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118569938
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Education - Education General (3)
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118569938
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document
title
Education - Education General (3)
citationUrl
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137
collections
Records of the White House Office of the Deputy Chief of Staff (Reagan Administration)
Michael Deaver's Subject Files
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118569938
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1985-12-31
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1985
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1981-01-01
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1981
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Ronald Reagan Presidential Library
Digital Library Collections
This is a PDF of a folder from our textual
collections.
Collection: Deaver, Michael
Folder Title: Education-Education
General (3)
Box: 38
To see more digitized collections
visit: https://reaganlibrary.gov/archives/digital-library
To see all Ronald Reagan Presidential Library inventories
visit: https://reaganlibrary.gov/document-collection
Contact a reference archivist at: [email protected]
Citation Guidelines: https://reaganlibrary.gov/citing
National Archives
Catalogue: https://catalog.archives.gov/
The President's Schedule
JUNE 1983
Issue: 5/20/83 3:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2 House Convenes thru 6/ 30
3
4
N* Camp David
N*
Camp David
Proposed & Tentative
12:00 Lunch w/Crew
12:00 Lunch w/VP
For Administrative Use Only
of Space Shuttle
12:06 Radio Talk
VII
N First Lady
2:00 NSC
N* To Camp David
- Away from White House
4:00 Admin. Time
Tentative
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
ON CAMP DAVID
5
6
9
10
11
D-Day
7
8
N*
Camp David
9:30 Houphouet-Boigny
9:45 Mtg.w/
TN#
Senate Reconvenes thru 7/1
Camp David
Briefing
12:00 Phone call to Dick
Speechwriters
11:45 Coast Guard
N
10:00
Arrival.-Pres
T
11:00 Cabinet Time
Bergholz Bkfst.
Medal Pres.
Houphouet-Boigny
T
11:00 NSC
12:06 Radio Talk
of Ivory Coast
12:00 Issues Lunch
10:30
Mtg. with
To Minnesota
12:00 Lunch w/Bipart
Houphouet-Boigny
T
2:00 NSC
4:00
GOP Jewish
N
3:00 PBS Taping
Roundtable (re:
4:00 C. White
Coalition
"Performance in
Visit Public School
Cap. Formation)
N
5:00 PBS Taping
5:00
H-Hold
WH Series"
Fundraiser-Sen. Rudy
"Performance in
N
7:30
State Dinner
N
Ret. to WH
(Rain Date)
Boschwitz
B-Tie
WH Series"
Ret to Washington
TN# To Camp David
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
12
13
14
Flag Day
15
16
17
18
TN#
Camp David
T
9:30 Bi-Part.
11:45 Medals to Nation-
9:45 Mtg. w/
TN#
Camp David
Leadership
wide Presidential
Speechwriters
11:00 Hawke Briefing
T
11:00 NSC
Scholars
11:30 Mtg. w/P.M.
12:00 Lunch w/VP
11:00 Magana Briefing
12:06 Radio Talk
Hawke of
12:00 Issues Lunch
12:00 Lunch w/Key
T
1:00 Students TV
11:30 Mtg w/P.M.
Australia
Supporters
Show
Magana of El
T
2:00 Cabinet Time
Salvador
TN
Ret. to WH
12:15 Lunch w/Hawke
Address National
1:30 Depart. Stms.
(T-TRAVEL)
12:15 Lunch w/Magana
N
5:00 Reception
T
2:00 Cabinet Time
PTA Conference
4:00 Personnel Time
1:30 Depart. Stms.
For Special
4:15 School Prayer
4:30 Admin. Time
Olympics
Leaders
Albuquerque, NM
5:00 Diplo. Credentials
4:30 Taping Session
N*
Eve Dropby Dinner
Sen. J. Helms
TN# To Camp David
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
19
Father's Day
20 Address Tenn.
21
Summer Begins
22
23
24
25
TN#
Camp David
Legislature
T
9:30 GOP Leadership
*
AM
To Chicago
9:45 Mtg. w/
TN#
Camp David
12:00 Lunch w/PSI
(Intv. AF1 Doc.)
Speechwriters
Advisory Council
11:00 Gonzales
Address AMA
Briefing
Convention
T
11:00 NSC
12:06 Radio Talk
Aft.
Greet Graduates
11:30 Mtg. w/PM
1:00 Address NFIB
Meet w/ Ruth Love
Cong. Page
Gonzales of
Ret. to
1:30 Intv.-Forbes
School
Spain
Washington
Magazine
Late Aft.
12:15 Lunch with
T
2:00 Cabinet Time
To Miss. f/GOP
Gonzales
4:00 Personnel Time
TN
Ret. to WH
Fundraiser
1:30 Depart. Stms.
6:30 Dinner w/Joint
4:30 Admin. Time
T
2:00 Cabinet Time
Chiefs of Staff
T
5:30 Eureka Reagan
Ret. to Wash.
Scholars Recep.
TN#
To Camp David
5:00 H-Hold
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
26
27
28
29
30
Address Calif.
TN#
Camp David
11:30 Combined Fed.
T
11:00 NSC
Visit "Skills
Legislature
Campaign
Olympics" in
Awards
Hold Afternoon
Louisville, Ky.
Address American
12:30 Issues Lunch
2:00 Cabinet Time
Address to Assoc
Assoc. of Univ.
T
8:00 Retirement Cere.
Women- San Francisco
TN
f/Marine Com-
of Secondary
Ret. to WH
mandant Barrow
School Principals
To Los Angeles
Kansas City, MO.
Fundraiser, CA-GOP
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON
Kansas City
ON LOS ANGELES
The President's Schedule
JULY 1983
Issue: 5/20/83 3:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1 House Recess thru 7/10
2 Senate Recess thru 7/10
N* Ranch
N*
Los Angeles
Proposed & Tentative For
*
9:06 Radio Talk
Administrative Use Only
N* To Ranch
N- First Lady
*- Away from White House
T- Tentative
ON RANCH
ON RANCH
3
4 Independence Day
5
6
7
8
9
N*
Ranch
(T-TRAVEL)
T
9:30 GOP Leadership
11:45 Intv. w/Sports
TN# Camp David
Afield
T
11:00 NSC
11:55 Photo Former
T
11:00 NSC
T
12:00 Issues Lunch
USSS SAICs
Lunch w/ Marva
*
12:06 Radio Talk
12:00 Lunch w/VP
T
2:00 Cabinet Time
Collins at W.H.
T 2:00 Cabinet Time
TN# To Camp David
4:00 Personnel Time
5:00 H-Hold
4:30 Admin Time
TN# Ret. to Washington
ON RANCH
ON WASHINGTON, D.C
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
10
11 Senate Reconvenes thru 8/5
12
13
14
15
16
TN#
Camp David
House Reconvenes thru 8/12
T
9:30 Bi-Part
TN# Camp David
Leadership
White House
T
11:00 NSC
12:00 Issues Lunch
T 11:00 NSC
Luncheon for
12:00 Lunch w/ VP
*
12:06 Radio Talk
T
2:00 Cabinet Time
Teachers of
T 2:00 Cabinet Time
the Year from
4:00 Personnel Time
TN# To Camp David
all States
4:30 Admin Time
TN Ret. to WH
N* Eve. Kennedy Center
Marine Band
B-Day
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
17
18
19
20
21
22
23
TN# Camp David
T*
To Florida
T
9:30 GOP Leadership
TN# Camp David
T*
Address Internat'l
Longshoremen's Asso.
T 11:00 NSC
T 11 :00 Cabinet Time
T 11:00 NSC
12:00 Lunch w/ VP
*
12:06 Radio Talk
T
Return to Wash.
Hold Afternoon &
Evening
T 2:00 Cabinet Time
Hold Afternoon
4:00 Personnel Time
TN# To Camp David
TN Ret. to WH
Visit Adult
4:30 Admin Time
5:00 H-Hold
Literacy
Center
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
24
25
26
27
28
29
30
TN# Camp David
TN# Camp David
T 11:00 NSC
T 11:00 NSC
TN Ret. to WH
12:00 Lunch w/ VP
*
12:06 Radio Talk
T
2:00 Cabinet Time
T 2:00 Cabinet Time
ON WASHINGTON, D.C.
4:00 Personnel Time
TN# To Camp David
31
4:30 Admin Time
12:00 Issues Lunch
TN# Camp David
TN Ret. to WH
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
SENCITIVE DO NOT COPY
The President's Schedule
AUGUST 1983
Issue: 5/20/83 3:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
5
6 Senate Recess thru 9/6
T
9:30 GOP Leadership
T
11:00 NSC
T 11:00 NSC
TN# Camp David
12:00 Issues Lunch
12:00 Lunch w/VP
*
12:06 Radio Talk
T
2:00 Cabinet Time
T 2:00 Cabinet Time
4:00 Personnel Time
5:00 H-Hold
4:30 Admin. Time
TNA To Camp David
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON .WASHINGTON D.C.
