at least 30 students
to receive scholarships. The President may consult with a board
comprised of his Science Advisor, the Secretary, and the Director
of the National Science Foundation, regarding the selection of
students for these scholarships.
The President would also select an additional 540 students
to receive scholarships. Each Senator and Member of the House of
Representatives would be entitled to make recommendations to the
President regarding the selection of one student to receive a
scholarship from among the nominees. This selection process
would emphasize the prestigious nature of a National Science
Scholarship, and enhance the program's visibility.
Section 419N of the Act would also provide that scholarship
proceeds would be disbursed on behalf of students directly to the
institutions that the students are attending, but not until the
students are actually enrolled. Institutions would disburse to
the students the amount of scholarship proceeds that exceed the
students' costs at the institution--for example, the institution
would retain the amount of scholarship proceeds that is to cover
tuition and fees, but would pay to the student amounts that are
meant to cover off-campus room and board expenses.
Section 4190 of the Act would describe the requirements for
a student's eligibility to receive initial and continuing awards,
and the consequences for failing to meet these requirements. In
order to be eligible to receive a National Science Scholarship
for the first year of undergraduate study, a student would have
to graduate from a public or private secondary school (or obtain
the equivalent of a certificate of graduation, as recognized by
the State in which the student resides) during the school year in
which the award is made or be scheduled to graduate within three
months after the date the scholarship is awarded. A student must
also be accepted for enrollment as a full-time student at an
institution of higher education (as defined in section 1201(a) of
the Act) and have declared a major in one of the life, physical
or computer sciences, mathematics, or engineering. What
constitutes full-time attendance would be determined by the
institution, and the Secretary could waive the full-time
attendance requirement in unusual circumstances. These
requirements would ensure that the program's dual purposes of
rewarding academic excellence at the high school level and
encouraging talented students to pursue their postsecondary
education in one of the life, physical, or computer sciences,
mathematics, or engineering are met.
In order to receive scholarships for additional years of
undergraduate study, the student would have to maintain a
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superior level of academic achievement (as determined in
accordance with the regulations of the Secretary), continue to
major in one of the specified fields of study, and to be enrolled
at an eligible institution of higher education as a full-time
student (except in unusual circumstances). The size of the
award, the prestige associated with selection as a National
Science Scholar, and the program's purpose of rewarding and
encouraging academic excellence in the sciences, mathematics, and
engineering, all necessitate that the student continue to achieve
a superior level of academic performance and pursue these fields
of study.
If the student fails to meet any of the eligibility
requirements, the student's eligibility to receive further
National Science Scholarships would be determined in accordance
with regulations prescribed by the Secretary.
Section 419P of the Act would provide that the amount of a
scholarship awarded under this subpart for any academic year
would be $10,000, subject to two restrictions. First, the amount
of a National Science Scholarship would not exceed the student's
cost of attendance, as defined in section 472 of the Act.
Second, if the total of the amount of the National Science
Scholarship and other Federal or non-Federal grant or scholarship
assistance would exceed the student's cost of attendance as
defined in section 472 of the Act, the National Science
Scholarship would be reduced by the excess amount. While basing
the scholarship on merit and authorizing an award amount of
$10,000 per year are designed to establish a National Science
Scholarship as a prestigious honor, the scholarship must bear
some relation to the student's educational costs. Need analysis
provisions for title IV of the Act require that the Pell Grant be
the first source of Federal student assistance, and, if
necessary, that other sources be reduced.
Finally, section 419Q of the Act would provide students with
priority consideration for Federally-financed summer employment
related to their field of study in Federally-funded research and
development centers. All Federal agencies would also be directed
to cooperate with the Secretary and to participate actively in
providing appropriate summer employment opportunities for
students.
Section 202. Section 202 of the bill would make minor
amendments to the Act in conformity with the proposed re-
designation of subparts 7 and 8 of part A of title IV of the Act.
Section 203. Section 203 of the bill would provide that the
amendments made in title II of the bill would be effective on
October 1, 1989 for academic year 1990-1991 and succeeding
academic years.
-14-
TITLE III--OTHER PROGRAMS
Section 301. Section 301 of the bill would amend the Drug-
Free Schools and Communities Act to authorize the appropriation
of $25,000,000 for fiscal years 1990, 1991, 1992, and 1993 to
support "urban emergency grants." The Secretary would make a
small number of these one-time grants each year to local
educational agencies that are located in urban areas that have
the most severe drug problems. The grants would assist those
agencies to develop and implement comprehensive approaches to
eliminating the serious drug problems that affect schools and
students within their boundaries.
Section 302. Section 302 of the bill would amend section
360 (a) (3) of the Higher Education Act of 1965 to authorize
additional appropriations for endowment challenge grants under
part C of title III of that Act for historically Black colleges
and universities that qualify as part B institutions. As
amended, section 360 (a) (3) (B) (i) would authorize $10,000,000
for fiscal year 1990, $20,000,000 for fiscal year 1991,
$20,000,000 for fiscal year 1992, and $10,000,000 for fiscal
year 1993 for endowment challenge grants to such institutions.
Section (a) (3) (B) (ii) would clarify that if for any fiscal
year a part B institution competes successfully for an award
from funds appropriated under the additional authorization in
clause (i), it could not receive funds for that fiscal year
appropriated under the basic authorization for the part C program
in section 360 (a) (3) (A), but that if for any fiscal year a part B
institution does not receive an award from funds appropriated
under the additional authorization in clause (i), that
institution would be eligible to compete for and receive funds
for that fiscal year appropriated under the basic authorization
in subparagraph (A).
