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Patricia Twen
Mana Sahetes Morse
electeds X
August 1, 1999
WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
Date:
Monday, August 2, 1999
Time:
9:30 AM - 11:40 AM
Location:
The East Room
The White House
From:
Nicole Rabner and Ruby Shamir
I.
PURPOSE
To examine the many challenges and opportunities facing Hispanic young people in the areas of
early childhood development, educational attainment, and adolescence, and to issue a call to
action to all sectors of society to address the needs of this vital population; to highlight the
Administration's Hispanic Education Action Plan (HEAP) and urge continued investment in
critical education programs for our nation's children; and to promote a number of the
Administration's efforts to address the needs of Hispanic children and announce new
commitments to reach out to this population.
II.
BACKGROUND
The convening will consist of a speaking program and a discussion with the audience.
Moderated by Sarita Brown, Executive Director of the White House Initiative on Educational
Excellence for Hispanic Americans, the discussion will focus on three areas: (1) early childhood
development; (2) educational attainment; and (3) youth and communities. Representatives of
various community-based programs have been asked to share their insights and experience in
these areas. See attached script for convening details.
Federal and Private Sector Commitments
At the convening, you will unveil (in a general way in your opening remarks) new
Administration and private sector efforts to address the challenges of Hispanic children and
youth.
(1) Head Start. Hispanic enrollment has increased by 70,000 during the Clinton Administration,
with the program now reaching approximately 220,000 Hispanic children. Despite these
increases, however, Hispanic children remain under-represented, comprising 23.3 percent of
Head Start enrollment (excluding Puerto Rico) compared to 29.8 percent of all low income, pre-
school children in the nation. The Head Start program is furthering its longstanding commitment
to meeting the needs of Hispanics and other under-served populations through a variety of steps
to ensure access and culturally appropriate services, including:
increasing by 50% the number of points awarded to expansion grant applicants who
emphasize outreach to under-served populations, such as seasonal farm workers, recent
immigrant families and non-English speaking groups;
increasing the number of grant application reviewers that have expertise in serving language
minority children;
working with and monitoring programs to ensure full utilization of community assessments
to better target outreach, recruitment and enrollment of under-served populations;
providing specialized technical assistance to ten communities where changing local
demographics have resulted in significant under-served populations.
(2) Implementation of the Hispanic Education Action Plan. The Department of Education is
aggressively implementing the Hispanic Education Action Plan, designed to increase academic
performance and participation of Hispanic students in critical programs. Specifically, the
Education Department is taking a series of new steps to ensure that schools participating in Title
1 -- the largest K-12 education program which enrolls over 3 million Hispanic students -- are
held accountable for helping Hispanic students meet challenging standards in academic subjects
and become proficient in English. These steps include increased enforcement of requirements
that Hispanic students be included in state assessment programs and that states intervene to turn
around low performing schools. The Education Department will also issue new guidance to
states and school districts on how to effectively include Hispanic students and meet applicable
civil rights requirements in state testing programs, as well as guidance and assistance to schools
on effective practices for helping limited English proficient students meet challenging academic
standards.
In addition, the Education Department will expand outreach, provide technical assistance, and
take additional steps to increase participation of Hispanic students and communities in key
programs, such as the 21st Century Learning Centers after-school program and the GEAR-UP
program. GEAR-UP enables colleges to form partnerships with high poverty middle schools to
help students better prepare for college by providing them with mentors, academic support, and
financial aid information.
(3) The White House Initiative on Educational Excellence for Hispanic Americans. The White
House Initiative on Educational Excellence for Hispanic American is releasing "What Works for
Latino Youth" a new directory of programs throughout the country that have helped improve the
lives of young Hispanics. The White House Initiative will continue to solicit recommendations
for the next several months and will produce an updated directory by the end of the year.
Additionally, the White House Initiative is committing to organize a national meeting on Latino
Educational Excellence in 2000 to follow-up on your White House convening and develop new
strategies to bolster education from early childhood through graduate school.
(4) Promoting Science and Technology Training for Hispanic Students. The Department of
Energy (DOE) is forming a new, strategic partnership with the "Latino Science and Engineering
Consortium' that will work to identify, develop and nurture the next generation of scientists,
engineers, technicians, and educators in math and science by supporting mentoring programs,
technical internships for community college students, research fellowships for undergraduate and
2
graduate students, and professional development opportunities in science, math and technology
for K - 12 teachers serving Hispanic children.
(5) Ensuring Diversity of Americorps. Americorps is making a new commitment to bolster its
recruitment strategy by featuring Latinos in ads, translating recruitment materials into Spanish,
and forming partnerships with Hispanic-serving universities and organizations.
(6) Helping to Prepare Hispanic Youth for College. The Department of Education is releasing
"Como Ayudar A Su Hijo A Aprender Matematicas," a Spanish version of "Helping Your Child
Learn Math." This tool for parents is a key part of America Counts, the Department of
Education's mathematics initiative dedicated to making the improvement of student achievement
in mathematics a national priority. This Spanish guide, which is available free through the
Department's toll-free number, 1-800-USA-LEARN, includes sample word problems, math
games, and other activities designed to help children in the elementary grades learn math, and to
help Hispanic parents become actively involved in their children's learning. In addition, the
Department of Education is expanding its "Think College Early" campaign to target the Hispanic
community by holding a special session in 2000 to help parents and students learn about what
they need to prepare for college.
(7) Supporting Hispanic Access to After-school Programs. The Charles Stewart Mott
Foundation, as part of its ongoing partnership with the Department of Education, is making a
new commitment of more than a $300,000 commitment to improve Latino participation in after-
school programs. This effort builds on the Foundation's $83 million commitment in 1997 to
support after-school activities in coordination with the 21st Century Community Learning
Centers program.
(8) Media Organizations. The White House convening -- coupled with the efforts of the
National Campaign to Prevent Teen Pregnancy -- has stimulated commitments from an
impressive array of media leaders concerned about Hispanic youth, their families and their
communities. They have committed to a variety of activities including the development and
airing of PSAs, radio programs, talk shows, newspaper supplements and magazine features - all
directed at improving the lives of Hispanic youth. The leaders (many of whom will be present at
the convening) spearheading these activities are: Cristina Saralegui, CEO, Cristina Saralegui
Enterprises and Host, "The Cristina Show"; Lisa Quiroz, Publisher, People En Español; Monica
Lozano, Associate Publisher, La Opiñion; Joaquin Blaya, Chairman and CEO, Radio Unica;
Patricia Fili-Krushel, President, ABC Television Network; Daisy Exposito, President, The Bravo
Group; Consuelo Luz, President, Hispanic RadioNetwork; James McNamara, President and
CEO, Telemundo Network.
(9) Univision Community Affairs Campaign Aimed at Hispanic Youth. Univision, the network
and its affiliated stations, is committing to a multi-year campaign to support high academic
achievement in the Hispanic community, from pre-school through college. Univision plans to
kick-off this campaign later this month in conjunction with various back-to-school events. The
3
campaign will include: a national public service announcement (PSA) campaign with Univision
national on-air talent; local affiliate PSAs and events with Univision local affiliate on-air talent;
integration of education information into entertainment and news programming; and a series of
national conferences and panels at established conferences.
(10) AT&T: Closing the Technology Gap. Building on its long history of enhancing educational
opportunities for Hispanics, AT&T today is committing to work with leading Hispanic-serving
organizations over the next 3 to 6 months to build on existing efforts and introduce new
programs to fill the technology gap for Latino youth throughout the nation. Some activities will
include the development of neighborhood-based technology centers, programs targeted at early
awareness and parental involvement to increase Latino representation in the technology field, and
support of programs that inform teachers serving Latino students in urban and rural locations on
how to use technology in the classroom.
Background on the White House Initiative on Educational Excellence for Hispanic
Americans and the Hispanic Education Action Plan
In 1994, by Executive Order, the President established the White House Initiative on Educational
Excellence for Hispanic Americans. It is advised by a commission comprised of national
education leaders.
In 1996, the Commission submitted to the President its report, Our Nation on the Fault Line:
Hispanic American Education (enclosed) which lays out key challenges in Latino educational
attainment from pre-K through graduate and professional education. It also includes an action
plan for federal, state and local levels. In response to the report's recommendations, Vice
President Gore, in February of 1998, announced the development of the Administration's
Hispanic Education Action Plan, which is designed to help Latino youngsters master the basics
of reading and math; help them learn English, stay in school, prepare for college, and succeed in
college.
In FY 1999, the Administration proposed and won nearly $500 million in funding increases for
programs in the Hispanic Education Agenda. For FY 2000, the President has proposed increased
funds - over $650 million - for Department of Education programs that are part of the
Administration's Hispanic Education Agenda, including:
$320 million to strengthen basic educational skills and raise academic standards;
$35 million to train more bilingual/ESL teachers and improve instruction to help
students learn English and master basic academic subjects;
$30 million to prepare disadvantaged youth for success in college;
$44 million to improve education programs for migrant youth and adults;
$190 million in new investments to help adults learn English and become literate.
According to Administration estimates of the long-term impact of the Republican tax and budget
plans, funding for programs in the President's Hispanic Education Agenda could be cut by over
4
$6 billion in the tenth year alone of the Republican tax plan. This estimate assumes defense
funding at the President's requested level and pay down of the debt by as much as Republicans
promise.
Background on Hispanic Children and Youth
The Hispanic population is among the fastest growing segments of American society and it is
also one of the youngest, with one out of every three Hispanics aged 15 years or younger.
Between 1993 and 2000, the Hispanic population aged 0-24 is expected to experience a 19.1
percent growth - more than twice the rate of growth of the total under 24 U.S. population. By the
year 2000, the number of Hispanics 24 years or younger is expected to reach 15 million (or 15
percent) of a total youth population of 98 million. Population growth projections beyond are
even more pronounced -- with an expected 54 percent growth rate between 2000 and 2020 for the
young Hispanic population, compared to an 18 percent growth rate of that age group in the
general population during the same years.
Below, please find a sampling of indicators in the areas of early childhood development,
educational attainment, and youth and communities which will be addressed at the convening by
the experts on the panel.
Hispanic Early Childhood Development Indicators
Approximately 41 percent of Hispanic children under age 15 are living at or below the
poverty level. Another roughly 20 percent live near the poverty line.
Hispanic children lack health insurance at a rate of 27.7%, which is more than twice the
percentage of white children.
Hispanic children are more likely than black or white children to be in fair or poor health (7.8
percent Hispanic children compared to 4.2 percent of black children and 2.9 percent of white
children).
27.8 percent of Hispanic mothers don't receive prenatal care, compared to 18.1 percent of
mothers in the total population.
Hispanic Educational Attainment Indicators
Roughly 25 percent of Hispanic students aged 16 to 24 drop out of school, compared to 7.7
percent of white students.
In 1993, 17 percent of Hispanic 3 and 4 year olds were in preschool programs, compared to
38 percent of white children.
Hispanic children are the fastest growing ethnic group in public schools. Enrollment of
Hispanic students increased from less than 6 percent of total public enrollment in 1973 to
nearly 12 percent in 1993. In the K-12 system, on average, among all the children, Hispanic
students continue to lag about two years or more behind mainstream white students in
reading, mathematics, and science.
20 percent (3.6 million) of Hispanic Americans have less than 7 years of elementary
schooling.
5
Only 27 percent (4.8 million) of Hispanic Americans have graduated from high school.
Only 6 percent (1.06 million) of Hispanic Americans have earned a Bachelor's degree. Only
about 1 percent or less of Hispanics have earned Master's, professional or doctoral degrees.
1.4 percent of Hispanics hold a Master's degree, 0.4 percent hold a professional degree, and
0.29 percent have earned a doctoral degree. There are entire fields in which Hispanics have
never obtained a doctoral degree.
Hispanic Youth and Community Indicators
Since 1994, Latina teens have had the highest teen birth rate among the major racial/ethnic
groups in the United States. In 1997, the birth rate for Latina 15- to 19-year-olds was 97.4 per
1,000, nearly double the national rate of 52.3 per 1,000. Approximately one-quarter of the
births in 1997 to teens aged 15 to 19 were to Latinas.
The birth rate for Latina teens is decreasing, but not as much as the birth rate for all teens.
Between 1991 and 1997, the overall birth rate for 15- to 19-year-old girls dropped 15.8
percent; the rate for Latinas aged 15 to 19 dropped 8.7 percent.
AIDS incidence among Hispanics is 48.4 per 100,000 population, almost twice the figure for
the total population (27.8 per 100,000 population).
In 1989, the proportion of Hispanics living in counties exceeding USEPA standards for air
quality during the previous year is 43.7 compared to 18.7 in the total population.
According to a 1997 study, Hispanic high school students (23.1 percent) were significantly
more likely than white and black students (19.5% and 16.4 percent, respectively) to have
seriously considered attempting suicide. Also, Hispanic students (19.6 percent) were
significantly more likely than white and black students (14.3 percent and 12.5 percent,
respectively) to have made a suicide plan. And, Hispanic students (10.7 percent) were
significantly more likely than white students (6.3 percent) to have attempted suicide.
Hispanic female students (14.9%) were significantly more likely than white and black
students (10.3% and 9.0%, respectively) to have attempted suicide.
III.
PARTICIPANTS
Stage Participants
I
The First Lady
-
Representative Lucille Roybal-Allard, Chair, Congressional Hispanic Caucus
-
Dr. Hector Cordero-Guzman, Assistant Professor at the Milano Graduate School of
Management and Urban Policy at the New School University, New York, NY
-
Dr. Carlos Rodriguez, Senior Research Scientist at the American Institutes for Research and
Associate Professor at American University, College of Education, Washington, DC
-
Sarita Brown, Executive Director of the White House Initiative on Educational Excellence
for Hispanic Americans
Members of Congress Attending Event
Hon. Lucille Roybal-Allard (D-CA) Speaking
Hon. Xavier Becerra (D-CA)
6
Hon. Charles Gonzalez (D-TX)
Hon. Rubén Hinojosa (D-TX)
Hon. Grace Napolitano (D-CA)
Hon. Ciro D. Rodriguez (D-TX)
Hon. Loretta Sanchez (D-CA)
Hon. Robert Underwood (D-Guam)
Audience
Approximately 180 representatives of promising local programs from around the country,
Members of Congress, Federal agency officials, Hispanic leaders and representatives of
community-based organizations, heads of corporations and foundations, and national education
organizations.
Satellite Sites
There are over 20 satellite downlink sites for the convening around the country. Some of the
downlink sites include: Boston, MA; New York, NY; Philadelphia, PA; Miami, FL; Chicago, IL;
El Paso, TX; Edinburgh, TX; San Antonio, TX; Dallas, TX; Houston, TX; Oklahoma City, OK;
Austin, TX; Corpus Christi, TX; Kansas City, MO; and Fresno, CA.
IV.