ON CAMP DAVID
ON CAMP DAVID
7
8
9
10
11
12
13 House Recess thru 9/11
TN#
Camp David
T
9:30 Bi-Part
TA
Camp David
Leadership
T 11:00 NSC
*
12:06 Radio Talk
12:00 Issues Lunch
T
11:00 NSC
12:00 Lunch w/VP
T 2:00 Cabinet Time
T
2:00 CabinetTime
T* To Camp David
4:00 Personnel Time
4:30 Admin. Time
TN Ret. to WH
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON WASHINGTON D.C.
ON CAMP DAVID
ON CAMP DAVID
14
15
16
17
18
19
20
*
To California
N* Ranch
N* Ranch
NA Ranch
N* Ranch
NA Ranch
N* Ranch
*
9:06 Radio Talk
*
5:00 H-Hold
ON RANCH
ON RANCH
ON RANCH
ON RANCH
ON RANCH.
ON RANCH
ON RANCH
21
22
23
24
25
26
27
NA Ranch
NA Ranch
N* Ranch
NA Ranch
NA Ranch
N* Ranch
NA Ranch
*
9:06 Radio Talk
Visit Academic
Summer Camp
ON RANCH
ON RANCH
ON RANCH
ON RANCH
ON RANCH
ON RANCH
ON RANCH
28
29
30
31
N* Ranch
N* Ranch
N# Ranch
N# Ranch
Proposed & Tentative
ForAdministrative Use Only
N FirstLady
Away from White House
*
5:00 H-Hold
T- Tentative
ON RANCH
ON RANCH
ON RANCH
ON RANCH
The President's Schedule
SEPTEMBER 1983
Issue: 5/20/83 3:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
N* Ranch
N* Ranch
N* Ranch
Proposed & Tentative
*
9:06 Radio Talk
For Administrative Use Only
N — First Lady
Away from White House
T- Tentative
ON RANCH
ON RANCH
ON RANCH
4
5
Labor Day
6
7 Senate Reconvenes
8
Rosh Hashanah
9
10
TN#
Camp David
N*
To Texas
T
11:00 NSC
T 11:00 NSC
12:00 Issues Lunch
12:00 Lunch w/VP
*
12:06 Radio Talk
N*
Fundraiser Texas GOP
on Education
T
2:00 Cabinet Time
T 2:00 Cabinet Time
N
Ret. to Washington
4:00 Personnel Time
4:30 Admin. Time
TN#
To Camp David
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
11
12 House Reconvenes thru 10/11
13
14
15
16
17 Yom Kippur
TN# Camp David
T
9:30 GOP.
TN#
Camp David
Leadership
12:00 Issues Lunch
T
11:00 NSC
12:00 Lunch w/VP
*
12:06 Radio Talk
T
2:00 Cabinet Time
T
2:00 Cabinet Time
TN
Ret. To Wash.
4:00 Personnel Time
4:30 Admin. Time
5:00 H-Hold
T* 7:30 Natl. Hispanic
"Back to School"
GOP Dinner
TN# To Camp David
Speech to Nation
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
o N CAMP DAVID
18
19
20
21
22
23
24
TNA Camp David
T
9:30 Bi-part.
Drop-by W.H. Conf.
Leadership
on Productivity
T
11:00 NSC
T 11:00 NSC
12:06 Radio Talk
12:00 Issues Lunch
12:00 Lunch w/VP
N*
2:00 Rodeo at
T
2:00 Cabinet Time
T
2:00 Cabinet Time
Capital
N
5:00 PBS Taping
Centre
TN Ret. To Wash.
*
To South Carolina
"Performance in
4:00 Personnel Time
WH Series"
4:30 Admin. Time
*
Fundraiser, Sen. S.
N 5:30 Smithsonian
Board Recept.
N
Thurmond
5:00 Barbeque
for Rodeo
Ret. To Washington
Dropby PTA Mtg.
Stars
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
25
26
27
28
29
30
T
9:30 GOP
Leadership
T
11:00 NSC
T 11:00 NSC
12:00 Issues Lunch
12:00 Lunch w/VP
T
2:00 Cabinet Time
T 2:00 Cabinet Time
5:00 H-Hold
4:00 Personnel Time
4:30 Admin. Time
TN# Eve. Heritage Found-
N*
Eve. Dropby Dinner
TN# To Camp David
ation Dinner
f/Howard Baker
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C
ON WASHINGTON, D.C
ON CAMP DAVID
T
COPY
sident's Schedule
JUNE 1983
Issue: 5/12/83 1:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2 House Convenes thru 6/ 30
3
4
N#
Camp David
N*
Camp David
Proposed & Tentative
For Administrative Use Only
12:00 Lunch w/Crew
12:06 Radio Talk
of Space Shuttle
N First Lady
7
N*
To Camp David
- Away from White House
Tentative
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
5
ON CAMP DAVID
6
D-Day
7
8
9
10
11
N*
Camp David
Senate Reconvenes thru 7/1
9:30 Houphouet-
9:45 Mtg.w/
TN#
Camp David
Boigny Briefing
11:45 Coast Guard
Speechwriters
N
10:00 Arrival.-Pres
T
11:00 Cabinet Time
Medal Pres.
Houphouet-
T
11:00 NSC
12:00 Issues Lunch
12:06 Radio Talk
Boigny of Ivory
To Minnesota
Coast
T
2:00 NSC
12:00 Lunch w/Bipart
10:30 Mtg. with
N
3:00 PBS Taping
Roundtable (re:
Houphouet-
"Performance in
N
Fundraiser-Sen. Rudy
5:00 PBS Taping
Cap. Formation)
Boigny
WH Series"
Boschwitz
N
Ret. to WH
"Performance in
(Rain Date)
Ret to Washington
WH Series"
5:00 H-Hold
N
7:30 State Dinner
TN# To Camp David
B-Tie
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
12
ON CAMP DAVID
13
14
Flag Day
15
16
17
18
TN#
Camp David
T
9:30 Bi-Part.
11:45 Medals to Nation-
9:45 Mtg. w/
TN#
Camp David
Leadership
wide Presidential
Speechwriters
11:00 Hawke Briefing
T
11:00 NSC
Scholars
11:30 Mtg. w/P.M.
12:00 Lunch w/VP
Hawke of
11:00 Magana Briefing
12:06 Radio Talk
12:00 Issues Lunch
12:00 Lunch w/Key
T
1:00 Students TV
Australia
11:30 Mtg w/P.M.
TN
Ret. to WH
Supporters
Show
12:15 Lunch w/Hawke
Magana of El
T
2:00 Cabinet Time
Salvador
1:30 Depart. Stms.
(T-TRAVEL)
N
5:00 Reception
T
2:00 Cabinet Time
12:15 Lunch w/Magana
4:15 School Prayer
Address P.T.A.
4:00 Personnel Time
For Special
1:30 Depart. Stms.
4:30 Admin. Time
Olympics
Leaders
Nat'l Convention
4:30 Taping Session
N*
Eve Dropby Dinner
Albuquerque, N.M.
Sen. J. Helms
TN# To Camp David
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
19
ON CAMP DAVID
Father's Day
20
Address Missi-
21
Summer Begins
22
23
24
TN#
25
Camp David
T
9:30 GOP Leadership
AM
ssippi State
To Chicago
9:45 Mtg. w/
TN#
Camp David
(Intv. AF1 Doc.)
Speechwriters
Leg. re: Educ.
11:00 Gonzales
11:00 Mtg. w/Joint
Address AMA
12:00 Lunch w/PSI
Briefing
Chiefs of Staff
Convention
T
11:00 NSC
Visit
12:06 Radio Talk
Advisory Council
11:30 Mtg. w/PM
Ruth Love
Gonzales of
1:00 Address NFIB
Ret. to
1:30 Intv.-Forbes
Spain
Washington
Late Aft.
Magazine
12:15 Lunch with
T
2:00 Cabinet Time
To Miss. f/GOP
Gonzales
TN
4:00 Personnel Time
Ret. to WH
Fundraiser
1:30 Depart. Stms.
4:30 Admin. Time
T
2:00 Cabinet Time
T
5:30 Eureka Reagan
Ret. to Wash.
Scholars Recep.
TN# To Camp David
5:00 H-Hold
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
26
ON CAMP DAVID
27
28
29
30
Present Award
TN#
Camp David
Address Calif.