Section 303. Section 303 of the bill would provide that the
amendments made by title III of the bill would be effective
October 1, 1989.
-15-
Budget and Department of Education
risks
officials by the National Center on
ous a
Education and the Economy. This is a
how I
Carnegie-funded group led by John
possi
Sculley, head of Apple Computer Inc.,
what
and former Gov. James B. Hunt Jr. of
regula
David S. Broder
North Carolina, a leader in the educa-
small
tion-reform movement. Marc S.
tions,
Tucker, who headed the staff of the
A Cost-Free
be set
original Carnegie effort, is directing
be exp
this follow-on project.
soil) ea
It would, by simple waiver of regu-
Idea for
lations, allow school systems with
many poor students to develop educa-
tional bootstrap plans and then pool
federal and state funds to carry them
Willia
out. This idea is so much in tune with
The Schools
what the governors already are doing
and with the basic philosophy of the
On
Bush administration that New Jersey
The current wave of education re-
Gov. Thomas H. Kean (R) has called
form began with a federal govern-
it "an excellent place to begin" rede-
Every no
ment report, "Nation at Risk," depict-
fining the federal role.
problem I'v
ing the failure of far too many schools
Today, the federal government
denly, for )
to give their students a mastery of
supplies earmarked funds, through
comes a fla
essential citizenship and economic
separate programs, for education of
together, an
skills.
poor children, the handicapped, chil-
frame the qu
Terrell Bell, the education secre-
dren from foreign-language back-
The resultant
tary who initiated that report in 1983,
grounds and other target groups.
And then, :
was unable to interest his boss, Presi-
These are well-intentioned efforts.
phone calls a.
dent Reagan, in a federal response.
But as Tucker and his colleagues
what I've alwa
Instead, Reagan traveled the country
noted in a memo to the president,
My first re
telling governors, legislators and local
"Separate bureaucracies
typically
The hell you'v.
school boards that it was up to them
carve kids into separate pieces and
down and acc
to run the rescue operation.
make it difficult to build initiatives
managed is to
Confounding the skeptics, many
that work for the student." It would
place thoughts
states and localities stepped up to the
he better, they argue, if the quest for
reader shares n
challenge. They raised teachers' pay,
excellence gave states and localities
The idea bec
toughened curriculum, lengthened
maximum freedom to figure out how
and I learn not
school days and years and insisted on
110 produce those results."
credit me for it.
testing students to measure the re-
They are not proposing an overhaul
And why shou
sults.
of existing federal programs. Rather,
priating the insi
Impressive as that response was,
they suggest that Bush ask Congress
give credit: not I
d
the people involved-especially gov-
to give Cabinet secretaries authority
because someone
ernors-soon realized that the first
o solicit proposals from communities
cult issue becom
wave of school reform would fall well
and states with large concentrations
becomes a part ,
short of what was needed. In 1986,
of poverty. The winners would get
than not, I can't
the nation's governors, working with
"broad waivers that would permit
Today, I am a
the Carnegie Foundation Task Force
pooling of both state and federal funds
America is a mai
on Teaching as a Profession, launched
in exchange for commitment
the second wave. It was aimed pri-
from education, government, commu-
Rowland
1
marily at improving professional
nity and business leaders
to set
skills, pay, accountability and authori-
nd achieve high education perfor-
ty of teachers.
nance."
That effort developed enough mo-
They emphasize this is not a sug-
Feedi
mentum that in the final years of the
gestion for deregulating the system.
Reagan administration, Education
Communities would keep their waiv-
Amid the Bush
Secretary William Bennett was able
ers only as long as they could demon-
tion about the bi
to publish useful guidebooks to "what
strate they were making year-by-year
Congress brokered
works" in particular schools and class-
progress toward their education
Baker III lies the i
rooms.
toals, so "the emphasis (would be)
Congress' well-dev.
Only now, six years after it began
quarely on performance."
Reservations abc
with Bell's report, has the education-
States and districts would receive
Pentagon, Justice
reform effort turned back to Washing-
he same funds they now get, with
House itself and ai
ton. As this is written, the final touch-
erhaps a 5 percent or 10 percent
Robert Bork. The
es are being placed on the message in
onus for efforts to boost perfor-
George Bush was u
which President Bush will spell out
lance, especially in academic
zeal for an agree
his campaign's stated aspiration to
chievement and in helping students
st
tortuous contra issu
have him recorded as "the education
ake the transition from school to
The cost may ris
president.
po
ork.
ro
congressional Dem
He is expected to offer suggestions
It's a sensible way of building on
pe
outs with the presid
for expanding "Head Start" preschool
e good work already begun. As the
dif.
such test of wills,
programs for needy youngsters, say-
emo to Bush notes, there are model
dai
sacrifice John To
ings programs to help middle-class
chools that "are able to help their
acc
Devouring one of
families pay college bills and other
tudents function at high levels of
classroom goodies. hinted at in last
fere
choices may be an a
erformance, even in the poorest
year's stump speeches.
is
setting policy.
ommunities. But no school systems
W
Whether the deal
But unless there's a last-minute
erving (those) kinds of communities
infoi
is justifiable on its
change of mind by Bush's domestic-
have yet been able to produce
mecl
right. Baker's plan
policy staff, he apparently will not
consistent high performance."
Nicaraguan resistan
adopt as his own a bold but essentially
in na
It's time to attempt that next step.
Henry Hyde and e
cost-free idea through which the fed-
know
eral government could give a power-
man
ful boost to the healthy experimenta-
from
tion taking place at the local level.
zone
The idea was offered to White
dera'
House, Office of Man rement and
H