SEQUENCE OF EVENTS
See Attached Convening Script and Scenario from the Social Office
V.
PRESS PLAN
Open Press
VI.
REMARKS
Provided by Laura Schiller
7
THE WHITE HOUSE
WASHINGTON
TO:
THE FIRST LADY
WHAT:
WHITE HOUSE CONVENING ON HISPANIC CHILDREN & YOUTH
WHEN:
MONDAY, AUGUST 2, 1999
WHERE:
EAST ROOM
NOTES:
180 GUESTS/OPEN PRESS/BUSINESS ATTIRE
FROM:
CAPRICIA PENAVIC MARSHALL, LAURA SCHWARTZ
8:30 a.m.
Guests proceed to the State Dining Room for a pastry reception.
9:30 a.m.
MRS. CLINTON receives briefing in the Red Room.
Contacts: Shirley Sagawa, Nicole Rabner, Janet Murguia, Maria Echaveste,
Sarita Brown
9:35 a.m.
Social Aides begin seating guests in the East Room.
9:40 a.m.
MRS. CLINTON proceeds to the Blue Room for a Meet and Greet.
Please see attached.
9:50 a.m.
MRS. CLINTON, accompanied by Rep. Roybal-Allard, Ms. Brown, Dr.
Cordero-Guzman and Dr. Rodriguez, is announced into the East Room from the
Blue Room and proceeds to the stage.
PROGRAM
Please refer to script.
11:35 a.m.
MRS. CLINTON makes closing remarks and departs.
Selected participants are escorted to the North Lawn for press interviews, while
other guests depart through the East Gate.
Blue Room Participants
Event Participants
Sarita Brown, Executive Director, WH Initiative on Educational Excellence for Hispanic Americans
Lucille Roybal-Allard, Chair, Congressional Hispanic Caucus
Dr. Hector Cordero-Guzman, Assistant Professor, Milano Graduate School of Management
and Urban Policy at the New School for Social Research
Dr. Carlos Rodriguez, Senior Research Scientist at the American Institute for Research;
Associate Professor at American University College of Education
Congressional Hispanic Caucus Members
Rep. Xavier Becerra
Rep. Charles Gonzalez
Rep. Rubén Hinojosa
Rep. Grace Napolitano
Rep. Ciro Rodriguez
Rep. Loretta Sanchez
Rep. Robert Underwood
Administrator Aida Alvarez
George Munoz, President, OPIC
Ana Guzman, Chair, President's Advisory Commission on Education Excellence for Hispanic Americans
Guillermo Lineres, Vice Chair, President's Commission; New York City Council Member
Steven Zwerling, Senior Director, Ford Foundation
John Guerra, Vice President Corporate Affairs, AT&T Southwest LSO Business
Deborah Santiago, Deputy Director, WH Initiative on Educational Excellence for Hispanic Americans
Dora Olivo, Texas State Representative
Carmen Arroyo, New York State Representative
Menti Sabates-Morse, Dade County School Board Member, Miami, Florida
Sarah Brown, National Campaign to Prevent Teen Pregnancy
Maria Alvarez, Consultant
WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
August 2, 1999
Script
9:50 AM
HRC Opens Event [Lectern]
HRC makes opening remarks.
10:05 AM
HRC is Seated with Panelists
10:05 AM
HRC introduces Rep. Lucille Roybal-Allard, Chair, Congressional Hispanic
Caucus
Rep. Roybal-Allard from California is the first Mexican-American woman to be
elected to Congress, the first Latina to be appointed to the House Appropriations
Committee, and the first woman ever elected Chair of the important
Congressional Hispanic Caucus.
10:06 AM
Rep. Lucille Roybal-Allard Makes Remarks
Rep. Lucille Roybal-Allard makes remarks about the role of the Congressional
Hispanic Caucus (CHC) and CHC follow-up.
10:11 AM
HRC Introduces Session
Before we begin our discussion, we will hear from two scholars who will help us
frame our dialogue with facts and analysis about the challenges and opportunities
that Hispanic children face in three main areas: early childhood development,
educational attainment and youth issues. Then, we will hear from some of you in
the audience to find out what strategies are working in communities around the
country.
First, I would like to introduce our two researchers: Dr. Hector Cordero-
Guzman, Assistant Professor at the Milano Graduate School of Management and
Urban Policy at the New School University in New York, will discuss community
challenges in the areas of early childhood and youth. Following him, Dr. Carlos
Rodriguez, Senior Research Scientist at the American Institutes for Research and
Associate Professor at American University, College of Education, will discuss
some specific factors that comprise the schooling and overall educational
experience of Hispanic young people.
10:14 AM
HRC Turns to Dr. Hector Cordero-Guzman, Assistant Professor at the
Milano Graduate School of Management and Urban Policy at the New
School University, New York
Dr. Hector Cordero-Guzman gives a brief overview of issues facing Hispanic
children and families, including early childhood development and youth and
community issues.
10:18AM
HRC Turns to Dr. Carlos Rodriguez, Senior Research Scientist at the
American Institute for Research and Associate Professor at American
University, College of Education, Washington, DC
Dr. Carlos Rodriguez gives a brief overview of Hispanic educational attainment.
10:22 AM
HRC Introduces Moderator Sarita Brown, Executive Director of the White
House Initiative on Educational Excellence for Hispanic Americans
10:23 AM
Sarita Brown Moderates Issue One: Early Childhood Development
(20 minutes)
Sarita Brown turns to Maria Gomez, Mary's Center, Washington, DC
Ms. Gomez discusses the programs of Mary's Center that provide services for
women and their families following them from pregnancy through birth and
continuing support until the child begins school. Ms. Gomez will also
describe the ways in which Mary's Center reaches out to Latinas and their
families. Ms. Gomez is joined by Patricia Turcios, a parent from Mary's
Center.
Sarita Brown turns to Dr. Gloria Rodriguez, Executive Director of
Avance Parent-Child Education Program, San Antonio, TX
Dr. Rodriguez speaks about the creation and evolution of Avance, a model
community-based program that provides comprehensive prenatal and early
childhood services. [Dr. Rodriguez spoke on a panel at the 1997 White House
Conference on Early Childhood Development.]
Recommended follow-up question for HRC:
I am glad to see that you brought with you today Maria Huerta, a woman who has
been involved in your program for a number of years. [To Maria Huerta] will
you please tell us a little bit about your involvement in Avance?
If time permits, Sarita Brown will call on Rep. Roybal-Allard
Resource People, if response or further discussion is needed
- Menti Sabates-Morse, Dade County School Board Member, FL
- Pat Montoya, Commissioner, Administration for Children Youth and Families,
HHS
2
10:43 AM
Sarita Brown Moderates Issue Two: Education
(30 minutes)
Sarita Brown turns to Emily Cole, Project GRAD, TX
Ms. Cole talks about the link between systemic educational reform and Latino
educational achievement. She discusses how Project GRAD (Graduation
Really Achieves Dreams) worked with the schools to change and redevelop
the curricula in the early years so that disadvantaged students would reach
ninth grade prepared for the work ahead. Ms. Cole also discusses the
importance of changing middle school curricula.
Recommended follow-up question for HRC:
Project GRAD is a model for new the Federal program GEAR UP, which is
designed to ready middle school students for college. I'd like to ask Steven
Zwerling from the Ford Foundation to tell us why your foundation has found that
this intervention is particularly effective for Latinos.
Sarita Brown turns to Carmen Vega-Rivera, East Harlem Tutorial
Program, New York, NY
Ms. Vega-Rivera speaks about the East Harlem Tutorial Program, which
enlists community members and business people to serve as role models for
young people and to instill in them professional aspirations. Ms. Vega-Rivera
is joined by two young people, Nicole Marrero and Jaime Juan Rivera.
Recommended follow-up question for HRC:
I know that you brought a young woman with you, Nicole Marrero. [To Nicole
Marrero] will you please stand up and tell us how this program has had an
impact on your life?
John Guerra, Vice President, AT&T South West LSO Business
Mr. Guerra talks about AT&T's support of the Hispanic Scholarship Fund,
and the growth of the fund. Also, he will highlight AT&T's Technology for
Education Partnership, which uses information technology to give Hispanic
students access to the educational and financial resources they need in order to
pursue a higher education.
Recommended follow up question for HRC:
How can we encourage more leaders in the business sector to take actions to
address the needs of Hispanic youth?
If time permits, Sarita Brown will call on Dr. Carlos Rodriguez
Resource People, if response or further discussion is needed
- Dr. Blandina Cardenas, University of Texas at San Antonio
3
- Maria Tukeva, Principal, Bell Multicultural High School, DC (received
Presidential Leader School Award for service learning program)
- Mike Cohen, US Department of Education
11:13 AM
Sarita Brown Moderates Issue Three: Youth and Communities
(20 minutes)
Sarita Brown turns to Margarita Rosa, Executive Director of the Grand
Street Settlement, New York, NY
Ms. Rosa speaks about Grand Street Settlement's efforts to combat teen
pregnancy and about the Americorps members who work there. Grand Street
Settlement is a vast multi-service provider that serves a population in lower
NYC that is 80% Hispanic. Ms. Rosa is joined by Michelle Fermin, age 16, a
young person who has benefited from this program.
Recommended follow up question for HRC:
I am glad to see that you brought a young woman with you today who has been in
your program. [To Michelle Fermin] I'd like to ask Michelle to share with us her
insights on what works to reach young people and provide positive alternatives.
Sarita Brown turns to Sister Jennie Lechtenberg, Executive Director of
Puente Learning Center, Los Angeles, CA
Sister Jennie Lechtenberg discusses her reasons for starting Puente,
recognizing the special needs of Latino youth in Los Angeles. Sister Jennie
focuses on Puente's gang prevention programs and on Puente's success
participating with the schools and identifying and helping at-risk students.
Sister Jennie is joined by Miguel Flores, a Yale graduate who has benefited
from Puente.
Sarita Brown turns to Ivelisse Estrada, Univision
Ms. Estrada talks about Univision's commitment to Hispanic youth including:
a multi year commitment to develop and air PSAs, and Cristina Saralegui's
commitment to develop talk shows and other programming to address youth
issues such as teen pregnancy.
If time permits, Sarita Brown will call on Dr. Hector Cordero-Guzman
Resource People, if response or further discussion is needed
- Hector Torres, Police Chief, Bridgeport Police Department, Bridgeport, CT
11:36 AM
Sarita Brown Closes the Program
Sarita Brown discusses follow-up by the White House Initiative and turns to HRC
for closing remarks.
4
11:38 AM
HRC Makes Closing Remarks
HRC issues a call to action and thanks the Convening participants.
11:40 AM
HRC Departs/Program Ends
5
Congresswoman Lucille Roybal-Allar lifornia 33rd District - Biography
http://www.house.gov/roybal-allard/biography.htm
BIOGRAPHY
CONGRESSWOMAN LUCILLE ROYBAL-ALLARD
California's 33rd Congressional District
Lucille Roybal-Allard, the representative of California's 33rd Congressional
District, is a political pioneer. In 1992, she became the first
Mexican-American woman to be elected to Congress.
This year, she became the first Latina in U.S. history to be appointed to the
Welcome Visitors!
House Appropriations Committee, one of the most powerful and
distinguished committees in Congress. On Appropriations, the
Contacting Me
Congresswoman serves on two influential subcommittees-- Subcommittee on
About the District
Commerce, Justice, State and the Judiciary and the Subcommittee on
Committee Assignments
Treasury, Postal Service, and General Government. As a member of these
two subcommittees, Congresswoman Roybal-Allard oversees funding issues
Organizations
affecting small business development, international trade, the 2000 census,
Legislation
national security, labor relations, law enforcement, equal employment issues,
INS restructuring, and many other issues that are critical to her district and
Constituent Services
the nation as a whole.
Casework
This year, she also became the first woman ever elected Chair of the
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Congressional Hispanic Caucus. As the head of the 19 member
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Congressional Hispanic Caucus, she intends to focus greater attention on
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education, economic development, the 2000 Census and access to health
care.
Home Page
The Congresswoman has developed a reputation as a skilled consensus
builder. This reputation led to the Congresswoman's election as the Chair of
the 29 member California Democratic Congressional Delegation in the 105th
Congress. She became the first woman, the first Latina, and the first Member
to assume the position through election, rather than seniority.
For the 106th Congress, her legislative priorities include improving school
safety, modernizing and upgrading our public schools, increasing the
minimum wage, addressing the high Hispanic drop-out rates, saving social
security and stimulating economic growth for her hard-working, upwardly
mobile, and largely Latino constituency.
The Congresswoman's personal and enduring commitment to the residents of
the 33rd Congressional District is exemplified by the local and regional
workshops and fairs she sponsors on health, crime prevention and safety,
citizenship, first-time homebuying, and government services. To bring more
federal resources to her district, she established the highly successful Grants
Notification Program which offers potential applicants advance notification
of upcoming federal grant opportunities, as well as technical assistance to
successfully apply for those grants. The program has brought millions of
federal dollars to her district. Most recently, the Congresswoman initiated the
Student Information Program (SIP) to provide students in the 33rd
Congressional District with scholarship, financial aid, internship, and
fellowship information.
Prior to her election to Congress, Roybal-Allard represented the 56th
Assembly District in the California State Assembly for three terms.
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7/31/99 4:21 PM
Congresswoman Lucille Roybal-Allar lifornia 33rd District - Biography
http://www.house.gov/roybal-allard/biograply.htn.
Born and raised in Boyle Heights, the Congresswoman is the eldest daughter
of Lucille Beserra Roybal and retired Congressman Edward R. Roybal, who
served as a Member of Congress for 30 years. The 1965 graduate of the
California State University at Los Angeles is married to Edward T. Allard,
III, and is the mother of two adult children, Lisa Marie and Ricardo Olivarez.
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WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Sarita E. Brown
Sarita E. Brown assumed the post of Executive Director of the White House Initiative on Educational
Excellence for Hispanic Americans on August 19, 1997.
As Executive Director of the White House Initiative, Ms. Brown facilitates the work of the 24-member
President's Advisory Commission on Educational Excellence for Hispanic Americans, and provides the
connection between the Commission, the White House, the U.S. Department of Education, and the rest of
the federal government.
Brown began her career in higher education in 1978 and founded the Graduate Opportunity Program in the
Office of Graduate Studies at the University of Texas at Austin. Through her efforts, the Graduate
Opportunity Program grew into an office with a combined fellowship and program budget of $1,000,000,
and gained national recognition as a model in graduate minority education. By the time Brown left in 1993,
U.T. Austin was ranked first in the nation in the number of doctoral degrees awarded to Hispanics.
Brown came to Washington in June 1993 to join the staff of the Education Trust at the American
Association of for Higher Education (AAHE). There she was co-manager of the Community Compacts for
Student Success (CCSS), an education change initiative funded by the Pew Charitable Trusts. This project
sought to align schools, colleges, community groups, and the business sector in six U.S. cities to implement
a data-driven change strategy to improve educational attainment for poor and minority students.