11:30 Combined Fed.
T
11:00 NSC
to Jaime Escalente
Campaign
Legislature re:
Awards
Education
Garfield High School
12:00 Lunch w/VP
Hold Afternoon
Hold Afternoon &
12:30 Issues Lunch
Evening
T
2:00 Cabinet Time
T
2:00 Cabinet Time
Address American
4:00 Personnel Time
8:00 Retirement Cere.
Assoc of Univ.
TN
4:30 Admin. Time
Ret. to WH
Marine Com-
mandant Barrow
Woman
To Los Angeles
N*
Fundraiser, CA-GOP
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON LOS ANGELES
SENSITIVE
sident's Schedule
MAY 1983
Issue: 5/12/83 1:00 p.m.
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
Law Day
2
3
4
5
6
7
9:45
Yr. of Bible
T
9:30
GOP Leadership
11:00
Sen. Laxalt
N*
Phoenix
N*
Ranch
Presentation
11:00 Mtg. w/Bum Suk
11:45
"Team
10:00 Cong. Mtg.
9:06 Radio Talk
10:45 OH & MS Bus Ldr.
LEE Korean
America"
Am
11:00
Summit Prep.
Address POSSE
Minister of Foreign
11:55
NCS Basketball
11:50
Intl. Priv. Enterprise
Affairs
Team
11:00 Photo - Mrs. B.
& Sign Older
Task Force
1:00
Handicapped of
Clark
American
12:00 Issues Lunch
1:15 Cabinet Time
Yr.
11:10 To San Antonio
Proclamation
2:00
Intv. Briefing
1:15
Intv. Briefing
f/Cinco de Mayo
2:30
Intv. w/Family
4:00 M. Stone Taping
2:00
Intv. w/Six WH
Activities
1:00 Address Natl.
Weekly
N
6:30 Diplomatic Recept.
Correspondents
4:00 GOP Senators
Rifle Assoc.
B-TIE
2:30
R. Wirthlin
5:00 H-Hold
3:00
Cong. Mtg.
N*
Approx.
7:30
Private Dinner
Late Aft. to Phoenix
4:00 To Santa Barbara
w/Core Group
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON PHOENIX
ON RANCH
ON RANCH
8
Mothers Day
9
10
11
12
9:45 P. Grace
13
14
9:30 NSC Meeting
11:00 Small Business
10:45
PFIAB
9:45 Mtg. with
N*
Camp David
N*
Ranch
Person of the
11:15
Price Briefing
Speechwriters
11:05 Teleconference
Year Cere.
11:30
Mtg. w/Price
10:45
Mtg. w/Intel.
N
To Ashland, Ohio
Briefing
11:15
Mtg. w/Cardinal
12:00
Lunch w/Price
Oversight Bd.
11:20
Teleconference
Krol
12:45
Depart. Stms.
11:00
12:06 Radio Talk
Cong. Mtg.
Export Trading Act
11:45
Ray Cave
1:15
Clark Briefing
1:00
Cong. Mtg.
12:00
Issues Lunch
12:00
Lunch w/J.
2:00
Cabinet Time
2:00 Father Blum
Naisbitt
4:00
PersonnelTime
2:15 L. Kirkland and
N
Eve. John Ashbrook
4:00 Cong. Meeting
1:00
Cong. Mtg.
4:30
WH Fellows
Trade Unions
Memorial Dinner
2:00
Signing Cere.
5:15
House/Sen. Photos
2:45 C. Heston
7:30 Private Dinner
Natl. Amateur
N
5:30
House/Sen. Recep.
N
Baseball Month
N*
Ret. to Washington
7:30
House/Senate
N*
To Camp David
2:30 Cong. Mtg.
GOP Dinner
3:45 Secy. Shultz
B-TIE
5:00 Cong. Mtg.
ON RANCH
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
ON CAMP DAVID
15
16
17
18 Oxon Hill H.S.
19
20
21 Armed Forces Day
9:30 GOP Leadership
(Maryland)
A.M. To South Orange,
N*
Camp David
11:00 Address Natl Assoc
10:45 Signing Cere.
9:45
Mtg. with
AM
To Miami
NJ
Home Builders
T
11:00 NSC
Honoring-Andrei
Speechwriters
N
12:00 Arts &
Sakharov
12:00 Adrs. Cuban/Amer.
1:00 Economic Briefing
Humanities
T
11:00
Cabinet Time
10:00 Commence-
11:00
Intv. Briefing
Natl. Fdn.
12:00
Lunch w/
11:30
Intv. with H. Thomas
ment Address
Luncheon
Key Supporters
12:00
Clark Briefing Lunch
Return to Wash.
Seton Hall
4:00
Dropby Briefing
4:00
Swearing-In Wm.
1:00
Bi-Part. Cong. Ldrs.
f/CEO's Re: MX
Hold Afternoon
Ruckelshaus
T
2:00
Cabinet Time
Late Aft.
4:15
H-Hold
& Evening
4:15
Ruckelshaus Recept.
Radio Talk Taping
5:00 Swearing-in H.
N*
Eve.
Dropby WH
4:00
Personnel Time
N
6:30
Private Dinner
N*
N
Ret. to WH
von Damm
News Photogra-
4:30
Admin. Time
N*
7:50
To Camp David
Bob Hope USO
phers Dinner
5:00
Taping for Bob
TV Show
B-TIE
Hope TV Special
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON CAMP DAVID
22
23
24
25
26
27 House Recess thru 6/1
28 Senate Recess thru 6/5
11:30 State Municipal
10:00 Dropby Bkft.
Bilateral/w P.M.
8:30 Bkfst w/ PM
N*
Camp David
League
w/New
Hold for Summit Prep.
Fanfani of Italy
Nakasone
12:00 Issues Lunch
Presidential
1:30 Presentation of
11:00 Briefing
10:15 Depart. Stments
Summit of
Outstanding
Appointees
11:30 Meeting
Industrialized
Exporters
T
11:00
Cabinet Time
12:15 Lunch
Early Aft.
Countries
Awards
12:00 Medal of Science
1:30 Depart. Stms.
*
To Williamsburg
2:00 Sen. Wallop
Presentation
2:00 Nakasone
12:06 Radio Talk
2:15 J. Benoit
Briefing
*
3:00 Summit Prep.
4:00 Official Photo
Hold Afternoon
2:30 Hold f/Summit
(On Education)
4:15 Handicapped
N
Ret. to WH
Girl Scouts
For Summit Prep.
Prep.
4:30 Cong. Time
4:00 Personnel Time
5:00 Taping Session
4:30 Admin. Time
5:00 H-Hold
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WASHINGTON, D.C.
ON WILLIAMSBURG
ON WILLIAMSBURG
29
30 Memorial Day
31
Summit
Summit
N*
12:00 Ret. to
Proposed & Tentative
Washington
For Administrative Use Only
N- First Lady
N
7:30 State Dinner
Away from White House
Tentative
ON WILLIAMSBURG
ON WILLIAMSBURG
ON WASHINGTON, D.C.
SENSITIVE
DO
CREIGHTON
and
UNIVERSITY
Bill Sittmem
Mail Center
June 21, 1983
Dear Mr. President,
eval
Enclosing an editorial by the Omaha World Herald on the educational/
Kevin Ross story. I understand Kevin talked to you of his dilemma.
I thought it only fair to stand in defense of our Creighton Univ.
Jesuit Institute.
There are always two sides. Some people just won't help themselves
no matter how many breaks you give them. Kevin had ample time for
studying since he was on the injured list so much of his college
career.
I've worked for Creighton for 18 years. Believe me I know they try
to help people in different situations, including me and my family.
Most of us take advantage of their help, appreciate it and have be-
come better for it.
Sincerely,
Rosemany Longasn
Ms. Rosemary Longacre
2500 California Street Omaha, Nebraska 68178 (402) 449-2789
Omaha, Nebraska 68178
UNIVERSITY
CREIGHTON
Rosemary Longacoe
Omaha Horld-Berald
10
Tuesday, June 21, 1983
World-Herald Editorial
Responsibility
And Kevin Ross
Kevin Ross inspires less sympathy as
his story drags on.
His request that Creighton University
underwrite his enrollment at another uni-
versity in order to "prevent any negative-
ness that might arise if I returned to
Creighton" is foolish and arrogant.
His self-righteousness is misplaced,
considering how lightly he seems to have
taken Creighton's previous attempts to
Washington, D. C. 20500
1600 Pennsylvania Ave.
PRESIDENT RONALD REAGAN
make a college education available to
him.
Creighton recruited Ross as a bas-
ketball player and admitted him as a stu-
dent despite test scores sharply lower
than the average of entering Creighton
freshmen. He was enrolled by special per-
mission despite a Creighton committee's
recommendation against admitting him.
What followed does not speak well for
college athletics.
Ross was retained for four years des-
pite compiling only a D average in an
1883
21
PM
academic program flush with easy
courses. He repeatedly missed classes
and tutorial sessions at Creighton. His
189
inattendance was chronic - in one
course, he missed more than half of the
class sessions. He told college officials he
wanted to play professional basketball
and didn't know what he wanted his col-
lege major to be except that he wanted
USA2Oc
1883 1983
something "easy."
Brooklyn Bridge
How. Ross remained eligible for inter-
collegiate athletics is a mystery. Why
Creighton was willing to tolerate a Ross
curriculum so full of soft courses also is a
mystery.
Creighton, recognizing that Ross had
academic problems, obtained permission
from the National Collegiate Athletic As-
sociation to arrange a summer school
program for him at the University of Mis-
souri-Kansas City between his second and
third years. His absenteeism continued.
It apparently wasn't until last year,
when he left Creighton and enrolled -
PRESERVATION COPY
with financial help from Creighton -at
Westside Preparatory School in Chicago,
that Ross began to develop skills he
should have been required to have in or-
der from high school in Kan-
Kevin
ROSS
inspires
his story drags on.
His request that Creighton University
underwrite his enrollment at another uni-
versity in order to "prevent any negative-
ness that might arise if I returned to
Creighton" is foolish and arrogant.
His self-righteousness is misplaced,
considering how lightly he seems to have
taken Creighton's previous attempts to
Washington, D. C. 20500
1600 Pennsylvania Ave.
PRESIDENT RONALD REAGAN
make a college education available to
him.
Creighton recruited Ross as a bas-
ketball player and admitted him as a stu-
dent despite test scores sharply lower
than the average of entering Creighton
freshmen. He was enrolled by special per-
mission despite a Creighton committee's
recommendation against admitting him.
What followed does not speak well for
college athletics.
21JUN
COMARHA.
Ross was retained for four years des-
pite compiling only a D average in an
PM
academic program flush with easy
courses. He repeatedly missed classes
3FH
and tutorial sessions at Creighton. His
189
inattendance was chronic - in one
S
course, he missed more than half of the
class sessions. He told college officials he
wanted to play professional basketball
and didn't know what he wanted his col-
lege major to be except that he wanted
USA2Oc
1883 1983
something "easy."
Brooklyn Bridge
How. Ross remained eligible for inter-
collegiate athletics is a mystery. Why
Creighton was willing to tolerate a Ross
curriculum SO full of soft courses also is a
mystery.
Creighton, recognizing that Ross had
academic problems, obtained permission
from the National Collegiate Athletic As-
sociation to arrange a summer school
program for him at the University of Mis-
souri-Kansas City between his second and
third years. His absenteeism continued.
*
It apparently wasn't until last year,
when he left Creighton and enrolled -
PRESERVATION COPY
with financial help from Creighton -at
Westside Preparatory School in Chicago,
that Ross began to develop skills he
should have been required to have in or-
der to graduate from high school in Kan-
sas City.
Both Ross and the Chicago school's di-
rector, Marva Collins, deserve the praise
they have earned for the academic gains
he made at Westside.
Creighton is due some of the criticism
it received for recruiting and retaining a
student with such poor academic prepa-
ration and SO little motivation.
But Creighton, in its efforts to help
Ross, has discharged its responsibility to
a scholarship student who didn't produce.
Ross, who seems to have got his educatio-
nal bearings under the tutelage of Ms.
Collins, now has the burden of showing
that he can take responsibility for him-
self.
STATEMENT OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE UNDER SECRETARY
UNITED STATES OF AMERICA
THE UNDER SECRETARY
June 20, 1983
MEMORANDUM FOR THE HONORABLE MICHAEL K. DEAVER
ASSISTANT TO THE PRESIDENT AND
DEPUTY CHIEF OF STAFF
FROM: GARY Aug LONES
The President needs all the support we can muster for his education
initiatives.
If you don't have any changes you'd like to make in the enclosed
piece, I'd appreciate your help in getting it placed.
Enclosure
CC: Bill Sittmann
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202
Dr. Gary L. Jones
Under Secretary
U.S. Department of Education
Education: On the National Agenda
President Reagan is the first President in a quarter of a century to place
education on the national agenda.
He stung his critics with a widely reported and highly respected bipartisan
National Commission on Excellence Report that hit education leaders and state and
local officials like a thunderbolt.
This nation's nearly 16,000 school systems and 3,200 colleges and universities
are on the threshold of the greatest reform movement they have ever experienced.
Local school boards on their own initiative are either considering or already
have reacted to major findings and recommendations in the Report by (I) raising
high school graduation requirements, (2) lengthening the school day, (3) placing a
renewed emphasis on instructional elements in the curriculum or (4) examining
their whole system as it relates to the recommendations of the Report.
State officials are considering increasing financial support and raising high
school graduation requirements. Governors and legislators are advocating merit
pay for teachers.
Nevertheless, Mr. Willard McGuire, National Education Association president,
has distorted the President's public record in a turgid article in The Washington
Post (June 8).
He would like to have the public believe the President has "rejected the
widely acclaimed findings of the Commission...", an accusation that is patently
false.
He continues to try to disassociate the President from the Report which calls
for "real educational reform and rethinking." Let US not be mistaken. It's been the
Page 2
President himself -- more than any other national figure in 25 years -- advocating
such nationwide reform and rethinking.
Mr. McGuire argues that "the President appears to believe he has nothing to
lose by claiming that large numbers of teachers are mediocre or worse." He argues
that the President has misread the spirit that permeates his own Commission's
Report and misread the attitude of the American people. On the contrary, Mr.
McGuire, it is the President who wants to recognize quality teachers through merit
pay and a master teacher plan. It is you and the NEA that have historically
advocated a single salary schedule which protects and propagates mediocrity. It is
the President who -- drawing on the lifetime of dedication to education excellence
of Secretary T. H. Bell -- is advocating merit pay for teachers and teacher
excellence in the classroom, not the NEA.
Furthermore, it is equally disturbing to read The Washington Post editorial of
June 19 that "Mr. Reagan is clearly wrong in his suggestions that the schools can be
greatly improved without any additional money at all." The President never
suggested that additional funds would not be needed to improve our schools.
The President recognizes that some of the Commission's recommendations --
such as improving teacher quality -- will require more revenue and has said as
much in Tennessee and Albuquerque.
Mr. David Broder, in an article appearing in the same edition of The
Washington Post went on to state that unlike the merit pay advocates in Tennessee
and California, "Reagan did not put his money where his mouth was."
Mr. Broder clearly misses the obvious policy position in his own statement.
The reason the President does not budget money for merit pay is because teachers'
salaries and standards have always been a sovereign matter for local and state
governments -- witness the initiatives in Tennessee and California.
Lastly, Mr. Broder laments that education should have "at least an equal
Page 3
claim on limited resources" as does the military budget. To draw such an analogy
on such inherently unequal elements of the federal role (education received 10%
support; defense literally 100%) begs the question: "What should states do?"
The first step before asking for more money is obvious -- they should reorder
their priorities and reallocate their own revenues.
Let's look at where President Reagan "put his money" when he was Governor
of California. He did what Governors and state legislators need to do now --
promote efforts to expand support of education at all levels. As Governor, Mr.
Reagan's administration:
increased aid to the state university systems 105% while enrollment
increased 44%;
increased support for the state college systems 164% while enrollment
increased 78%;
increased spending for community colleges 323% while enrollment
increased 84%; and
increased aid to the primary and secondary systems 105% while
enrollment increased 5%.
The President's support of education has been strong and appropriate for the
two levels he has served. He provided significant fiscal support when he was
Governor and is providing the strongest national leadership for education reform of
any President in nearly a quarter of a century.
THE WHITE HOUSE
6/17
WASHINGTON
THE WHITE HOUSE
WASHINGTON
BILL,
TO:
MICHAEL K. DEAVER
Steve Studdert is going to
LA. Could you let me know
FROM: WILLIAM HENKEL
what Mr. Deaver thinks about
Special Assistant to the President
attached so I can let him know?
Director of Presidential Advance
Right now it looks like he
Information
will be going Sunday evening.
Action
Thanks.
Betty Richter
Mike,
7656
PS Bill H. talked to DOE last
In light of your statement yesterda
night & I just received attached.
about Hispanics at Long Range
Meeting, asked DOE to look into
6/17 3:00 pm
finding good Hispanic high school.