In June 1995 Brown was named Senior Fellow in the Office of Minorities in Higher Education at the
American Council on Education. This appointment coincided with ACE's outspoken defense of the use of
affirmative action in the wake of the Hopwood decision and other developments. At ACE Brown worked to
form a coalition with other higher education groups and civil rights organizations, and edited a special
publication entitled "Making the Case for Affirmative Action in Higher Education."
In November 1995 Brown was appointed Assistant Dean of Academic Affairs at American University in
Washington, D.C. While at AU, Brown worked to improve graduate education and support faculty
development, and served as the university's diversity officer. In this capacity she created The American
Mosaic seminar series, developed ALCANZA/ the university's outreach effort to the Latino community, and
advanced the university's relationships with the Hispanic Association of Colleges and Universities (HACU),
the National Association of Colleges and Universities (NAFEO), and the Washington Internship for Native
Students, an AU-based summer program for American Indian students.
Brown has been a member of the Council of Graduate Schools' Task Force on Minority Graduate Education
and of the Minority Graduate Education Committee of the Educational Testing Service's Graduate Record
Exam, and has served as chair of the Committee on Cooperative Minority Student Recruitment of the
National Name Exchange. From 1992 to 1994 she was senior consultant to the Western Interstate
Commission for Higher Education (WICHE) in the design of its minority doctoral fellowship program, the
Compact for Faculty Diversity. Brown is a past chair of the Hispanic Caucus of AAHE and a former
member of the Board of Directors of HACU. From 1993 to 1995 she chaired NASA's Space Grant College
and Fellowship Program Committee and served on the National Research Council's National Scholars
Program Feasibility Committee. While at Austin, she organized community-wide consensus-building
programs among Hispanic, Jewish, and African American leaders, and was the 1993 recipient of the U.S.
Council of Jewish Federations' Charles A. Schroeder Award for the innovative series, "Strengthening the
Ties Between the Hispanic and Jewish Communities."
Brown holds a B.A. in Ethnic Studies and a B.S. and M.A. in Communication from the University of Texas
at Austin.
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
Dr. Héctor R. Cordcro-Guzmán is an Assistant Professor
at the Robert J. Milano Graduate School of Management
and Urban Policy and an Affiliated Faculty in the Graduate
Department of Sociology at the New School for Social
Research. At the New School he is also a research associate
at the Community Development Research Center, the
International Center for Immigration, Ethnicity and
Citizenship, and the Center for Health Policy Research. Dr.
Cordero-Guzmán teaches graduate courses in statistics and
social science research methods, urban demographic,
economic, and fiscal change, race and ethnicity, and
migration policy. He has written and coauthored articles on economic
development and labor markets, social stratification and poverty, child and
youth development, racial and ethnic relations, and international migration.
Currently, Dr. Cordero-Guzmán is editing a volume on international migration
and socio-economic change in New York City (with Dr. Ramon Grosfoguel and
Dr. Robert Smith), conducting research on community based workforce
development programs (work started with the late Dr. Bennett Harrison), and
working on a project that examines the role of community based organizations
in the socio-economic adaptation and incorporation of immigrants and the
impact of changes in immigration and welfare laws on immigrant groups,
organizations, and service providers. He has also been working on a long-term
research project that examines the role of individual, family, school, labor
market, and community level factors on differences in educational attainment,
labor force participation, and the wages of young adults. Dr. Cordero-Guzman
has been a consultant to government, research, and community based
organizations including the U.S. Department of Labor, The Aspen Institute
Roundtable on Comprehensive Community Initiatives, The Carnegie
Endowment for International Peace, The Ford Foundation, The Economic
Development Assistance Consortium, The Urban Institute, The Hispanic
Federation, The Coalition for Asian-American Children and Families, The
Committee for Hispanic Children and Families, and is on the board of El
Barrio Popular Education Program and the South Bronx Overall Development
Corporation (SOBRO). Dr. Cordero-Guzmán received his Ph.D. from The
University of Chicago and prior to joining the New School for Social Research
he was the Research Director for Political Economy at the Center for Puerto
Rican Studies of the City University of New York and an adjunct instructor at
Rutgers University.
Dr. Carlos Rodríguez is a Senior Research Analyst at the American Institutes for Research in
Washington, DC. As a career educator, Dr. Rodríguez has had teaching, administrative, research and
evaluation experience across the entire educational spectrum: elementary, secondary, college and
university, and adult education. Dr. Rodríguez has demonstrated expertise in the design and direction of
the research and evaluation components of national and multi-site educational intervention models
including those that target special student populations with a particular focus on issues relevant to the
U.S. Hispanic community.
Currently, he serves as the Project Director for the external evaluation of two national
educational projects, the Partnerships for Health Professions Project (PHPE) of the Bureau of Health
Professions of the Human Resources and Services Administration (HRSA) and the evaluation of the
Equity 2000 Project of the College Board. These evaluations focus on both policy and program
assessments. In these assessments, he leads teams of research staff to monitor and analyze, through
quantitative and qualitative methods, the short-term and long-term effects of these national initiatives. The
goal of the PHPEs is to increase the applicant pool of minority individuals who will seek careers in the
health professions. PHPEs establish regionally based partnership models (7 sites) between community
based organizations, health care providers and all levels of the education pipeline from elementary and
secondary schools through medical and professional schools. The goal of Equity 2000 is to close the gap
between minority, disadvantaged, poor and mainstream students in college attendance and completion
primarily through a high school mathematics intervention initiative.
In the Fall of 1996, be completed a major report on the educational status of Hispanic Americans
for the White House Initiative on Educational Excellence for Hispanics, "America on the Fault Line:
Hispanic American Education. This report analyzed policy and programmatic issues relevant to the
educational progress of Hispanic Americans from infant care and pre-school through professional
education. It has been cited by Vice President Gore on behalf of President Clinton as the first
comprehensive look at the education of Hispanics and is being utilized "as a blueprint to address the
education needs and challenges of Hispanic Americans."
Dr. Rodriguez has made numerous presentations at national conferences on his research on the
persistence of undergraduate minority students in science and engineering that involve policy and
programmatic interventions throughout a student's educational career. He is a Spencer Fellow of the
Woodrow Wilson Foundation that supported his work: Minorities in Science and Engineering: Patterns
for Success, which has been cited in several professional and scholarly publications. He volunteers as an
adult ESL teacher in the Washington, DC area, reviews grants proposals for the Department of Education
and the Sloan Foundation, and is active in several national professional associations. Dr. Rodríguez also
serves as a member of the GPRA working group at HRSA to monitor grantee progress to assure HRSA
compliance with the Reinventing Government Act. Dr. Rodríguez also hold appointments as Associate
Professor in the College of Education at American University, Faculty Mentor at Walden University and
Faculty and Advisor to the Doctoral Program in Educational Leadership at Johnson & Wales University.
Dr. Rodríguez holds a Ph.D. in Higher Education from the University of Arizona and a Masters
degree in Bicultural and Bilingual Studies from the University of Texas at San Antonio. He is fluent in
both Spanish and English.
WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
August 2, 1999
Programs Selected to Speak from the Audience
Mary's Center for Maternal and Child Care
Maria Gomez, Executive Director
Washington, DC
Established in 1988, the Center's mission is to provide holistic and culturally responsive health
care to women and their families, recognizing the critical importance of the women's social
environment and emotional well being. Services include: pregnancy prevention, testing and
counseling for sexually transmitted diseases; HIV testing; job development; teen parenting
classes; father mentors; case management services. The center serves Latino women in
Washington, D.C.
Avance Parent Child Education Program
Dr. Gloria Rodriguez, CEO
San Antonio, TX
AVANCE Family Support and Education Program, created in 1973, is a private, non-profit
organization whose main purpose is to strengthen and support families. Direct services have
formed the core of the Avance Intervention Model for hard to reach families. Among its core
services is a center-based 9-month intensive parent education program serving low-income
families with children under 2 ½ years of age. Parents attend weekly parenting classes, focusing
on toy making, parenting skills, and awareness of community services. Other services include:
nutrition classes and monthly home visits to observe parent-child interactions. These services
promote effective parenting leading to healthy child development, optimal progress, both socio-
emotional and educational, of young children and enhancement of family support systems and
parental self-esteem. This program has been recognized as a national model for serving high-
risk families.
Project GRAD
National Center for Urban Partnerships
Sharon Jacobson, Director of Operations
Project GRAD (Graduation Really Achieves Dreams) is a school-community collaborative to
improve the instructional quality and culture of at risk feeder systems of schools. The
philosophy guiding the program is that all pre-K through 12th grade students can be effective
learners, regardless of demographic background if appropriate and timely programmatic
interventions are infused into the primary grades. Various curriculum models are implemented
simultaneously at Project GRAD sites, involving students in bilingual and regular classrooms.
These include: Move It Math, Communities in Schools, Success for All, Consistency
Management Program, University of Chicago School Math Project. Scholarships are offered to
9th grade participants of Project GRAD. Other services include: staff development, parental
involvement and funding.
East Harlem Tutorial Program
Carmen Vega-Rivera, Executive Director
New York, NY
Serving African American, Latino and Asian children, the East Harlem Tutorial Program's
mission is to enhance the knowledge, skills and interest of children and youth, and to foster their
love of learning. Services include after school program (one to one tutoring), arts workshop,
youth leadership development programs (Tutorial Internship Program, Young Adolescent
Program), summer day camp, Media/Technology Education Program, social work services.
Grand Street Settlement
Margarita Rosa, Executive Director
New York, NY
Grand Street Settlement is a multi-serve social services agency located on the Lower East Side in
Manhattan, and the population it serves is 80 percent Hispanic. Grand Street has served the
people of the Lower East Side since 1916. The agency's comprehensive array of services assists
some 5,000 area residents annually - from toddlers in Early Head Start and Day Care to older
adults. Participants in the programs include residents of public housing; public school students
and their families; teen parents needing guidance and supportive services; elementary and
secondary school students requiring academic assistance and personal career counseling;
working mothers with preschool children; youths and adults seeking employment; seniors
needing hot meals, companionship, and social services; and families and individuals affected by
HIV/AIDS and other debilitating illnesses.
PUENTE Learning Center
Sister Jennie Lechtenberg, Executive Director
Puente Learning Center
Los Angeles, CA
PUENTE (People United to Enrich the Neighborhood Through Education) Learning Center is a
non-sectarian, non-profit educational organization, that offers individuals of every age and
background a learning experience and empowering them toward lifelong productivity.
PUENTE's blend of traditional classroom instruction and computer technology [many computers
donated by the L.A. Times] provides tuition free educational opportunities for people limited by
literacy, poverty, and inadequate English Language skills. Services include adult education
including ESL, individualized instruction, reading improvement, Spanish literacy, power of
speech, computer applications; youth programs including pre-school readiness, after school
enrichment, high school tutorial, effective parenting; job training including business English and
math, computer applications, job referral services. PUENTE was selected as an exhibitor in the
Technology Showcase of the President's Summit for America's Future. You visited PUENTE in
1996.
For Official Government Use Only
President's List
WHITE HOUSE CONVENING ON HISPANIC YOUTH - Monday AUG 2 1999 - 9:00 AM East Room - Business
- East Visitors Entrance
Page 1
THE PRESIDENT, VICE PRESIDENT, AND FIRST LADY
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Ms. Shirley Marcus Allen
Acting Co-Executive Director, Child Welfare League of America
Washington, DC
A
Hon. Aida M. Alvarez
Administrator, Small Business Administration
Washington, DC
A
Ms. Maria Alvarez
Consultant
Long Island City, NY
A
Ms. Erlinda P. Archuleta
Director, Regional Educational Services Unit, Presidential Advisory Committee for Educational Excellence for
Hispanic Americans
Denver, CO
A
Mrs. Ramona Arreguin-de-Rosales
Director, Hispanic Pre-College Projects
A
Hon. Carmen Arroyo
Committees: Aging; Alcoholism and Drug Abuse: Children and Families; Education, State Representative
Bronx, NY
Mr. Agustin Atreaga
Coordinator, Hijos del Sol
Hayward, CA
A
Ms. Rebeca Barrera
Corporate Fund for Children
Austin, TX
A
Mr. Brian Barreto
Deputy Chief of Staff, National Economic Council, The White House
Washington, DC
A
Hon. (Rep.) Xavier Becerra
D-California, House of Representatives
Washington, DC
A
Ms. Rebecca Benz
Principal, American Institute for Learning
Austin, TX
A
Mr. Ronald Blackburn-Moreno
President, ASPIRA Association, Inc.