Attached looks good.
STATEMENT OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE UNDER SECRETARY
UNITED STATES OF AMERICA
THE UNDER SECRETARY
June 17, 1983
MEMORANDUM FOR THE HONORABLE MICHAEL K. DEAVER
FROM:
GARY L. JONES, UNDER SECRETARY OF EDUCATION
SUBJECT:
SITE OF DEPARTMENT OF EDUCATION EXCELLENCE COMMISSION
FORUM IN LOS ANGELES
Based on my conversation with Bill Henkel and your guidance, I highly
recommend using Pioneer High School in the Whittier Union High School
District as the site for the Excellence Commission Forum on June 30 in
Los Angeles. The following are the reasons for choosing Pioneer High
School.
1. The school is 72% Hispanic.
2. It is a school that, due primarily to the efforts of the principal,
has been transformed from one that was referred to as a "gang" school
just four years ago to one that is now a finalist in the Department of
Education's National Secondary School Recognition Program. (The principal
came to Pioneer from the MGM gifted and talented high school and believes
all students can learn.)
3. The school population draws from low and medium-income homes.
4. A full summer school program will be in session.
5. It is a 15 minute drive from the Long Beach Airport (handles
good within-state service); 30 minutes from Ontario Airport (handles
full domestic service); 50 minutes from Orange County and LAX. Also
Pioneer borders a major freeway.
6. The gym seats 1200 and has a stage.
7. Parking facilities are good.
8. Pioneer has a large football field which could accommodate a
helicopter landing.
9. Gyms in Southern California high schools are not airconditioned.
However, large fans could be set up.
We have looked into three or four other sites but Pioneer ranks head and
shoulders above any of them as a location for a Presidential visit.
CC: Fred Ryan
Craig Fuller
Bill Henkel
Aay
mr. Deaver
Bill discussive me
White House News Summary
we schedulers.
Thursday, June 16, 1983
NEWSCLIPS FROM THE PRESIDENT'S TRIP TO NASHVILLE AND ALBUQUERQUE
June 14 - 15, 1983
INDEX
Page 1
Reagan Urges PTA Convention to Insist on Basics in Schools
Washington Post
2
Reagan Cautions About Education - New York Times
3
Reagan Photo - Washington Post
4
Critics and Even Some Allies Say Reagan Is Making
Education A Political Football - Wall Street Journal
5
Ron: Let's Not Fumble on Schools - New York Daily News
6
Reagan Beseeches PTA to Back 'Basics' Reform
Washington Times
7
Put Basics Back in Classroom, Reagan Urges PTA
Chicago Tribune
8
Reagan Majoring in Political Science - New York Post
9
Reagan Attacks NEA Over Teachers' Pay - The Baltimore Sun
10
Reagan Sets Goal: Raise Test Scores
The Philadelphia Inquirer
11
Reagan Labels Teacher Union a Hindrance - Newsday
12
Reagan Charges NEA Perils U.S. Schools
The Los Angeles Times
13
Reagan Attacks Teachers' Union in PTA Speech
The Boston Globe
14
Gannett News Wire Service
15
Gannett Wire (continued)
16
Reagan Deplores 'Sorry State' of American Education
Associated Press
17
AP story (continued)
-0-
THE WHITE HOUSE
WASHINGTON
June 8, 1983
Bil plsdo
MEMORANDUM FOR:
MICHAEL DEAVER
FROM:
LARRY SPEAKES S
I would appreciate it if I could be included
in any of your strategy sessions or meetings
on the education issue. The press is approach-
ing this with their usual cynicism and skepti-
cism, and I have had two days of hassle in
briefings trying to educate them on the
President's ideas. It would be helpful if
I could sit in.
6/03/83
4:00 pm
Wednesday, June 8
Staff Time
Oval Office
9:00 am
(30 min)
(Baker and Meese)
9:30 am
National Security Briefing
Oval Office
(15 min)
(Clark)
9:45 am
Meeting with Senator Malcolm Wallop
Oval Office
(15 min)
(Duberstein)
10:00 am
Meeting with Bipartisan
Cabinet Room
(60 min)
Congressional Leaders
(Duberstein)
Personal Staff Time
Oval Office
11:00 am
(50 min)
Greet Members of Philadelphia 76er's
Rose Garden
11:50 am
(10 min)
(Whittlesey/Henkel)
12:00 m
Lunch
Oval Office
(60 min)
1:00 pm
Meeting with Richard Wirthlin
Oval Office
(30 min)
(Baker)
2:00 pm - 2:30 Cabinet Time
Cabinet Room
(60 min)
2:30 - 3:00
3:00 pm
N
PBS Taping "Performance in
(Fuller) MEETING (Fuller)
South Grounds
(90 min)
White House Series" (Rain Date)
(Rosebush)
144396 CA
Bink
LRSM
THE WHITE house
SCHEDULE PROPOSAL
June 6, 1983
CRAIG FULLER
as
RECEIVED
TO:
FRED RYAN
FROM:
JUN 9 1983
REQUEST:
Announcement of "Campaign to Promote AdufCHEDULING
Literacy"
OFFICE
PURPOSE:
To demonstrate the President's commitment to
education.
BACKGROUND:
One of the stated goals of this Administration
is to reduce adult functional illiteracy. Current
conservative estimates are that 23 million Americans
are functionally illiterate, and that 2.3 million
4pm
join the pool yearly.
Aprix
To promote functional literacy, the Department of
Education has undertaken the development of a
coordinated national effort to expand the resources
Advan
directed at adult literacy. The "Campaign to
and
Promote Adult Literacy" will be officially
announced on June 29, before the State Directors
of Adult Education, Members of Congress particularly
interested in adult literacy, and representatives
of major volunteer literacy organizations. In
keeping with the President's encouragement of
private sector efforts, this initiative will rely
heavily on the work of volunteers and private
literacy organizations. The President's participa-
tion would demonstrate his commitment to education.
DATE:
June 29
DURATION: 15 Minutes
LOCATION:
East Room
PARTICIPANTS:
Secretary Bell, State Directors of Adult Education,
appropriate Members of Congress and representatives
of major volunteer literacy organizations.
OUTLINE OF
O Secretary Bell will make opening remarks.
EVENT:
The President will make the announcement and
brief remarks.
REMARKS:
Remarks will be required.
MEDIA
White House Press
COVERAGE:
PROJECT
Craig L. Fuller
OFFICER:
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE SECRETARY
UNITED STATES OF AMERICA
MAY 19 1983
THE SECRETARY
44396
Mr. Craig L. Fuller
Assistant to the President
for Cabinet Affairs
The White House
Washington, D.C. 20500
Dear Mr Fuller: croing,
One of my stated goals as the Secretary of Education is to reduce adult
functional illiteracy. Adult functional illiteracy is a major "hidden"
problem in the United States. Current conservative estimates are that
23 million Americans are functionally illiterate, and that 2.3 million
join the pool yearly. The Commission on Excellence recently reported
the extent of the problem among adults, and that approximately 13 per-
cent of all 17 year olds, and 40 percent of all minority youth may be
functionally illiterate.
As you know, to promote functional literacy, I have undertaken the
development of a coordinated national effort to expand the resources
directed at adult literacy. At a time when this Administration is being
accused of being insensitive to the findings of the Commission on Excellence,
this initiative demonstrates the President's commitment to education, and
in keeping with his encouragement of private sector efforts, relies heavily
on the work of volunteers and private literacy organizations.
I am planning to officially announce the Campaign to Promote Adult Literacy
on June 29, before the State Directors of Adult Education, members of
Congress particularly interested in adult literacy, representatives of
major volunteer literacy organizations, and the national press. To under-
score the significance of this campaign, I would like to announce it in an
appropriate setting at the White House; if the President's schedule would
permit, I would like to invite him to make the announcement or otherwise
participate. Because of her interest in literacy, I am inviting
Mrs. Barbara Bush to attend the announcement.
I would appreciate your assistance in these matters.
Sincerely,
Two
T. H. Bell
Bul keep me posties
June 4, 1983
They this
MEMORANDUM FOR LEE ATWATER
FROM:
CRAIG L. FULLER
S
SUBJECT:
National Diffusion Network
I mentioned that I thought the Department of Education had
some kind of a data base of "model" programs. Read the
attached. It turns out we invest $9.7 million and keep 23
people working full-time on the project at the Department of
Education. The program claims that 12,000 schools "adopted"
model programs.
Since we're making this kind of an investment (which is a bit
incredible) we ought to be getting more out of it!