Washington, DC
A
Ms. Adriana Grillet (Substitute for: Joaquin Blaya)
A
Ms. Claudia DeMegret (Substitute for: Kofi Boeteng)
A
Mrs. Sandra Elaine Braham
Assistant Vice-President for Outreach Programs, Upward Bound- University of Texas-El Paso
El Paso, TX
For Official Government Use Only
Page 2
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Dr. Claire Brindis
Director, Center for Reproductive Health Policy Research
San Francisco, CA
A
Ms. Amanda Brown
Vice President, Public Education Network
Washington, DC
A
Ms. Sarah Brown
President & Director, The National Campaign to Prevent Teen Pregnancy
Washington, DC
A
Ms. Sarita Brown
White House Initiative on Educational Excellence for Hispanic Americans
Washington, DC
A
Ms. Amanda Caballero
Executive Director, Latino Family Services
Detroit, MI
A
Ms. Norma V. Cantu
Assistant Secretary, U.S. Dept. of Education
Washington, DC
A
Ms. Blandina Ramirez Cardenas
Associate Professor of Educational Leadership, University of Texas at San Antonio
San Antonio, TX
A
Ms. Margot Carlson
Executive Director, Community Service Programs, Incorporated
Irvine, CA
Guest: Mr. Max P. Madrid
A
Ms. Mary Ann Carr-McCartney
Director, MESA Program
Tempe, AZ
A
Ms. Nuria Roy (Substitute for: Ermelinda Carvajal)
A
Mr. Michael D. Casserly
Executive Director, Council of Great City Schools
Washington, DC
A
Ms. Lereen Castellano
Executive Director, Family Star
Denver, CO
A
Mr. Ruben Cedeno
A
Mrs. Leah Chase
Washington, DC
A
Dr. Nelba R. Chavez
Administrator, Substance Abuse & Mental Health Services Administration
Rockville, MD
For Official Government Use Only
Page 3
REPORT DATE:
August 1, 1999
REPORT TIME:
4:18 PM
Accepts and No Responses
A
Hon. Barbara Chow
Associate Director of Education, Income Maintenance & Labor, Office of Management and Budget
Washington, DC
A
Mr. Michael Cohen
Senior Advisor to the Secretary, Department of Education
A
Mr. William Colon
Executive Director, ASPIRA, Incorporated of New Jersey
Newark, NJ
A
Ms. Imelda Yesenia Contreas
A
Mr. Hector Cordero-Guzman
New School for Social Research
New York, NY
A
Ms. Lorraine Cortes-Vasquez
New York, NY
A
Ms. Hilda L. Crespo
Vice President of Public Policy & Federal Relations, ASPIRA Association, Inc., National Office
Washington, DC
A
Ms. Rachel Cruz
Ad Council
A
Ms. Beth Davidson
Media Program Associate, The National Campaign to Prevent Teen Pregnancy
Washington, DC
A
Mr. Marco Antonio Davis
Director of Leadership Development, National Council of La Raza
Washington, DC
A
Dr. Jane L. Delgado
President & CEO, National Coalition of Hispanic Health & Human Services Organization (COSSMHO)
Washington, DC
A
Ms. Minerva Delgado
Ms. Elena Diaz
Austin, TX
A
Mr. Dalia Diaz-Olivarez
Senior Public Affairs Specialist, State Farm Insurance Company
Bloomington, IL
A
Dr. Dawn E. Dorsey
Principal, Student Learning and Guidance Center, Corpus Christi
Corpus Cristi, TX
A
Ms. Hamid Ebrahimi
For Official Government Use Only
Page 4
REPORT DATE:
August 1, 1999
REPORT TIME:
4:18 PM
Accepts and No Responses
A
Hon. Maria Echaveste
Assistant to the President & Deputy Chief of Staff, The White House
A
Mr. Blanca Enriquez
Director, Region 19 ESC Head Start
El Paso, TX
A
Ms. Ivelisse R. Estrada
Vice President, Corporate and Community Relations, Univision Communications Incorporated
Los Angeles, CA
A
Ms. Daisy Exposito
President, The Bravo Group
New York, NY
A
Ms. Barbara Van Blake (Substitute for: Sandra Feldman)
Director, Community Relations, American Federation of Teachers
A
Ms. Patricia Fennell
Executive Director, Latino Community Development Agency
Oklahoma City, OK
A
Ms. Michelle Fermin
A
Mr. Vincent L. Ferrandino
Executive Director, National Association of Elementary School Principals
Alexandria, VA
A
Mr. Richard G. Fimbres
State Director, League of United Latin American Citizens
Tucson, AZ
A
Ms. Carol Fimmen
Director of Cross Culture, Hispanic Program for Educational Advancement
Macomb, IL
A
Mr. Jose Miguel Flores
A
Mr. Matthew Foley
Arriba Juntos/ Forward Together
Brooklyn, NY
A
Mr. Claude G.B. Fontheim
Managing Director, Fontheim International
Washington, DC
A
Ms. Ester Garcia-Cartagena
Executive Director, Loisaida
New York, NY
A
Mr. Luis Garden-Acosta
Director, El Puente
Brooklyn, NY
A
Mr. Hector Garza
Vice President, American Council on Education
Washington, DC
For Official Government Use Only
Page 5
REPORT DATE:
August 1, 1999
REPORT TIME:
4:18 PM
Accepts and No Responses
A
Mr. William Gil
Washington, DC
Ms. Dolores Gomez
Washington, DC
A
Ms. Maria Socorro Gomez
Executive Director, Mary's Center for Maternal and Child Care
Washington, DC
A
Ms. Maria Dolores Gomez
Council for Opportunity in Education
Washington, DC
A
Ms. Patricia Turcios
A
Hon. (Rep.) Charles Gonzalez
(D-TX), U.S. House of Representatives
A
Mr. I. Miley Gonzalez
Undersecretary for Research Education and Economics, Department of Agriculture
A
Mrs. Sarah M. Greene
Chief Executive Officer, National Head Start Association, Partnership Project
Alexandria, VA
Ms. Liza Gross
A
Mr. John Guerra
Vice President, Corporate Affairs, AT&T Southwest LSO Business
Dallas, TX
Ms. Lourdes Guerrero
Washington, DC
A
Mr. David Gutierrez
President, National Association of Migrant Education
Springfield, IL
A
Ms. Ana M. Guzman
Vice President, Presidents Advisory Commission on Educational Excellence for Hispanic Americans
Austin, TX
Dr. Lawrence Hernandez
Associate Professor, Human Development and Psychology Risk and Prevention Program, Harvard Graduate
School of Education
Cambridge, MA
A
Mr. Luiz Hernandez
A
Hon. (Rep.) Ruben E. Hinojosa
D/Texas, US House of Representatives
Washington, DC
For Official Government Use Only
Page 6
REPORT DATE:
August 1, 1999
REPORT TIME:
4:18 PM
Accepts and No Responses
A
Ms. Maria Ines Huerta
A
Mr. Stephen Hug
Vice President, Family Service- Proyecto Familia
Providence, RI
A
Ms. Sharon Hussey
National Director, Membership & Programs, Girl Scouts of America
A
Hon. Mickey Ibarra
Assistant to the President and Director, Office of Intergovernmental Affairs, The White House
Washington, DC
A
Ms. Emily Cole (Substitute for: Sharon Jacobson)
A
Ms. Tara Jewell
A
Ms. Lori Kaplan
Executive Director, Latin American Youth Center
Washington, DC
A
Sister Jane M. Lechtenberg
Executive Director, PUENTE Learning Center
Los Angeles, CA
A
Dr. Edgar Rommel Leon
Director, Lincoln and Immediate Unit 12, Migrant Education Programs
Gettysburg, PA
A
Honorable Guillermo Linares
New York City Council
New York, NY
A
Ms. Patricia E. Loera
Associate Director for Legislation, National Association for Bilingual Education
Washington, DC
A
Mr. Jacques Louis
Guest: Mr. Alnardo Rodriguez
A
Mr. Nelson H. Salazar (Substitute for: Alexandra Lozada)
A
Ms. Monica Lozano
Associate Publisher & Executive Editor, La Opinion
Los Angeles, CA
A
Ms. Angela Manso
Office of the Honorable Lucille Roybal
Washington, DC
A
Ms. Shirley Marcus Allen
Executive Director, Child Welfare League of America
A
Ms. Nicole Marrero
For Official Government Use Only
Page 7
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Ms. Irene Martinez
Executive Director, Dehli Community Center
Santa Ana, CA
A
Ms. Moises Perez Martinez
Executive Director, Alianza Dominica, Incorporated
New York, NY
A
Ms. MaryIn McAdams
Director and Washington Representative, National HEP-CAMP Association and National Association for Migrant
Education
Washington, DC
A
Mr. James M. McNamara
President & CEO, Telemundo Network Group
Santa Monica, CA
Hon. (Rep.) Robert Menendez
D/New Jersey, U.S. House of Representatives
Washington, DC
A
Ms. Elba Montalvo
Executive Director, Committee for Hispanic Children and Families
New York, NY
A
Dr. Maria Robledo Montecel
Executive Director, Intercultural Development Research Association
San Antonio, TX
A
Ms. Patricia Montoya
Southwest Director, U.S. Department of Health & Human Services
Dallas, TX
A
Mr. Mario Moreno
Assistant Secretary, OIIA, US Department of Education
Washington, DC
A
Mr. Victor Morisete
Executive Director, Community Association of Progressive Dominicans
New York, NY
A
Hon. (Mr.) George Munoz
President and CEO, Overseas Private Investment Corporation
Washington, DC
A
Hon. Janet Murguia
Deputy Assistant to the President & Deputy Director for Legislative Affairs, Office of Legislative Affairs, The White
House
Washington, DC
A
Mr. Ramon Murguia
Chairman, Greater Kansas City Hispanic Development Fund
Kansas City, MO
A
Hon. (Rep.) Grace Napolitano
(D-CA)
Washington, DC
For Official Government Use Only
Page 8
REPORT DATE: August 1. 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Mr. Richard Santos Navarro
Hispanic Community Foundation
San Francisco, CA
A
Ms. Marisa Nightingale
Director, Media Programs, The National Campaign to Prevent Teen Pregnancy
Washington, DC
A
Dr. Jeannette Noltenius
Latino Council on Alcohol and Tobacco
Washington, DC
A
Ms. Dora Olivo
Insurance and Public Education Committees, State Representative
A
Hon. (Rep.) Solomon P. Ortiz
D/Texas, House of Representatives
Washington, DC
A
Mr. Alejandro Perez
A
Ms. Hisela Perez
A
Mr. Moises Perez
Alianza Dominicana
New York, NY
A
Mr. Monte Perez
A
Ms. Belinda Pinto
A
Ms. Delia Pompa
Executive Director, National Association of Bilingual Education
Washington, DC
A
Ms. Lisa Quiroz
Publisher, People En Espanol
New York, NY
A
Mr. Alfred Ramirez
The Corporation for National and Community Service
Washington, DC
A
Ms. Linda Sue Ramirez
Corporate Relations Manager, Help One Student to Succeed Corporation (HOST)
Austin, TX
A
Ms. Herminia Ramos-Donovan
Director, Hispanic Young People's Alternatives
Brooklyn, NY
Hon. Bill Richardson
Secretary, Department of Energy
Washington, DC
For Official Government Use Only
Page 9
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Ms. Carmen Vega Rivera
Executive Director, East Harlem Tutorial Program
New York, NY
A
Mr. Jaime Juan Rivera
A
Ms. Maritza Rivera
The White House, Office of Public Liaison
A
Mr. Miguel Bretos (Substitute for: Refugio Rochin)
Smithsonian Institute
Washington, DC
A
Mr. Bernardo Rodriguez
Program Director, Sceneca Youth Center
Bronx, NY
A
Mr. Carlos Rodriguez
Senior Research Analyst, Pelavin Research Center of the American Institute for Research
Washington, DC
A
Hon. (Rep.) Ciro Rodriguez
D/Texas, US House of Representatives
A
Dr. Gloria Rodriguez
President and CEO, Advance Family Support & Education Program
San Antonio, TX
A
Ms. Lee Rodriguez
United States Hispanic Chamber of Commerce
New York, NY
A
Ms. Leonor E. Rodriguez
Board Member, US Hispanic Women's Chamber of Commerce
New York, NY
A
Mr. Samuel Rodriguez
Special Assistant, U.S. Department of Energy
Washington, DC
A
Ms. Yvonne Garcia Rodriguez
Faculy, Texas Women's University Reading Recovery Program
A
Ms. Maria Elena Rodriguez-Sullivan
Mr. Waldemar Rojas
Superintendent, Dallas Unified School District
Dallas, TX
A
Ms. Marguerita Rosa
Executive Director, Grand Street Settlement
New York, NY
A
Mrs. Marta T. Rosa
Child Care Resource Center, Inc.
Cambridge, MA
For Official Government Use Only
Page 10
REPORT DATE: August 1, 1999
REPORT TIME:
4:18 PM
Accepts and No Responses
Ms. Ramona de Rosales
Hispanic Pre-College Project
St Paul, MN
A
Hon. (Rep.) Lucille Roybal-Allard
D/California, House of Representatives
Washington, DC
A
Ms. Manty Sabates-Morse
Board Member, Dade County School Board
Miami, FL
A
Ms. Sharon M. Saez
Education Program Specialist, Goals 2000 Arts Education Partnership
Washington, DC
A
Dr. Gumecindo Salas
A
Ms. Elisa Sanchez
President, MANA, A National Latina Organization
Washington, DC
A
Mr. Frank Sanchez
Senior Director of Delinquency Prevention, Boys and Girls Clubs of America
A
Hon. (Rep.) Loretta L. Sanchez
D/California, US House of Representatives
Washington, DC
A
Ms. Deborah Santiago
White House Initiative
Washington, DC
A
Dr. Laurel Shader
Director, Expanda Su Mente y Lea
New Haven, CT
A
Ms. Barbara Smith
A
Mr. Robin Staffin
Senior Policy Advisor, Office of Secretary of Energy
A
Ms. Dorothy Stoneman
Somerville, MA
A
Ms. Barbara Taveras
Executive Director, Hazen Foundation
New York, NY
A
Hon. Jill Long Thompson
Undersecretary for Rural Development, U.S. Department of Agriculture
Washington, DC
A
Dr. Gwendolyn J. Cooke (Substitute for: Gerald Tirozzi)
Director of Urban Services, National Association of Secondary School Principals
For Official Government Use Only
Page 11
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Mr. Hector Torres
Police Chief, Bridgeport Police Department
Bridgeport, CT
A
Mr. Richard Toscano
Interagency Affairs, WH Initiative
Washington, DC
A
Ms. Maria L. Tukeva
Principal, Bell Multicultural High School
Washington, DC
Hon. (Rep.) Robert A. Underwood
D/Guam, House of Representatives
Washington, DC
A
Mr. Arturo Vargas
Executive Director, NALEO (National Association of Latino Elected and Appointed Officials
Los Angeles, CA
A
Dr. Olga Vasquez
Director, La Clase Magica
La Jolla, CA
A
Ms. Carmen Vega-Rivera
East Harlem Tutorial Program
New York, NY
A
Ms. Carmen Velasquez
Alivio Medical Center
Chicago, IL
Hon. (Rep.) Nydia M. Velazquez
D/New York, House of Representatives
Washington, DC
A
Dr. Jose Alberto Vicente
A
Ms. Selena T. Walsh
Director of Policy and Communications, League of United Latin American Citizens
Washington, DC
A
Ms. Kery J. Wilkie
National Puerto Rican Coalition
A
Mr. Bradley Williams
Executive Director, Leadership, Education, and Athletics in Partnership (LEAP)
New Haven, CT
A
Dr. Ruben Zacarias
Deputy Superintendent of Schools, LA Unified School District
Los Angeles, CA
A
Ms. Gwen Zuares
Dept of Labor
Washington, DC
For Official Government Use Only
Page 12
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Accepts and No Responses
A
Mr. Steven Zwerling
Senior Director, EMAC/EKA
New York, NY
For Official Government Use Only
Page 13
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Regrets
R
Mr. C. Michael Armstrong
Chairman & CEO, AT&T
Basking Ridge, NJ
R
Mr. David Hayes Baustista
UCLA
R
Ms. Susan Beresford
President, The Ford Foundation
New York, NY
R
Ms. Joaquin Blaya
Chairman of the Board, Radio Unica
Miami, FL
R
Mr. Kofi Boeteng
National Puerto Rican Forum
New York, NY
R
Hon. (Rep.) Henry Bonilla
R-Texas, House of Representatives
Washington, DC
R
Hon. Cruz Miguel Bustamante
Lieutenant Governor, State Capitol
Sacramento, CA
R
Ms. Diana Campoamor
Hispanics in Philanthropy
Berkely, CA
R
Ms. Linda Cantu
Executive Director/Education Associate, Intercultural Development Research Association
San Antonio, TX
R
Ms. Amy Cardullo
Assistant Director, Riverside Community College Foundation
Riverside, CA
R
Ms. Ermelinda Carvajal
National Program Manager, Aspira Association Americorps Community Service Program
Washington, DC
R
Mr. Bob Chase
President, National Education Association
Washington, DC
R
Mr. Gery J. Chico
President, Chicago School Reform Board of Trustees, Altherman & Gray
Chicago, IL
R
Hon. Henry Cisneros
President and COO, Univision Communications Incorporated
Los Angeles, CA
R
Ms. Sarah Cobb
Program Officer, Lily Endowment
Indianapolis, IN
For Official Government Use Only
Page 14
REPORT DATE: August 1, 1999
REPORT TIME:
4:18 PM
Regrets
R
Ms. Deborah Constance
Executive Director, A Place Called Home
Los Angeles, CA
R
Mr. Ernesto Cortez
Director, Alliance Schools
Austin, TX
R
Mr. Neil Creighton
Major General / President and CEO, Robert R. McCormick Tribune Foundation
Chicago, IL
R
Mr. Guarione Diaz
President, Cuban-American National Council
Miami, FL
R
Mr. Rick Dovalina
National President, League of United Latin American Citizens
Washington, DC
R
Ms. Marian Wright Edelman
President, Children's Defense Fund
Washington, DC
R
Ms. Jane Eisner
President, The Eisner Foundation
Beverly Hills, CA
R
Ms. Terry Espinoza-Baumgart
Coordinator, Alisal Community Healthy Start
Salinas, CA
R
Ms. Marsha Johnson Evans
National Executive Director and CEO, Girl Scouts USA
New York, NY
R
Ms. Sandra Feldman
President, American Federation of Teachers
Washington, DC
R
Mr. Wilfredo A. Ferrer
Deputy Chief of Staff, Office of the Attorney General, Department of Justice
Washington, DC
R
Mr. Juan Figueroa
President, Puerto Rican Legal Defense and Education Fund
New York, NY
R
Ms. Patricia Fili-Krushel
President, ABC Television
New York, NY
R
Mr. Antonio Flores
President, Hispanic Association of Colleges and Universities
San Antonio, TX
For Official Government Use Only
Page 15
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Regrets
R
Mr. William J. Glee
Director, Project Seed
Dallas, TX
R
Mr. Manuel Gomez
Program Director, Statewide Systemic Initiatives
R
Hon. (Rep.) Luis V. Gutierrez
D/Illinois, House of Representatives
Washington, DC
R
Mr. Richard Halpin
CEO and Founder, American Institute for Learning
Austin, TX
R
Ms. Antonia Hernandez
President, Mexican American Legal Defense and Education Fund
Los Angeles, CA
R
Mr. George Herrera
President and CEO, Hispanic Chamber of Commerce
R
Dr. Paul D. Houston
Executive Director, American Association of School Administrators
Arlington, VA
R
Ms. Sharon A. Jacobson
Operations Director, Project GRAD
R
Ms. Mary Lou Jaramillo
Mattie Rhodes Counseling & Art Center
Kansas City, MO
R
Ms. Alexandra Lozada
Coordinator, AHORA Program
Cambridge, MA
R
Ms. Consuelo Luz
President, Hispanic Radio Network
Washington, DC
R
Hon. Carlos Mariani-Rosa
State Representative, State of Minnesota
R
Ms. Ginny Markell
President, The National PTA
Chicago, IL
R
Hon. (Rep.) Matthew G. Martinez
D/California, House of Representatives
Washington, DC
R
Mr. Raul Martinez
Office of the Mayor
Hialeah, FL
For Official Government Use Only
Page 16
REPORT DATE:
August 1, 1999
REPORT TIME:
4:18 PM
Regrets
R
Ms. Sarah Martinez-Tucker
Hispanic Scholarship Fund, President and CEO
San Francisco, CA
R
Mr. Richard A. McGinn
Chairman and CEO, Lucent Technologies, Inc.