I am asking Becky Dunlop in my office to arrange a meeting
with the people over there to determine whether we should
schedule a briefing here (or there) as well as to determine
how we might be able to make this program more effective.
Any one who is interested in your office or others in joining
my staff in the meeting would be welcomed.
CC:
Mike Deaver
Becky Dunlop
Bill Henkel
Fred Ryan
DEPARTMENT OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON, D.C. 20202
UNITED STATES OF AMERICA
MAY 20 1983
MEMORANDUM
TO: Gary Byler
Thru: OERI/Senese Donald Isenese
CEI/Davis
paso
Subject: Your Request For Information Concerning The National Diffusion
Network (NDN)
ORIGIN AND PURPOSE
The National Diffusion Network (NDN) was developed in 1974 to improve the
quality of education in America's public and private schools. The basic
rationale for the NDN is that most problems encountered by State and
local school officials have already been solved by some other school
district. Time, effort, and money are saved when school districts are
aware of the range and variety of proven successful solutions available
to them and provided the opportunity to choose from among those which
best fit their local setting. In other words, the NDN minimizes the
reinvention of the wheel syndrome, thus saving the taxpayer the expense
of creating similar solutions to recurring problems.
To achieve its objectives: (1) outstanding, rigorously evaluated
programs developed by local school districts are identified,
(2) information is made available to other public and private schools
across the nation and (3) inservice training is provided to assist those
schools which choose to adopt the program. Local school districts use
their own funds to pay for the implementation and operation of any
program they decide to adopt. NDN funds are used for the inservice
training of the local staff and administrators after the decision to
adopt has been made. The local school district makes the choice of
which, if any, program is adopted.
CURRENT STATUS OF THE NDN
Fifty States, the District of Columbia, Puerto Rico, and the Virgin
Islands participate in the NDN. At present 115 programs, known as
Developer Demonstrators, are supported with NDN funds; there are
approximately 241 programs that have been deemed exemplary based on
their evaluation data but are not supported by NDN. A summary of the
programs currently funded in 1983 by category is attached.
During school year 1981-1982, over 12,000 schools chose to adopt
NDN programs. Of this number, aproximately 1000 adoptions were in private
schools.
WHAT IS NDN DOING TODAY
NDN is currently searching for outstanding programs which have compelling
evidence of effectiveness in priority areas identified by the Secretary
of Education and the Assistant Secretary of OERI. This year the priority
areas include: Technology, Science, Mathematics, Reading (grades 6 and
above), Language Arts, Writing, Foreign Language Instruction, Gifted and
Talented, Preservice or Inservice Training and Bilingual Education.
WHAT IS NDN PLANNING TO DO
NDN plans to search for locally developed programs which respond to the
problem areas identified by the National Commission on Excellence:
(1) Competence in the basic skills of English, Mathematics, Science,
Social Studies and Computer Science; (2) Increased academic achievement
standards and expectations; (3) Effective use of time in school; and
(4) Improving the quality of instruction. Once the programs have been
identified and their exemplary status confirmed, they will be disseminated
through the NDN system. Local school districts and their respective
decision makers will then have the opportunity to choose among these
programs for possible adoption in their schools.
FUNDING AND PERSONNEL LEVELS
The FY 1984 funding level for the NDN is $9.7 million. The program is
operated by a professional and clerical staff of 23.
I hope that this information is of use to you. Please contact me if I can
of any further assistance.
for:
Dobert Lee E. Wickline
Number of Developer Demonstrator
Programs Funded
NDN Content Categories
1983-84
Reading, Language Arts
24
Technology
19
Science
10
Math
10
Preservice, Inservice
10
Training
Special Education,
10
Learning Disabilities
Health, Physical Education,
7
Special Interest
Organizational Arrangements,
5
Administration
Gifted and Talented
4
Early Childhood Education
4
3
Writing
Environmental,
3
Social Science
Career, Vocational Education
3
1
Arts
Adult Education
1
1
Bilingual Education
TOTAL
115
NOITY
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY UNDER SECRETARY FOR PLANNING BUDGET AND EVALUATION
U.S. CUP
May 2, 1983
NOTE TO BOB SWEET
As November 1984 draws closer, it is becoming increasingly
clear that the "loyal opposition" intends to make education
a major issue in the campaign. After testifying over a
dozen times in recent months before Congress and having
quite a few press encounters, several negative themes
continued to come up by those who do not share the President's
educational philosophy. As is so often the case, these themes
resemble not at all the real facts.
Since you are on the "front line" in selling the President's
program, I thought you might be interested in the enclosed
document prepared by my office which attempts to provide you
with succinct points to counter the most common myths on
education.
Please do not hesitate to call me if you need additional
information.
Gary
Gary L. Bauer
Deputy Under Secretary for
Planning, Budget and Evaluation
Enclosure
400 MARYLAND AVE. S.W. WASHINGTON D.C 20202
Myth =8. = The Administration isn't preparing America's
students for the technology challenge of the
future.
The Secretary of Education, through his Technology
Initiative, is supporting projects aimed at
increasing the capacity of States and localities
to use computers wisely in schools for computer
literacy, computer-assisted instruction, and
administration.
The Administration has proposed a new program,
costing $200 million over 4 years, to improve the
quality of secondary level science and mathematics
education. Funds would be used for scholarships
to train additional science and math teachers.
The Administration believes that this proposal
addresses one of the most critical elements of
the problem--the growing shortage of qualified
science and math teachers in our high schools.
o
The National Diffusion Network program in the
Department of Education is making a special
effort to disseminate information about success-
ful science, math, and technology programs
already in place in schools. As a result of
this effort, we would expect thousands of schools
to adopt new programs in these areas that have
been proven to be effective.
THOMAS PATRICK MELADY
Box 6460
BRIDGEPORT, CT. 06606
TELEPHONE: OFFICE (203) 371-7900
RESIDENCE (203) 255-4083
June 3, 1983
PERSONAL
MEMORANDUM
Bill for jule Edwe
To:
Mr. James A. Baker, III
Chief of Staff
Assistant to the President
The White House
Washington, D.C. 20500
From.
Thomas Patrick Melady
Tim
Subject: The President's Crusade for Education (No. 82)
1.
We need to create a campaign atmosphere for education-- the President
is crusading for a holy cause excellence in education
2.
September- the opening of the school year--is a very good time to
highlight this.
3.
I recommend that two major addresses be planned for September.
A. An address at a public high school where he would be
speaking to "all high school students and their parents."
B. An address at a private University like Villanova on the
outskirts of Philadelphia where he would speak to all
University students, their families, etc.
4.
Both appearances, properly orchestrated, could be most productive
for our educational and political goals.
CC: Mr. Michael Deaver
Mr. Edwin Meese
Mr. Michael McManus
THE WHITE HOUSE
WASHINGTON
June 3, 1983
MEMORANDUM FOR WILLIAM F. SITTMANN
FROM:
LEE L. VERSTANDIG her
SUBJECT:
EXCELLENCE IN EDUCATION
Attached are materials on the National Commission on
Excellence in Education which submitted its final report
to the President on April 26, 1983.
1. Fact Sheet (April 26, 1983) - which includes
background on the Commission and a Summary
of the Report.
2. Remarks of the President in a Meeting with
the National Commission on Excellence in
Education (April 26, 1983).
3. Remarks of the President at the Seton Hall
University Commencement (May 21, 1983) -
in which he speaks about excellence in
education.
4. Memorandum summarizing the Tennessee Master
Teacher Proposal and a copy of the legis-
lation itself.
5. Transcript of Press Conference held by
Secretary T. H. Bell and Dr. David P. Gardner
on April 27, 1983.
6. Speech by Secretary T. H. Bell at Michigan
State University and Presentation of Award to
Institute for Research on Teaching on May 13,
1983.
Attachments
8A THURSDAY, JUNE 2, 1983
USA TODAY
THE NATION'S NEWSPAPER
"USA TODAY hopes to
USA TODAY
serve as a forum for better
USA
understanding and unity to
help make the USA truly
one nation."
TODAY
-Allen H. Neuharth
Chairman and Founder
Sept. 15, 1982
John C. Quinn
John Seigenthaler
Editor
Editorial Director
OPINION
The Issue:
TEACHERS' SALARIES
312
Each day, USA TODAY explores and debates a news is-
sue. Today's page includes our opinion that teachers
should be paid according to performance, not seniority,
views from Mississippi, New York, Tennessee, and the
District of Columbia, and voices from across the USA.
The best teachers
deserve merit pay
The tide of mediocrity, as described by The National
Commission on Excellence in Education, doesn't stop with
students. It washes over teachers, too.