Murray Hill, NJ
R
Ms. Esther Medina
Executive Director, MACSA Inc.
San Jose, CA
R
Ms. Aurora Mejica- deceased
Executive Director, Mi Casa Resource Center for Women, Incorporated
Denver, CO
R
Mr. David R. Mercer
CEO, Young Men's Christian Association
Chicago, IL
R
Mr. Manuel Mirabal
President, National Puerto Rican Coalition
Washington, DC
R
Ms. Regina Montoya
President, Former Girls Inc, Volunteer/Former Administator
Dallas, TX
R
Ms. Cecilia Munoz
Vice President, National Council of La Raza
Washington, DC
R
Mr. Harry Pachon
The Tomas Rivera Policy Institute
Claremont, CA
R
Hon. (Rep.) Edward L. Pastor
D/Arizona, House of Representatives
Washington, DC
R
Mr. A. Jerrold Perenchio
President and CEO, Univision Network
Los Angeles, CA
R
Ms. Lourdes Perez
Director, Our Hope
Miami, FL
R
Ms. Wendy O. Puriefoy
President, Public Education Fund Network
Washington, DC
R
Mr. Hugo Ramirez
Director, NACME-Engineering Vanguard Program
New York, NY
For Official Government Use Only
Page 17
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Regrets
R
Hon. (Rep.) Silvestre Reyes
D/Texas, US House of Representatives
Washington, DC
R
Dr. William C. Richardson
Chief Executive Officer, The Kellogg Foundation
Battle Creek, MI
R
Mr. Refugio Rochin
R
Mr. Robert Rodriguez
National Coucil of La Raza
Washington, DC
R
Hon. (Rep.) Carlos A. Romero-Barcelo
D/Puerto Rico, House of Representatives
Washington, DC
R
Mr. Richard Ruiz
Executive Director, El Centro Incorporated
Kansas City, KS
R
Mr. Edward B. Rust
CEO, State Farm Insurance
Bloomington, IL
R
Hon. (Mr.) Kenneth L. Salazar
Attorney General, State of Colorado
Denver, CO
R
Mr. and Mrs. Herbert Sandler
Success for All
Oakland, CA
R
Ms. Cristina Saralegui
Hostess and Executive Producer, The Cristina Show
Palm Island Miami Beach, FL
R
Hon. (Rep.) Jose E. Serrano
D/New York, House of Representatives
Washington, DC
R
Mr. Robert Shireman
Program Officer, The James Irvine Foundation
San Francisco, CA
R
Ms. Roxanne Spillett
President, Boys & Girls Clubs of America
Atlanta, GA
R
Ms. Allegra Starks
Program Director, Urban sm ARTS
San Antonio, TX
R
Mrs. Isabel Carter Stewart
President, Girls, Inc.
New York, NY
For Official Government Use Only
Page 18
REPORT DATE: August 1, 1999
REPORT TIME: 4:18 PM
Regrets
R
Ms. Mary Catherine Swanson
Executive Director, AVID Center
San Diego, CA
R
Dr. Richard Tapia
Rice University
Houston, TX
R
Mr. Gerald Tirozzi
National Executive Director, Association of Secondary School Principals
Reston, VA
R
Dr. Donald Vereen
Deputy Director, Office of National Drug Control Policy
Washington, DC
R
Ms. Susan Wally
Vice President, Kauffman Foundation
Kansas City, MO
R
Mr. Jason Warwin
Co-Director, Brotherhood/ Sistersol
New York, NY
R
Mr. Leslie H. Wexner
Chairman, The Limited, Inc.
Columbus, OH
R
Mr. Raul Yzaguirre
President, National Council of La Raza
Washington, DC
For Official Government Use Only
PRESIDENT CLINTON AND VICE PRESIDENT GORE
Working on Behalf of the Hispanic Community
ECONOMY
Closing the Book on A Generation of Deficits. In 1992, the deficit was $290 billion, a record dollar
high. This year, the Administration expects the budget surplus to be $99 billion, the largest budget
surplus in history.
Saving Social Security. Earlier this year, the President outlined his plan to save Social Security and
extend the life of the Social Security Trust Fund. The President would lock away the Social Security
surpluses to prevent them from being used to fund other programs. In addition, his plan would transfer
the interest savings from reducing the national debt to the Social Security Trust Fund and increase the
return on Social Security funds through private investment. The President has put forth a balanced
budget that maintains our sound economic strategy and invest the budget surplus in our long-term
goals: saving Social Security and securing Medicare for the 21st Century.
Nearly 19 Million New Jobs. More than 90 percent of the new jobs have been created in the private
sector, the highest percentage in 50 years.
Record-Low Unemployment for Latinos. Under President Clinton and Vice President Gore, the
Latino unemployment rate has dropped from 11.6 percent in 1992 to 7.2 percent in 1998 -- its lowest
annual level ever. As of June 1999, the monthly Hispanic unemployment was even lower at 6.8
percent.
Income of Median Hispanic Households Up $2,553 in Past Two Years. In 1997, the income of the
median Hispanic household, adjusted for inflation, increased from $25,477 in 1996 to $26,628 in 1997
-- an increase of $1,151 or 4.5 percent. Over the past two years, the income of the typical Hispanic
household has risen $2,553 -- or nearly 11 percent -- the largest two-year increase in Hispanic income
on record.
Real Wages Are Rising for Hispanics. The real wages of Hispanics have risen rapidly in the past two
years, up 4.2 percent for Hispanic men and 2.7 percent for Hispanic women since 1996.
Inflation -- Lowest Since 1950s. Inflation remains non-existent at 1.6 percent for the beginning of
1999. In 1998, the GDP price index rose 1.0 percent at an annual rate -- its lowest level since the
1950s.
Strong Private Sector Growth. In the first quarter, private-sector GDP growth was up 4.4 percent.
Since President Clinton took office, the private sector of the economy has grown an average of 4.0
percent per year -- compared to 3.0 percent under President Reagan and 1.3 percent under President
Bush.
1
Tax Cuts For Low-Income Working Families. President Clinton's 1993 Economic Plan provided
tax cuts to 15 million hard-pressed working families by expanding the Earned Income Tax Credit
(EITC). The average family with two kids who received the EITC received a tax cut of $1,026. In
1997, the EITC lifted more than 1.2 million Hispanics out of poverty.
Largest Hispanic Poverty Drop In Two Decades. In 1997, the Hispanic poverty rate dropped from
29.4 percent to 27.1 percent -- the largest one-year drop in Hispanic poverty since 1978. Since
President Clinton took office, Hispanic poverty has dropped from 30.6 percent to 27.1 percent. While
this marks significant progress, President Clinton will continue to fight for policies that help to raise
incomes and reduce poverty.
Minimum Wage Increased. The President raised the minimum wage to $5.15 an hour -- directly
benefiting 1.6 million Hispanic workers.
Fighting for Paycheck Equity. The President has called on Congress to pass legislation to strengthen
laws prohibiting wage discrimination. In 1997, the median earnings of Hispanic women represented
56 percent of the median earnings for all men.
Two and a Half Times More Small Business Loans to Hispanic Entrepreneurs. Between 1993 and
1997 the SBA approved nearly 15,000 loans to Hispanic entrepreneurs under the 7(a) and 504 loan
programs. In 1997 alone, the Small Business Administration granted more than 3,300 loans, worth
$615 million, to Hispanic small business owners, two and a half times the number of loans granted in
1992.
Supporting Minority Business Communities and Increasing Access to Capital. Building on the
efforts of the SBA, Vice President Gore unveiled aggressive plans to increase lending and business
services to the Hispanic and African American business communities nationwide. SBA has entered
partnership agreements with national leadership organizations, and engaged its national network of
field offices and resources in the effort. SBA also licensed the first Hispanic-managed venture capital
fund. In addition, the Vice President announced an unprecedented agreement between SBA and the
" 'Big Three" U.S. automakers to increase subcontracting awards to minority businesses by nearly $3
billion over the next three years -- a 50 percent increase over current levels.
Ensuring Minority Business Owners Have a Fair Opportunity to Compete. The President signed
the Transportation Equity Act for the 21st Century into law on June 9, 1998. The Act protects the
Disadvantaged Business Enterprise (DBE) Program, a program that ensures that minority and women-
owned businesses have an opportunity to compete for transportation projects. The Administration
helped defeat an amendment to the House version of this bill that would have eliminated the DBE
Program. In a different measure, the President also approved the creation of a new program to target
assistance to minority-owned businesses in industries that continue to reflect the effects of
discrimination. As a result, thousands of minority-owned businesses will be able to compete more
effectively for government contracts.
2
Expanding Investment in Urban and Rural Areas. The Clinton Administration has announced 105
EZs and ECs across the country. This effort was proposed by President Clinton and Vice President Al
Gore, and passed by Congress in 1993. The EZ/EC effort has generated more than $2 billion of new
private sector investment in community development activities. The President has also signed into law
a second round of EZs -- 15 new urban and 5 new rural zones -- which will include tax incentives,
small business expensing, and private activity bonds. In FY 99, President Clinton and Congress
provided first-year funding of $55 million for the new EZs, and $5 million in first-year funding for 20
new rural Enterprise Communities announced in January. The FY 2000 Budget proposes mandatory
funding for ten years: $150 million a year for urban EZs and Strategic Planning Communities; $10
million a year for rural EZs; and $5 million a year for rural ECs.
Expanding Access to Capital with Community Development Financial Institutions (CDFI).
Proposed and signed into law by the President in 1994, the CDFI Fund, through grants, loans and
equity investments, is helping to create a network of community development financial institutions in
distressed areas across the United States. In FY99, funding was increased 19 percent to $95 million
from $80 million. The FY 2000 budget proposes to expand funding for the CDFI Fund to $125
million--a $30 million increase from 1999.
Working on Behalf of Minority Farmers. The U.S. Department of Agriculture (USDA) is working
to strengthen programs and increase outreach targeted to underserved communities, including
increasing its lending to minority and women producers. Between 1993 and 1998, direct lending to
these groups has nearly doubled -- from $46.5 million in FY93 to $91 million in FY98.
Moving from Welfare to Work. With the President's leadership, the Balanced Budget included $3
billion to move long-term welfare recipients and unemployed non-custodial fathers into jobs and
provided tax credits for employers to hire and retain long-term welfare recipients. The FY 1999
Welfare-to-Work competitive grants will support innovative strategies to address specific challenges to
employment including limited English proficiency. The President's budget seeks $1 billion to extend
the Welfare-to-Work program to help more long-term recipients and low income fathers in high
poverty areas go to work and support their families.
Helping People Get to Work. The Transportation Equity Act for the 21st Century authorizes $750
million over five years, and the FY99 budget included $75 million, for the President's Access to Jobs
initiative and reverse commute grants to help communities design innovative transportation solutions
so that families who need to work can get to work. The President's Budget proposes to double funding
for FY 2000, bringing the program to the authorized level of $150 million.
Assisting Families with Housing Vouchers. In 1999, the President proposed and Congress approved
$283 million for 50,000 new housing vouchers for welfare recipients who need housing assistance to
get or keep a job. Families will use these welfare-to-work housing vouchers to move closer to a new
job, to reduce a long commute, or to secure more stable housing that will eliminate emergencies which.
keep them from getting to work every day on time. The President's FY 2000 Budget provides $430
million for 75,000 welfare-to-work housing vouchers, including $144 million in new funds for 25,000
additional vouchers.
3
Providing Incentives to Save. The President signed into law a five-year, $125 million demonstration
program for Individual Development Accounts, providing incentives for low income families to save
for a first home, higher education or to start a new business, effectively completing his 1992
community empowerment agenda. The FY99 budget includes $10 million to launch this initiative, and
the President has proposed to double the commitment to $20 million in FY 2000.
Increasing Homeownership. The Clinton Administration launched a program to increase the
homeownership rate of Hispanics in the U.S. through advertising, education and counseling programs
and working with lending institutions to better serve the Hispanic community. Progress has been
made, four million Hispanics now own their homes, one million more Hispanic homeowners since the
first quarter of 1994.
Helping More Families Become Homeowners with the "Play-by-the-Rules" Homeownership
Initiative. The FY99 budget included $25 million for the Neighborhood Reinvestment Corporation to
start this new initiative that will make homeownership more accessible to families who have a good
rental history but have difficulty purchasing a home; 10,000 lower-income and minority families who
are currently renting will benefit from this initiative. The FY 2000 budget proposes a second round of
$15 million for this initiative.
Expanding Low-Income Housing Tax Credit by 40 Percent. In 1993, President Clinton fulfilled his
promise to permanently extend the Low-Income Housing Tax Credit, spurring the private development
of low-income housing and helping to build 75,000-90,000 housing units each year. President Clinton
has proposed to expand the credit by 40 percent. Over the next five years, this expansion would mean
an additional 150,000 to 180,000 quality affordable rental units.
FIGHTING FOR EQUAL OPPORTUNITY
Building One America. The President has led the nation in an effort to become One America in the
21st Century: a place where we respect others' differences and, at the same time, embrace the common
values that unite us. AFL-CIO Executive Vice President Linda Chavez-Thompson served on the
Advisory Board to the President's Initiative on Race, which the President charged with overseeing this
effort. The President, the Administration and the Advisory Board were actively involved in public
outreach efforts -- including holding numerous public meetings and town halls -- to engage Americans
across the nation in this historic effort. One of the critical elements of the President's Initiative on Race
was identifying, highlighting and sharing with the nation promising practices -- local and national
efforts to promote racial reconciliation. The Advisory Board presented their final report to the
President on September 18, 1998, and recommended that conversations on race continue. President
Clinton also appointed Robert B. (Ben) Johnson as Assistant to the President and Director of the White
House Office on the President's Initiative for One America, a new office the President created to
follow up on the work of his Initiative on Race.
An Administration That Looks like One America. The President appointed the most diverse
Cabinet and Administration in history. Secretary of Energy Bill Richardson and Small Business
Administrator Aida Alvarez are members of the President's Cabinet. Federico Peña and Henry
Cisneros previously served in the President's Cabinet.
4
Judicial Appointments. Six percent of all President Clinton's judicial appointments are Hispanics
including the Honorable Jose Cabranes, Judge, Second Circuit U.S. Circuit Court, The Honorable
Carlos Moreno, Judge, Central District of California, U.S. District Court and the Honorable Hilda
Tagle, Judge, Southern District of Texas, U.S. District Court.
Senior Level Administration Appointments. President Clinton has appointed more Hispanics to
senior level positions than any President in American history. Eight percent of Presidential
appointments, including boards and commissions, are held by Hispanics. These Presidential appointees
include Overseas Private Investment Corporation (OPIC) President George Muñoz; Norma Cantu,
Assistant Secretary for Civil Rights at the Department of Education; Saul Ramirez, Jr., Department of
Housing and Urban Development Deputy Secretary; Albert Jacquez, Administrator of the St. Lawrence
Seaway, Department of Transportation; Eluid Levi Martinez, Commissioner of Bureau of Reclamation
at the Department of Interior; Ida L. Castro, Chair, Equal Employment Opportunity Commission;
Patricia T. Montoya, Commissioner for Children, Youth & Families at the Department of Health and
Human Services; and John U. Sepulveda, Deputy Director at the Office of Personnel Management.
White House appointees include: Assistant to the President and Deputy Chief of Staff Maria
Echaveste; Assistant to the President and Director of Intergovernmental Affairs Mickey Ibarra; and
Deputy Assistant to the President and Deputy Director for Legislative Affairs Janet Murguia.
Opposed California Prop. 209 and Similar Measures. The Clinton Administration strongly opposes
state and local initiatives to eliminate affirmative action programs that expand opportunities for
Hispanics and others. The Administration opposed Proposition 209 in California and filed amicus
briefs opposing Prop. 209, which currently prohibits state affirmative action programs. The Clinton
Administration opposed a similar initiative in Houston, which was defeated and opposed an initiative
in Washington that is similar to Prop. 209. In all these cases, representatives of the administration have
spoken out strongly against these initiatives as unfair and a barrier to equality.
Ordered an Assessment of Affirmative Action Programs. The President ordered a comprehensive
review of the government's affirmative action programs which concluded that affirmative action is still
an effective and important tool to expand educational and economic opportunity to all Americans.
This review of federal affirmative action programs has helped to ensure that these programs are fair
and effective and that they can survive legal challenges. As a result, programs that benefit Hispanics,
including students, working men and women, and business owners, remain in effect and are more
likely to be upheld by the courts.
Reducing Backlog and Expanding Alternative Dispute Resolution at Equal Employment
Opportunity Commission (EEOC). Thanks to President Clinton, the FY99 budget included $279
million -- a $37 million increase over the previous year -- to significantly expand EEOC's alternative
dispute resolution program and reduce the backlog of private sector discrimination complaints. The
final budget fully funds the President's request -- providing the first real increase for EEOC in several
years. The President's FY2000 budget request provides $312 million for the EEOC, a 12 percent
increase over 1999.
5
Working to Ensure Fairness and Remove Barriers to High Quality Education. The Office for
Civil Rights in the Department of Education is working to eliminate discriminatory educational
practices within schools that contribute to deficiencies in minority student achievement. These
priorities included the inappropriate placement of minority students in special education, limited access
of minority students to challenging curricula and programs such as gifted and honors classes and the
lack of comparable resources.
Ensuring Election Fairness. The Clinton Administration defended racially fair redistricting plans
against claims that they were unconstitutional and prevented election day discrimination against
minority voters and voter intimidation and harassment by monitoring polling place activities in a
record number of states and counties. Continued enforcement efforts to ensure that citizens who rely on
Spanish have the same opportunities to participate in voting-related activities as English-speaking
voters.
Oppose English-Only Legislation. Strongly opposed legislation to make English the official
language of the United States which would have jeopardized services and programs for non-English
speakers and jeopardized assistance to the tens of thousands of new immigrants and others seeking to
learn English as adults.
Increasing Voter Registration. Since 1995, the National Voter Registration Act or "Motor Voter"
law has registered nearly 28 million new voters and made voting easier for millions more. [FEC, 6/99;
FEC, 6/97]
Opposed California Prop. 187. Opposed California's Proposition 187, which would have made
illegal immigrants ineligible for public school education at all levels and ineligible for public health
care services.
Working for Fair Housing. The President proposed and won a major expansion of HUD's Fair
Housing programs. The final budget expands HUD's Fair Housing programs from $30 million in FY98
to $40 million in FY99. That 33-percent increase includes $7.5 million for a new audit-based
enforcement initiative proposed by the Administration. The President's FY 2000 budget proposes to
increase HUD's fair housing activities by another 17 percent.
Defended Fairness. The Clinton Administration has filed more cases between 1993 and 1997 to
enforce fair housing laws than any other Administration (more than 500 cases). For instance, this
Administration desegregated a Vidor, Texas, public housing complex and ordered a Mississippi bank
to implement remedial lending plans for minority customers who were unfairly denied loans by the
bank.
Eliminated Discriminatory "Redlining" Practices. The Clinton Administration negotiated
agreements with health care agencies to eliminate discriminatory "redlining" practices denying home
health care services based on residential location.
6
Working to Ensure a Fair, Accurate and Complete Census. The Clinton Administration is working
to ensure that Census 2000 is the most accurate census possible using the best, most up-to-date
scientific methods as recommended by the National Academy of Sciences. According to the Census
Bureau, the 1990 Census missed 8.4 million people and double-counted 4.4 million others. Nationally,
5 percent of Hispanics were not counted in the 1990 census. While missing or miscounting so many
people is a problem, the fact that certain groups -- such as children, the poor, people of color, city
dwellers and people who live in rural rental homes -- were missed more often than others made the
undercount even more inaccurate. A fair and accurate Census is a fundamental part of a representative
democracy and is the basis for providing equality under the law. The President is determined to have a
fair and full count in 2000.
IMMIGRATION
Fairness for Immigrants. The President worked with Congress to correct the most egregious impacts
of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996. As a result, almost a
million people will be able to proceed with legalizing their immigration status under the former
standards of immigration law and not the new, stricter and more burdensome standards enacted in
1996.
Strengthening the Naturalization Process. The President has made naturalization a top priority of
the Immigration and Naturalization Service in order to continue fostering legal immigration while
combating illegal immigration. For instance, over one million individuals were naturalized in 1996.
The Administration continues to work to streamline and improve the naturalization process so that
eligible individuals who have played by the rules can become full partners in America. In FY99, the
Administration won an infusion of new resources to reduce the backlog of naturalization applications
and improve customer service.
Defended Immigrant Rights. The Administration defeated legislative efforts which would have
significantly eroded health care for immigrants. The bipartisan agreement strengthened the
sponsorship requirement while preserving the basic ability of families to reunify.
Reversing Unfair Cuts; Protects Legal Immigrants Who Become Disabled and Those Currently
Receiving Benefits. The Balanced Budget Act of 1997 restored $11.5 billion in SSI and Medicaid
benefits for legal immigrants whose benefits were also terminated in welfare reform. This law protects
those immigrants now receiving assistance, ensuring that they will not be turned out of their apartments
or nursing homes or otherwise left destitute. And for immigrants already here but not receiving
benefits, the BBA does not change the rules retroactively. Immigrants in the country as of August 22,
1996, but not receiving benefits at that time who subsequently become disabled will also be fully
eligible for SSI and Medicaid benefits. When the President signed the 1996 Welfare Reform Law, he
pledged to go back and change provisions that have nothing to do with welfare reform, such as the
cutting off benefits to legal immigrants. Critics said the changes would never be made. However, in
1997 and again in 1998, the President followed through on his pledge and won many of the changes
he sought in the 1996 law. The President's FY 2000 Budget would restore eligibility for SSI and
Medicaid to legal immigrants who enter the country after that date if they have been in the United
7
States for five years and become disabled after entering the United States. This proposal would cost
approximately $930 million and assist an estimated 54,000 legal immigrants by 2004, about half of
whom would be elderly.
Assuring Families Access to Health Care and Other Benefits. In May 1999, the Vice President
announced new actions to assure families that enrolling in Medicaid or the new Children's Health
Insurance Program (CHIP) and receiving other critical benefits, such as school lunch and child care
services, will not affect their immigration status. The new Department of Justice regulation clarifies a
widespread misconception that has deterred eligible populations from enrolling in these programs and
undermined the nation's public health. In addition, the Vice President directed Federal agencies to send
guidance to their field offices, program grantees and to work with community organizations to educate
Americans about this new policy.
EDUCATION
Made the Largest Investment in Education in 30 Years. Maintaining his longtime commitment to
education, the President enacted the largest investment in education in 30 years -- and the largest
investment in higher education since the G.I. Bill.
Modernizing Our Schools. The President has proposed federal tax credits to help rebuild, modernize,
and build 6,000 public schools nationwide. Much of this funding is targeted to the cities with the
highest numbers of low-income children.
Reducing Class Size. Last year, the President won a down payment on his initiative to reduce class
size to a national average of 18 students in grades 1-3 to help local schools hire an additional 100,000
well-prepared teachers. Research shows that students do better academically in smaller classes,
especially minority and low-income students. The President's proposal targets substantial funding to
the communities that need it most, and he has threatened to veto legislation that would replace that
class size initiative with a block grant that doesn't guarantee the continuation of a nationwide class size
initiative and denies adequate funding to the communities that need it most.
Supporting Reading Excellence. More than 1000 colleges have committed work-study students to
tutor children in reading, and thousands of AmeriCorps members and senior volunteers are organizing
volunteer reading campaigns. In addition, the President won $260 million for a new child literacy
initiative, consistent with the President's America Reads proposal in the FY99 budget. The FY2000
budget includes funding to continue the Clinton-Gore Administration Reading Excellence Program --
helping train reading tutors and coordinating after-school, weekend, and summer reading programs
linked to in-school instruction; helping train teachers to teach reading; and helping parents help
children prepare to learn to read.
Greater Access to Education Technology. The President has made an unprecedented commitment to
bringing technology into schools. In the FY99 budget, President Clinton won $75 million to fund
technology training for teachers and $10 million for new grants to public-private partnerships in low-
income communities to provide residents access to computer facilities for educational and employment
purposes. Education technology has always been a top priority for the President and Vice President;
8
since 1993, they have created the Technology Literacy Challenge Fund and increased overall
investments in educational technology by thirty-fold, from $23 million to $698 million this year. The
Administration has also secured low-cost connections (the E-rate) to the Internet for schools and
libraries.
Getting Good Teachers to Underserved Areas. The FY99 budget contained $75 million for new
teacher quality initiatives -- programs that will help recruit and prepare thousands of teachers to teach
in high-poverty urban and rural communities and will strengthen teacher preparation programs across
the country.
Strengthening Educational Accountability and Excellence. 11 million low-income students now
benefit from extra support to meet high expectations and challenging standards because of increased
funding for the Title I program and reforms proposed and signed into law by President Clinton in the
Elementary and Secondary Education Act (ESEA). This year, President Clinton has proposed building
on this progress with further strengthening accountability in these federal programs, improving teacher
quality, increasing school safety, expanding public school choice, and providing extra support through
summer-school, after-school and other programs to help students master the basics and reach
challenging academic standards. The reauthorization will also support teacher education programs that
develop the ability of regular classroom teachers to teach limited English proficient (LEP) students.