College students who plan to become teachers now score
80 points below the national average on the Scholastic Apti-
tude Test. A college diploma doesn't always correct the
problem: In California last December, 30 percent of the
prospective teachers failed the state's new competency test.
Yet it is hard to attract bright students to a profession
with an average starting salary of $12,800 and hard to give
dedicated and creative teachers an incentive to stay on
when they are paid an average of $17,644.
That's why you're hearing more about merit pay for out-
standing teachers - it's an idea for excellence that's catch-
ing on. Tennessee's pioneering plan has been endorsed by
President Reagan; proposals for merit pay are being con-
CHARLES OVERBY
sidered in Maryland, Virginia, Texas and North Carolina.
But the National Education Association, which repre-
USA TODAY columnist
sents 1.7 million teachers, says no. Its members argue that
evaluating teachers fairly is impossible - that administra-
tors will reward the crony, the toady and the high test-scor-
Our teachers' awfu
er, but not necessarily the teacher who inspires children to
learn. They say merit pay is a political smokescreen, a way
JACKSON, Miss. - Charlie
ble-edged bl
to ignore the miserably low salaries of most teachers.
Brooks and I used to sweat to-
tinctions. Ch
Their concerns are legitimate. Fairness is essential in
gether. We sweated on the ball-
reluctant to
any merit pay plan, and fairness is never easy. But it is pos-
fields of our youth and we
we had no cl
sible - if the criteria for excellence are properly set and if
loved it. We also sweated in the
saw to that.
the judges of excellence are properly chosen.
classroom and hated it.
Merit pay
True, merit pay is not a cure-all. It can't make up for de-
Mississippi heat did not af-
become the
meaning base salaries and demoralizing working condi-
fect our classroom sweat. Our
the graders.
tions. But it is a step forward, and it can be married to other
teachers made us sweat. They
people, shou
reforms. The Tennessee plan involves 11- and 12-month
did terrible things to us. They
with that -
teacher contracts and a longer school year; the Maryland
gave us tests and grades.
the the differ
proposal includes a certification exam and tougher college
It's not that we were bad stu-
plus and an
requirements for a teaching diploma.
dents. We just weren't great.
Through
Instead of resisting merit pay plans, teachers and their
Sadly, our teachers insisted
methods of
unions would be wise to help formulate them. Teachers
on pointing out our academic
port cards,
need all the respect they can get. Taxpayers who don't re-
inadequacies. They spent their
Charlie and
spect. teachers. who are fed up with loose grading stan-
days drawing distinctions
erage was ne
WILLARD McGUIRE
Guest columnist
Merit pay schemes
have never worked
WASHINGTON - The na-
Willard McGuire is presi-
tion must attract and hold qual-
dent of the National Education
ity teachers if it is to get quality
Association.
performance from students
and meet the challenge of in-
time. And they haven't worked.
ternational competition.
In fact, Citicorp of New York
Highly controversial salary
just abandoned a merit pay
proposals being touted by Pres-
scheme for its employees after
ident Reagan and a few state
28 years because it was divi-
governors would reward only a
sive and non-contributory.
AaBb
small segment of America's
What are the criteria for
Kwality
teachers, while the majority of
judging excellence? Who shall
in
the
highly skilled and competent
be the judge? Will the evalua-
teachers will continue to work
tor be thoroughly familiar with
klassroom!
for disgracefully low salaries.
fair evaluation techniques?
NEA does not object to the
Will personal bias be kept out
concept of paying some teach-
of the evaluation process? Ex-
ers more than others. Teachers
perience says otherwise.
do object, however, to histori-
And how about the vari-
cally inappropriate and subjec-
ables? Proponents of merit pay
tive decisions about who is con-
often claim that teachers
sidered a "superior" teacher.
should be judged solely on the
Experience indicates that per-
basis of student achievement
sonal relationships or subservi-
— how well students learn.
ent behavior is too often equat-
Measuring student achieve-
ed with "merit."
ment is not that simple. There
Merit pay schemes too often
are countless complex vari-
are subject to personalized
ables involved, and research-
whims of administrators, ex-
ers have never been able to
hibit questionable criteria for
agree on how they should be
judging excellence, and cause
evaluated.
morale problems.
NEA will consider any fair
In order to elevate the status
and equitable salary proposal.
of the profession, we should
For example, we can support
provide teachers with the re-
the concept of a master teach-
spect they justly deserve. The
er plan. Our quarrel is general-
salaries of all teachers should
ly with a clear definition and
be raised. A starting salary of
how it is implemented.
By David Seavey, USA TODAY
$12,000 is shamefully low.
We may need new, fair and
Merit pay plans, master
equitable salary systems.
teacher proposals, and differ-
Meanwhile, let's not use the de-
ential pay for science and
bate as another excuse to deny
math teachers are not new.
pay raises to qualified, compe-
fear - grades
They've been around for a long
tent teachers.
of merit dis-
Charles Overby is executive
LAMAR ALEXANDER
and I were
editor of the Jackson Clarion-
accept it, too, but
Ledger and Daily News, which
Guest columnist
oice. Miss Hurley
recently won the Pulitzer
Prize for coverage that led to
means teachers
education reforms.
Performance pay
radees as well as
Teachers, of all
Mississippi, led by Gov. Wil-
be comfortable
liam Winter, adopted historic
has political clout
they understand
education reforms last year
between a C-
and passed a record $100 mil-
NASHVILLE - Here's the
Lamar Alexander is gover-
lion tax increase to pay for it.
heart of the problem: Not one
nor of Tennessee.
Draconian
The Mississippi experience is
state public school system pays
tests and re-
creating discomfort in many
one teacher one penny more
lish the criteria. The plan is op-
teachers taught
states. If Mississippi can fund
for doing a good job teaching.
tional for today's teachers, but
that being av-
sweeping reforms, then no
If you want the best results,
mandatory for new teachers.
enough, that ex-
state has an excuse.
you hire the best people. Yet to
Most of the 18,000 Senior or
rewarded over
The Charlotte, N.C., school
keep and attract the teachers
Master teachers will have 11-
The students who
system is moving toward merit
who will lead our crusade for
he
loudest
now Teachers
ommon in the
means
That
11
JOJ
pay
01
willing
useful purpose or pushing them
be why the real
First, superior women teach-
Every tenured teacher who
closer to the people who pay
education re-
ers are no longer available at
their salaries, old sweathogs
joins the program would get
from the South.
like Charlie Brooks and me.
bargain-basement prices. They
$1,000 more. Each Senior or
make more money elsewhere.
Master teacher would receive
And schools are increasingly
another $1,000 to $6,000.
dominated by teachers unions
The cost: $110 million in new
determined to keep things the
taxes for the Master Teacher
way they are.
program, another $100 million
Don't blame teachers for all
for the rest of our Better
n dangerous times
this. Blame school managers
Schools program.
who have tolerated a mediocre
The NEA is hysterical at the
tructive.
Albert Shanker is president
product and a pay scale out of
thought that one of its mem-
of the American Federation of
touch with reality. Teachers
bers might get a $7,000 raise in-
other reasons
Teachers.
don't hire teachers, establish
stead of a gold star for out-
ken lightly, but
curricula or set pay scales.
standing performance. At least
it public educa-
Governors, legislators and
AFT President Albert Shanker
a dangerous pe-
does answer many of our tradi-
tional objections.
school boards do. Blame us.
is keeping an open mind.
attack.
There are problems that
Tennessee is trying to
But the idea will succeed be
do to keep edu-
have to be worked out. But in
change. Our Master Teacher
cause it is right and because it
llowing in the
this new educational era, we
program would evaluate teach-
is political dynamite.
; of America's
must keep in mind the differ-
ers and administrators every
An April poll in Tennessee
We need new
ences between the Alexanders,
five years and pay a lot more to
asked: Would you be more in-
V alliances. We
who are trying to improve edu-
18,000 of the best.
clined to vote for a state legisla-
th those gover-
The evaluators would be
cation, and the Reagans, who
tive candidate who favors eval-
making educa-
are trying to dismantle it.
three master teachers or prin-
uating teachers every five
ity. We should
Above all, it's time for the
cipals from outside the evaluat-
years and paying teachers
th those in busi-
National Education Associa-
ed teacher's district. That helps
more for doing a good job? And
fense establish-
tion to join the AFT in asserting
eliminate "local politics." A
73 percent said yes, just 19 per-
the neglect of
that we want schools with high-
panel of distinguished educa-
cent said no.
n leading to di-
er standards, schools where
tors and lay persons will estab-
That's political dynamite.
economic field
teachers have been tested for
security.
competency, schools with
merit pay pro-
tough curriculums where
Teacher pay, education
have put forth
teachers who fail tests are not
1961
1971
1981
Gov. Lamar Al-
promoted. The jury is out on
Mean annual pay
$5,264
$9,261
$17,209
nessee - are
merit pay, but not on the ques-
Master's degree
23.1%
27.1%
49.3%
rom the classic
tion of whether we need to
osals we have
make major changes in the
Source: National Education Association
past. The Alex-
pursuit of educational excel-
S flaws, but it
lence.
it pay program for public school teachers?