Enacted a Hispanic Education Action Plan. The Hispanic dropout rate is unacceptably high, and is
substantially higher for Hispanics than African-Americans and White non-Hispanics. The
Administration is reaching out to Hispanic youth, encouraging them to stay in school, do well
academically and graduate from high school, and go on to college so that they can compete
successfully for good jobs and take advantage of promising career opportunities. As part of these
efforts, the Clinton Administration put forth and won funding increases for a Hispanic Education
Action Plan in the FY99 budget. As part of this plan, the President and Vice President proposed
significant increases in a number of programs that enhance educational opportunity for Hispanic
Americans. The final budget included increases of $494 million for these programs, including an
increase of $70 million for TRIO college preparation programs over FY98, which will now provide
support services to over 700,000 students, and an additional $50 million for Bilingual Education
Professional Development -- double the FY98 level -- to begin to provide 20,000 teachers over five
years with the training they need to teach Limited English Proficient students effectively. Moreover,
funding for Hispanic-Serving Institutions (HSIs), colleges and universities with at least 25 percent
Hispanic enrollments was more than doubled from $12 million to $28 million in FY 99. In FY 2000,
the President has proposed over a $650 million increase in funds for Department of Education
programs that are part of the Administration's Hispanic Education Agenda.
Expanding College Opportunity with Tuition Tax Credits, Education IRAs, and Largest
Increase in Pell Grants in 20 Years. The President is making the first two years of college
universally available with $1500 HOPE Scholarship tax credits and a 20 percent lifetime learning tax
credit helps offset tuition costs for college or lifetime learning. The expanded education IRA allows
penalty- and tax-free withdrawals for education. And in 1999, nearly four million students will receive
a Pell Grant of up to $3,125, the largest maximum award ever. In the 1995-96 school year, 54 percent
of all Hispanic students enrolled full-time in college received a Pell Grant.
9
Established a Hispanic Advisory Commission. In 1994, the President issued an Executive Order on
Educational Excellence for Hispanics which established an advisory commission to oversee the
improvement in education for Hispanics and would work to ensure that Hispanic-Serving Institutions
will have more input regarding educational goals and issues of concern to Hispanics. The
Commission's report identified contributing factors impacting attainment of educational excellence,
corrective policy actions, and plans for program development and funding.
Implemented the Student Diversity Partnership Program. Partnered with Hispanic Association of
Colleges and Universities, National Association for Equal Opportunity in Higher Education, an Indian
Science and Engineering Society and the Center for the Advancement of Hispanics in Science and
Engineering Education to implement the Student Diversity Partnership Program. This program will
ensure an adequate supply of diverse and qualified scientists and engineers for the 21st century. In
addition, the White House recently awarded Presidential Awards for Excellence in Science,
Mathematics and Engineering Mentoring Grants to both individual mentors and institutions that foster
mentoring, helping to ensure that America's future scientists and engineers come from all of the
nation's racial and cultural segments of the population.
AmeriCorps College Support. Since 1993, more than 100,000 people have had the opportunity to
serve through AmeriCorps, with Hispanics comprising 13 percent of all participants (1996 data) In
1999, nearly 50,000 young people will take advantage of the opportunity to serve and will earn an
award of up to $4,725 to pay for college or repay student loans.
Establishing the GEAR-UP. In FY99, the President won $120 million to create a new initiative
which would promote partnerships between schools and institutions of higher education to provide
about 100,000 low-income middle and high school students with academic and support services to help
them prepare for and enter college. The President is proposing to double this initiative this year.
Expanding Investments In Youth Education And Training. While House Republicans attempted to
eliminate the successful Summer Jobs program in FY99, President Clinton prevailed with his request
for $871 million in funding, which will finance up to 530,000 summer jobs for disadvantaged youth.
The Youth Opportunity Area Initiative program provides high school dropouts between the ages of 16
and 24 with academic and job-skills training, as well as apprenticeships building and rehabilitating
affordable housing. The President proposed and won $250 million for this new innovative program in
the FY99 budget.
Teaching Job Skills and Building Homes Through "Youthbuild." Through the Youthbuild
program, nearly 2,300 high school dropouts have developed valuable job skills while building or
renovating homes for hundreds of low-income families. This program offers young adults, ranging in
age from 16 to 24, the opportunity to gain leadership skills, earn a high school diploma or GED, learn a
valuable trade, and provide much-needed housing to families nationwide. More than $170 million in
grants have been made under Youthbuild since its inception in 1993, enabling over 7,800 young people
to take part in building or rehabilitating more than 3,650 houses and apartments units in their
communities. Of the 7,800 served by Youthbuild, an estimated 1,170 are Hispanic youth.
10
Strengthening Bilingual and Immigrant Education. The President is committed to ensuring that
students with limited English skills get the extra help they need in order to learn English and meet the
same high standards expected for all students. The Clinton administration fought for and won a 35%
increase in bilingual and immigrant education in the 1997 budget deal. For FY99, the Administration
fought for and won a doubling of the investments in bilingual teacher training as part of its Hispanic
Education Action Plan. Bilingual education funding helps school districts teach English to more than a
million limited English proficient (LEP) children and helps LEP students to achieve to the same high
standards as all other students. It also provides teachers with the training they need to teach limited
English proficient students. The Immigrant Education program helps more than a thousand school
districts provide supplemental instructional services to more than 800,000 recent immigrant students.
In his proposal to reauthorize the Elementary and Secondary Education Act, the President has proposed
additional help to ensure that all teachers are well-trained to meet the needs of students with Limited
English Proficiency. His proposal would also make schools and districts more accountable for helping
children with Limited English Proficiency master their academic subjects and learn English.
Extra Help for Limited-English Proficient Children. In 1994, President Clinton reformed Title I --
the major elementary and secondary program for disadvantaged children -- clearing away barriers that
had prevented limited-English proficient children from getting help. Now Hispanics are 32% of the
children served in Title I, the largest share of all communities. The FY99 budget provides a $301
million boost to the Title I program.
More Assistance for Migrant Children and Families. Migrant families face particularly difficult
obstacles to gaining the education and training they would need to improve their standard of living.
President Clinton improved the Migrant Education Program in the 1994 reauthorization, and won a 16
percent increase in FY99. As part of his Hispanic Education Action Plan, he also won increases for the
High School Equivalency Program, the, College Assistance Migrant Program, as well as funding for a
Migrant Youth Job Training Demonstration.
Expanding Access to English Language/Civics Education. The President's FY 2000 budget
supports a $190 million increase for adult education and family literacy, including a $70 million
investment for the English Language and Civics Education Initiative: Common Ground Partnerships.
This initiative will help states and communities provide limited English proficient adults with
expanded access to high quality English as a Second Language programs linked to civics and life skills
instruction on understanding and navigating our government system, the public education system,
workplace, and other key institutions in American life.
Reducing the Drop-Out Rate Through Right Track Partnerships. The President's FY 2000 budget
provides $100 million for "Right Track Partnerships" to promote partnerships between schools,
employers, and community-based organizations that devise innovative community-wide approaches to
increase the rate at which economically disadvantaged and limited-English proficient youth complete
and excel in high school and subsequently increase the rate at which these youth go on to post-
secondary education, training, and higher paying careers. This new proposal builds on last year's
Hispanic Education Action Plan, which received nearly $500 million for FY1999.
11
CHILDREN AND FAMILIES
Eliminating Racial and Ethnic Health Disparities. In 1998, President Clinton announced an
initiative to end racial and ethnic health disparities. The effort sets a national goal of eliminating the
longstanding disparities by the year 2010 in six key health areas: infant mortality, diabetes, cancer
screening and management, heart disease, AIDS and immunizations. There are major health
disparities among Hispanics. Latinos are nearly twice as likely to develop diabetes than non-Latinos
and Latinos have two to three times the rate of stomach cancer as white Americans. The President
announced a five-step plan led by Surgeon General and Assistant Secretary for Health Dr. David
Satcher to mobilize the resources and expertise of the federal government, the private sector, and
local communities. In the FY99 budget, Congress took a critical first step in investing in the
President's multi-year proposal. The President's FY 2000 budget has proposed $145 million to
continue this program's activities.
Addressing HIV/AIDS in Communities of Color. Racial and ethnic communities make up the fastest
growing portion of HIV/AIDS cases (more than 50 percent of all new HIV cases). As part of the FY99
budget, the Clinton Administration fought for and won a comprehensive new initiative that invests an
unprecedented $156 million to improve prevention efforts in high-risk communities and expand access to
cutting-edge HIV therapies and other treatment needed for HIV/AIDS.
Focused Health Efforts. Established the Office of the Minority Health Research and Alternative
Medicine at the National Institutes of Health. Helped communities develop culturally-competent
systems of care for children with serious emotional disturbances through the Comprehensive Mental
Health Services for Children and Families program. Negotiated agreements with hospitals and nursing
homes to eliminate barriers to equal access for minorities based on language.
Working to Enact a Strong, Enforceable Patients' Bill of Rights for All Americans. President
Clinton has called on the Congress to pass a strong, enforceable patients' bill of rights that assures
Americans the quality health care they need. The bill should include important patient protections such
as: assuring direct access to specialists; real emergency room protections; continuity of care provisions
that protect patients from abrupt changes in treatment; a fair, timely, and independent appeals process
for patient grievances; and enforcement provisions to make these rights real. Leading by example, the
President directed all federal agencies to ensure that their employees and beneficiaries have the benefits
and rights guaranteed under the President's proposed Patients' Bill of Rights.
Protecting and Strengthening Medicare. The 1997 Balanced Budget Act extended the life of the
Medicare Trust Fund for at least a decade; expanded choices in health plans; and provided beneficiaries
new preventive benefits. Today, Medicare provides health insurance to more than two million elderly
and disabled Hispanics and six percent of all beneficiaries currently enrolled in Medicare are Hispanic.
President Clinton is working to modernize and strengthen Medicare to prepare it for the challenges the
program faces in the 21st Century. This historic initiative would make Medicare more competitive and
efficient; modernize and reform Medicare's benefits, including a long-overdue prescription drug
benefit and cost-sharing protections for preventive benefits; and make an unprecedented long-term
financing commitment to the program that would extend the life of the Medicare trust fund to 2027.
12
Extended Health Care to Millions of Children with the Children's Health Insurance Program
(CHIP). Because of the President's leadership, the 1997 Balanced Budget Act included $24 billion to
provide real health care coverage to up to five million more children, the largest children's health care
budget increase since Medicaid was created in 1965. Minority children make up a disproportionate
number of the over 10 million uninsured children. Hispanic children make up nearly 30 percent of all
uninsured children. The Administration is actively reaching out to communities to target and enroll
eligible, uninsured children in CHIP.
Providing Health Care to Children and Pregnant Women. Under current law, states have the
option to provide health coverage to immigrant children and pregnant women who entered the country
before August 22, 1996. The President's FY 2000 Budget gives states the option to extend Medicaid
or CHIP coverage to low-income legal immigrant children and Medicaid to pregnant women who
entered the country after August 22, 1996. The proposal would cost $325 million and provide critical
health insurance to approximately 55,000 children and 23,000 women by FY 2004. This proposal
would reduce the number of high-risk pregnancies, ensure healthier children, and lower the cost of
emergency Medicaid deliveries.
Protecting Families. Family and Medical Leave allows workers to take up to 12 weeks of unpaid
leave to care for seriously ill family members, new born or adoptive children, or their own serious
health problems without fear of losing their jobs. About 91 million workers are covered by the Family
and Medical Leave Act and millions of workers have already benefited from FMLA since its
enactment.
Increased WIC -- $1 Billion Higher. Under President Clinton, participation in the Special
Supplemental Nutrition Program for Women, Infants, and Children (WIC) has expanded by 1.7 million
-- from 5.7 million in 1993 to 7.4 million women, infants, and children in 1998, with funding rising
from $2.9 billion to $3.9 billion (FY99). Research shows that every $1 increase in the prenatal care
portion of the WIC program cuts between $1.77 and $3.90 in medical expenses in the first 60 days
following childbirth. In 1996, 30 percent of the infants who benefited from WIC were Hispanic.
Restoring Food Stamp Benefits for Legal Immigrants. The Agricultural Research Act of 1998
provided Food Stamps for 225,000 legal immigrant children, senior citizens, and people with
disabilities who enter the United States by August 22, 1996. The President's FY 2000 Budget would
extend this provision by allowing legal immigrants in the United States on August 22, 1996 who
subsequently reach age 65 to be eligible for Food Stamps at cost of $60 million, restoring benefits to
about 20,000 elderly legal immigrants by 2004.
Expanded Head Start By More than 60 Percent. Since 1993, President Clinton has expanded Head
Start by 57 percent, from $2.8 billion in FY93 to $4.4 billion in FY98. During the Clinton
Administration, Hispanic enrollment has increased by 70,000 and at a rate nearly twice as fast as non-
Hispanic enrollment. Despite these increases, Hispanic children remain under-represented in the
program, and the Administration is stepping up efforts to ensure access and culturally appropriate
services. Also, the President's FY 2000 budget includes $607 million in new funds to improve and
13
expand Head Start, including a $23 million request for Migrant Head Start that would improve quality
and reach as many as 2,000 new children.
Raised Immunization Rates to All Time High. Since 1993, childhood immunization rates have
reached all-time highs, with 90 percent or more of America's toddlers receiving the most critical doses
of vaccines for children by age 2. For the most critical childhood vaccines, vaccination levels are
nearly the same for preschool children of all racial and ethnic groups, narrowing a gap that was
estimated to be as wide as 26 percentage points a generation ago. But despite this program, as of 1997,
79 percent of white children had received the recommended series of vaccinations by age 2 compared
to 72 percent of Hispanic children whom had been vaccinated against childhood disease. To help
increase participation, on April 20, 1999, Secretary Shalala announced a new Spanish-language
childhood immunization public awareness campaign, "Vacunelo A Tiempo Todo el Tiempo"
(Vaccinate Your Children On time, Every Time), to create and distribute culturally relevant and
language appropriate educational materials to help raise Hispanic immunization rates to the national
average.
Proposed the Largest Single Investment in Child Care in the Nation's History. In 1998, the
President proposed an historic initiative to improve child care for America's working families by
helping families pay for child care, building the supply of good after-school programs, improving child
care quality and promoting early learning. The President won $182 million to improve the quality of
child care for America's working families in the FY99 budget.
Providing Safe After-School Opportunities for Nearly 400,000 Children Each Year.
Approximately 400,000 school-age children in rural and urban communities have safe and educational
after-school opportunities this year because of the expanded 21st Century Community Learning
Centers program. Under the leadership of President Clinton and Vice President Al Gore, funding for
this initiative has increased from $1 million to $200 million in two years, and the Administration has
proposed tripling the program this year. In his FY 2000 budget, the President proposed to increase
funding to serve approximately 1.1 million students.
FIGHTING CRIME
Held the White House Conference on Hate Crimes. President Clinton hosted the first White House
Conference on Hate Crimes, which examined laws and remedies that can make a difference in
preventing hate crimes, highlighted solutions that are working in communities across the country, and
continued the frank and open dialogue needed to build One America. The President announced
significant law enforcement and prevention initiatives to get tough on hate crimes, including: support
for legislation to expand the federal hate crimes law to cover crimes based on sexual orientation,
gender, or disability; the creation of a network of local hate crime working groups; the addition of
approximately 50 FBI agents and federal prosecutors to enforce hate crimes laws; improved collection
of data on hate crimes; and the production of materials to educate the public -- especially youth --
about hate crimes. The President and Vice President continue to work to enact the Hate Crimes
Prevention Act.