TERELLI, 40
R.L. PORCH, 66
TERRY LAMBERTH, 36
MURIEL DYE, 17
or
Retired
Electrician
Student
London Mills, III.
Hendersonville, Tenn.
New Albany, Miss.
rd would you
Why not reward the better
Teachers should receive
It's unfair to give one teach-
nts would like a
teachers? The children I
merit pay, but it would take
er more money than another. I
with a terrific
raised received far better an
someone with more education
don't like merit pay. I'm in high
y'd share their
education than I did, yet I still
than me to decide the criteria.
school, and my teachers take
1 their parents,
knew how to read and write
Some just sit back and wait for
time to explain new subjects.
S would think
when I graduated from high
the checks to roll in. Then
They're very patient. The only
great, too. But
school. Kids today can't even
again, there are good teachers.
time I was disappointed was
I? I love teach-
write a simple sentence. If
My son's teachers are fantastic.
when my friend and I were
est reward is
teachers had some incentive to
But those that aren't pulling
flunking a subject, and the
ne a skill they
do better, they might take
their own load shouldn't be re-
teacher
C'
more pride in their work.
warded.
because she was the favorite.
deserve, not pretending that all teachers are equal. As citi-
pose this merit pay idea.
education is c
zens, we must turn back the tide of mediocrity in our
Having lived by the sword
South and may
schools; as parents, we cannot let our children drown.
all these years, many teachers
movement in
are reluctant to accept the dou-
form is coming
QUOTELINES
ALBERT SHANKER
Guest columnist
"In my job, I serve this country well. Tell me, those of
you who attack me, what do you do?"
John T. Driscoll, Fairfax County, Va., teacher
Education is living il
"We don't want anyone in the classroom who can't
NEW YORK CITY - Should
they can be des
handle the things they're trying to train children to do."
outstanding teachers be paid
These and
— Ralph Turlington, Florida commissioner of education
more than ordinary teachers?
should not be ta
Most Americans would answer
it's also true tha
"We simply must realize that our youth deserve to be
"yes." Most teachers would dis-
tion is living in
taught by the very best minds we can attract."
agree.
riod. It is under
- Terrel H. Bell, Secretary of Education
When teachers oppose merit
What can we
rating and master teacher
cation from fo
"Looking down the way 20 years, I wouldn't want to
plans, it's easy to charge them
with wanting to protect medi-
tragic footsteps
support my family on a teacher's salary."
- Patricia Nipper, Little Rock, Ark., Latin teacher
ocrity or failing to reward ex-
heavy industry
friends and ne
cellence as President Reagan
should meet wi
"Teachers should be paid and promoted on the basis of
recently did. But teachers have
nors who are
their merit
Hard-earned tax dollars should encourage
pretty good reasons for their
the best. They have no business rewarding incompetence
historic stands:
tion a top prio
work closely wi
and mediocrity."
Selection of master teach-
ness and the de
- President Reagan
ers by principals and school su-
ment who see
perintendents might not result
public educatio
in rewarding the best teachers.
sasters in the
Very few teachers will be
and in national
ONE LINE ON THE NEWS
selected. As a result, large-
Many of the
scale resentment will occur.
Rewards that only a few can
posals that they
The People's Republic of China has signed an agree-
- like that of
ment with CBS Inc. to begin broadcasting U.S. television,
get aren't likely to create an in-
exander in Tel
centive to strive for them.
complete with commercials, in October.
quite different 1
The wasteland goes to the mainland.
Experience shows that un-
merit pay prop
less reward systems are ac-
rejected in the
cepted as fair by employes,
ander plan ha
VOICES FROM ACROSS THE USA/Are you in favor of a mer
WILLIAM CONOVER, 26
JOAN RAMSEY, 49
JOHN LARKINS, 68
MARLENE SAT
Investment strategist
Textile worker
Retired
College instruc
New York, N.Y.
Anderson, S.C.
San Diego, Calif.
Okemos, Mich.
Merit pay, based on a teach-
I think it's wonderful that
I'm in favor of the old-fash-
What standa
er's outstanding performance
there are people who can put
ioned way teachers used to
use? Most stude
in the classroom, would be a
up with children all day every
teach and the old-fashioned
lousy teacher
just reward. Any teacher who
day, and still be able to teach
way students used to learn.
personality. The
can capture a child's interest in
them something. Sure, the best
They wanted to learn, and they
impressions with
learning needs to be rewarded.
teachers deserve compensa-
stuck close to the basics. There
and the parent
Teachers are such an impor-
tion and encouragement! I
wasn't any talk of extra money
the teachers are
tant part of this country's struc-
wouldn't put up with a bunch of
or bonus deals for doing a good
how can you tel
ture. They prepare a child to
kids all day to save my life.
job. I'd have to warm to the
ing. The bigge
face the working world later on
Good teachers are jewels.
idea of merit pay. So much has
teaching someo
in life. They are a vital link.
They should be treated right.
changed since I was young.
can use for a lif
MEMORANDUM
THE WHITE HOUSE
WASHINGTON
Educate
May 28, 1983
MEMORANDUM TO WILLIAN HENKEL
FROM
STEPHEN M. STUDDERT
sur
SUBJECT
Meeting with Chairman of the National Commission
on Excellence in Education
As per the instruction of you and Craig Fuller, I met
with Dr. David B. Gardner, Chairman of the National
Commission on Excellence in Education, for two hours.
His comments, observations, and recommendations were
most enlightening. In fact, it was a fascinating two
hours.
OBSERVATIONS:
People identify with this report.
There are millions of frustrated parents.
Most of the press have children in public schools,
and are sensitive to this issue first as parents.
Grades 7-12 are failing.
Media interest in this issue is unusually high.
There are several other studies which will follow
this study. (I.e. in July and August AP Radio
will do a twelve part series of the state of
education.)
Of particular note:
Education is a strategic asset of the United States.
Money into people is an appreciating asset; money
into equipment is a depreciating asset.
Reforms must be done at state and local levels.
The federal level can call attention to the issue.
Education is the primarily responsibility of the
states.
Memorandum to William Henkel
Page Two
DR. GARDNER'S RECOMMENDATIONS
The President must capture a leadership position
on this issue.
The President must ride the crest of this ussie
He will be part of the wave no matter what action
he does or does not take.
The President should read the 36-page report in
its entirety.
The President must not alienate teachers. There
are positive visual actions to be taken; i.e. have
lunch with master teachers in a school cafeteria.
The President must be seen as President, at the level
of the work, recognizing the role and contributions
of teachers.
The President should use the weight of his office
to get schools boards, teachers unions, parent
teacher organizations, state legislatures, etc.
talking about and addressing this problem.
The President, assuming a sixty day education issue
thrust, should spend the first thirty days listening
only. In the last thirty days, he should address:
Here's what's right.
Here's what's wrong.
Here's what state and local levels can do.
Here's what federal level can do.
The President should take this issue to the NEA
Convention after his listening period.
The President should encourage reforms that cost
nothing.
The public is not willing to pay for more
of the same. But is willing to invest more
for quality following changes.
Examples: (1) Time. Make more effective use
of the school day. Have less disruptions. This
costs time. nothing and can measurably increase learning
Memorandum to William Henkel
Page Three
(2) Our expections. Some things do cost.
Teachers' salaries should be performance-based
and market-sensitive.
The President should omit talk of tuition tax credits
and school prayer as these are not part of this issue
and can raise negative issues unnecessarily.
Governor Hunt has called for the President to call
a national meeting of the state governors to address
this issue. The President should turn this statement
around to his benefit and convene such a meeting.
Interesting Political Observations of Dr. Gardner:
There will be two issues of the 1984 campaign:
economy and education.
Walter Mondale has a problem with this issue because
he needs the NEA.
NOTE: Dr. Gardner is apolitical by virtue of his
present and future positions, and must
necessarily remain so.
RECOMMENDATION
Dr. Gardner should be scheduled to meet with the President
for a minimum of thirty minutes of quality time, one-on-one
or accompanied by Secretary Bell, to fully brief the President
on this issue prior to the Minnesota trip. This could be
accomplished on Air Force One in route if necessary.
CC:
Craig Fuller
Fred Ryan