14
Enhanced Penalties for Hate Crimes. As part of the historic 1994 Crime Act, the President signed
the Hate Crimes Sentencing Enhancement Act which provides for longer sentences where the offense
is determined to be a hate crime.
Falling Crime Rates. Overall crime rates are down to the lowest levels in a generation --and all
incomes and races are benefitting. According to the Bureau of Justice Statistics' National
Victimization Survey, property and violent crime victimization rates are at their lowest levels since
1973. Between 1993-1997, decreasing victimization trends were experienced about equally for all
race, sex and income groups. In addition, the murder rate is down more than 25 percent since 1993, its
lowest point in 30 years. Between 1997 and 1998, the Hispanic violent victimization rate fell from 43
to 33 victimization's per 1,000 Hispanics.
Putting 100,000 New Police on the Streets and Providing COPS Grants to Underserved Areas.
This year, ahead of schedule and under budget, the Administration has met its commitment of funding
100,000 police officers for our communities. As a part of the COPS Program, the President announced
new grants to increase police presence and community policing in underserved neighborhoods. Under
this initiative, 18 cities will share $106 million to hire 620 new community policing officers. The pilot
cities were selected following an analysis of crime, demographic and economic data.
SAFE AND CLEAN ENVIRONMENT
Environmental Justice and Redevelopment issued an Executive Order on Environmental Justice
to ensure that low-income citizens and minorities do not suffer a disproportionate burden of industrial
pollution. The Administration identified pilot projects to be undertaken across the country to
redevelop contaminated sites in low-income communities, turn them into useable space, create jobs
and enhance community development.
Accelerating Toxic Cleanups and Brownfields Redevelopment -- cleaned up nearly three times as
many Superfund sites in six years as the previous administrations did in twelve. Leveraged nearly $1
billion in private sector investment for Brownfields redevelopment.
Keeping Our Drinking Water Safe -- proposed and signed legislation to strengthen the Safe Drinking
Water Act to ensure that our families have healthy, clean tap water. Required America's 55,000 water
utilities to provide regular reports to their customers on the quality of their drinking water.
Reducing the Threat of Global Warming -- negotiated an international treaty to reduce greenhouse
gas emissions in an environmentally strong and economically sound way. Secured $1 billion in FY99
for research incentives to reduce greenhouse gas emissions through energy efficiency and clean energy
technologies.
Preserving Our Lands -- protected or enhanced nearly 150 million acres of public and private lands,
from the red rock canyons of Utah to the Florida Everglades. Reached agreements to protect
Yellowstone from mining and save the ancient redwoods of California's Headwaters Forest.
15
AMERICAN LEADERSHIP
Democracy for Cuba. The Clinton Administration increased efforts to promote a peaceful,
democratic transition in Cuba by keeping pressure on the Castro government for change while reaching
out to the Cuban people. The President has strengthened the international consensus on the need to
promote human rights and democracy. The Clinton Administration has authorized humanitarian
measures to alleviate the Cuban people's suffering, encouraged the emergence of civil society, and
helped people prepare for a democratic future.
Support Our Closest Neighbors. The Administration took decisive action in assembling a financial
support package for Mexico and later Brazil. In each case, the President's leadership prevented a
prolonged financial crisis and its spread to other Latin American countries. In addition, the President
traveled to Latin America and launched hemispheric negotiations for Free Trade Area of the Americas.
8/99
16
FRIDAY. JULY 9. 1999
Hispanic Fund Wins
$50 Million Grant
Award Supports College Scholarships
By VALERIE STRAUSS
communities;
Washington Post Staff Writer
=A community college pre-
gram, which will encourage in-
The national Hispanic Schol-
dividuals to continue their edu-
arship Fund announced yester-
cation by transferring to a
day that it has received a $50
four-year institution.
million grant from Lilly Endow-
The Indianapolis-based Lilly
ment Inc., one of the nation's
Endowment is a private philan-
largest private foundations, to
thropic foundation created mL
promote college education
1937 by three Lilly family mem
among the nation's fastest-
bers through gifts of stock in
growing population segment.
their pharmaceutical business,
The grant, which will provide
Eli Lilly & Co.
funding for both aspiring and
Endowment President N.
current Hispanic college stu-
Clay Robbins said the founda
dents in all 50 states and Puerto
tion decided to help the Hispan-
Rico, is the largest amount ever
ic Scholarship Fund because it
pledged to a Hispanic organiza-
was "impressed by research
tion for education in the United
showing that low educational at
States.
"In the next century, Hispan-
The fund seeks to
ics will continue to grow in num-
ber, influence and responsibility,
and this grant recognizes the
double the
importance of education in
building a foundation to make
America stronger," Sara Marti-
percentage of
nez Tucker, fund president and
chief executive officer, said in a
Hispanics who
statement.
The fund is the nation's old-
est provider of college schol-
earn degrees.
arships to Hispanic Americans
and has awarded more than
tainment is a key barrier to the
36,000 scholarships totaling
prosperity of Hispanic Amer
about $38 million since it was
icans."
founded in 1975. Three years
Hispanics now account for 11'
ago it began a campaign to dou-
percent, or some 32 million, of
ble-from 9 percent to 18 per-
the U.S. population, and it is es
cent-the percentage of Hispan-
timated by demographers that
ics earning college degrees by
40 percent of the nation's new
2006. Ninety-seven percent of
population in the next two years
students who receive fund schol-
will be Hispanic.
arships earn college degrees.
Martinez Tucker, the first
The grant will enable the fund
Hispanic female to enter AT&T
to significantly increase the
Corp.'s executive management,
number of Hispanics starting
joined the scholarship fund
college, Martinez Tucker said.
1997, determined to raise its na-
The money will be used for vari-
tional profile. She was largely re-
ous programs, including:
sponsible for securing the Lilly
mA college retention fund,
grant and is trying to reach out
which will provide 2,000 aca-
to other foundations and busi-
demic scholarships per year
nesses.
over a five-year period to cur-
"We will continue to seek ad-
rent four-year college students;
ditional support from other re-
ДА separate scholarship fund
sponsible corporations, founda-
earmarked for graduating high
tions and private citizens to
school seniors, which will re-
sustain the vision and mission
quire individual school districts
that Lilly Endowment has made
to raise matching funds in their
possible," she said.
Gore
pursues
Latino
support
Vice president
calls on La Raza
By Susan Page
USA TODAY
expected to be the nation's larg-
panic conventions this sum-
HOUSTON - Energy Secre-
est minority group: by 2050,
mer. The Bush campaign cited
tary Bill Richardson was
they are projected to comprise
scheduling conflicts. Gore ad-
charged with warming up the
almost one-fourth of the U.S.
dressed two of the three.
luncheon audience of several
population.
A Democratic National Com-
thousand Latino activists here
Although more than seven in
mittee staffer passed out stick-
Wednesday and introducing a
10 Latino votes went to the Clin-
ers Wednesday that asked,
long string of government offi-
ton-Gore ticket in the 1996 elec-
"Where's George?"
cials, including the featured
tion. Democratic strategists are
"Yo estoy aqui porque yo
speaker. Vice President Gore.
alarmed by Bush's potential to
amo y respecto la comunidad
"I haven't introduced the gov-
make major inroads. Bush won
Latina," Gore told the crowd. "I
ernor," Richardson said, speak-
a significant share of the His-
am here because I love and re-
ing Spanish. "because I don't
panic vote in his re-election
spect the Latino community."
see him here."
campaign last year. Estimates
Gore's message: The boom-
The jab at Texas Gov. George
based on exit polls range from
ing economy during the Clin-
W. Bush. the Republican presi-
37% to 49%.
ton-Gore administration has re-
dential front-runner, brought
"There's a real understand-
duced Latino poverty and
knowing laughter from the au-
ing among both candidates that
unemployment and increased
dience at the annual National
the Latino vote is pivotal in
Latino home ownership and
Council of La Raza convention.
some of these key states - Cal-
business opportunities.
Bush, who IS vacationing in
ifornia, Texas, Florida, Illinois,"
He touted the administra-
Maine, raised the ire of many
says Arturo Vargas, president
tion's support for use of sam-
in the room by declining an in-
of the National Association of
pling in next year's Census to
vitation to speak to the group
Elected and Appointed Latino
reduce the undercount of His-
meeting in his home state.
Officials. "Anybody who wants
panics and other minorities;
Democratic front-runner
to sit in the White House needs
Bush and the GOP oppose sam-
Gore was looking to win points
to win in those states, and in a
pling. Gore endorsed hate-
by showing up, displaying the
close race, the Latino vote
crimes legislation; Bush has
way he's improved his high
could make the difference."
questioned the need for it
school Spanish and attacking
Bush often appears before
Bush's positions on issues from
Latino audiences, speaks Span-
Gore, whose trip was paid
Census sampling to hate-
ish easily and has distanced
for by the government to deliv-
crimes legislation to tax cuts.
himself from Republican-
er an "official" speech, didn't
Gore's speech to the nation's
backed proposals in Congress
mention Bush by name.
largest Hispanic civil rights or-
and California that tried to limit
But he derided those who
ganization was Gore's fifth
social services to immigrants
would let needy people hope
1
event this month targeting La-
and outraged many Hispanic
"for crumbs of compassion" -
n
tino leaders and voters. That
voters.
a reference to Bush's call for
schedule reflects what is shap-
Gore partisans say Bush's ap-
"compassionate conservatism."
9
ing up to be the most concerted
peal to Hispanic voters will
And what about the vice
competition for Hispanic vot-
fade. "To use a Texas expres-
president's Spanish?
ers ever in a presidential race
sion. they're going to find out
Gore learned the language at
G
- and Democratic fears that
he's a little more sizzle and a lit-
16 when he spent a summer liv-
the party's dominance with La-
tle less steak." predicts Califor-
ing with a family in Mexico.
Gr
tinos is at risk.
nia LL Gov. Cruz Bustamante, a
Aides say he has been practic-
By
"It's up for grabs," says Raul
Gore supporter and the first La-
ing with Latino staffers.
Kn
Yzaguirre, La Raza's president.
tino elected to statewide office
"The vice president wouldn't
WA
Latinos are the nation's fast-
in California this century.
have any trouble getting by if
est-growing demographic
Bush declined invitations to
he was stuck in a Latin Ameri-
wari
group. By 2005, Hispanics are
address any of a trio of big His-
can city." Gore campaign
be d.
spokesman Roger Salazar in-
bring
sists. But Jose Villarreal, a San
Antonio lawyer and national
Dei
treasurer of the Gore cam-
Clint
paign, shakes his head about
n the
the Spanish of both Bush and
The
Gore. "I can tell you." he says,
"neither one of them grew up
ate fr.
speaking it"
1x per
ew bu
eek.
The H
roposa
ongres
USA TODAY THURSDAY. JULY 29. 1999
mpror
6.
Latinos have been showing signs
appreciated." Becerra said.
Gore Courts
of coalescing into a political force.
Much of that strategy was 8
Jolted by a wave of GOP-led pro-
display today, as he made veiled
posals across the country to limit
references critical of Bush and
immigration, impose English-only
attacked GOP proposals that he
Hispanic Vote
provisions and deny social service
said would be harmful to Latinos
benefits to illegal residents. the
and promised to take initiatives to
Latino electorate grew by 29 per-
boister education and improve
On Bush Turf
cent between 1992 and 1996.
health care.
Now, Latinos account for 11 per-
cent of the nation's population and
"I want to do things the right
about 5 percent of the overall elector-
Texas Governor's Absence
ate. But the importance of their vote
way." Gore said, "not by letting
is magnified because it is concentrat-
people fend for themselves or hop-
At Conference Is Noted
ed in five electorally rich states where
ing for crumbs of compassion."
their strong support could prove
By MICHAEL A. FLETCHER
decisive. Together, California, Texas,
Connolly reported from
and CECI CONNOLLY
AI
Florida, New York and Illinois are
Washington. Staff writer Dan
home to 76 percent of the nation's
Washington Post Swff Writers
Balz contributed to this report
Hispanic population.
from Washington
HOUSTON, July 28-Vice President Gore
There are different goals here for
came to George F. Bush's home state today
Republicans and Democrats," said
and attacked the Republican presidential front-
Harry P. Pachon, president of Tomas
runner for embracing policies that have hurt
Rivera Policy Institute, a California
think tank that explores Hispanic
Latinos.
Speaking before the national convention of
issues. "The question becomes mar-
the largest Latino advocacy organization in the
gin of victory. Will the Republicans
United States, Gore criticized the Texas gover-
get 20, 30 or 40 percent? The margin
will make all the difference."
nor for presiding over a state where a quarter of
the children have no health insurance and more
In 1996, President Clinton re-
than half of the uninsured are Latino. He also
ceived 72 percent of the Hispanic
criticized Republicans for proposing a huge tax
vote, a margin that helped power him
cut without dedicating "one dime" to strength-
to victory in such key states as
en Medicare, which provides health insurance
California and Texas But Democrats
to 2 million elderly and disabled Latinos.
have not always done so well with
In a warmly received speech flavored liberal-
Hispanic voters. In 1984, Ronald
ly with Spanish phrases, Gore also joined in the
Reagan won the support of two in
criticism of Bush for declining an invitation to
five Hispanic voters. And in Florida,
address the National Council of La Raza, whose
Republican Jeb Bush won a majority
convention here concludes tonight.
of the Hispanic vote in his successful
First, Energy Secretary Bill Richardson ended
1998 gubernatorial campaign.
his introduction of local dignitaries by telling the
On Monday, McCain was greeted
crowd in Spanish: "I haven't introduced the
with a standing ovation after deliver-
governor of Texas because I don't see him here."
ing a speech that touched on his
Then Gore, also speaking in Spanish, told the
support for school vouchers and the
2,300 Latino activists gathered for
need for campaign finance reform.
his speech: "I want to explain why I
He also noted that he has opposed
am here today. I love and respect the
English-only initiatives and what he
Latino community.' Gore aides made
called "divisive" efforts to outlaw
clear that the line was aimed at Bush,
bilingual education.
who is vacationing in Maine.
"I believe in the politics of addi-
Karen Hughes, Bush's communi-
tion," McCain said "I am proud that I
cations director, responded to
may be the only Republican who has
Gore's criticism by noting that Bush
run a statewide campaign and won a
recently signed legislation that she
majority of the Hispanic vote twice."
said will "dramatically increase in-
While some Hispanic leaders have
surance for poor children" in Texas.
criticized Bush for declining invita-
The measure, approved this spring
tions to speak here and before several
by the Texas legislature, would in-
other Latino groups in recent weeks,
sure children in families whose in-
be has also made a point of campaign-
come is up to 200 percent of the
ing in Hispanic communities. Also,
poverty level
Bush has won praise for appointing
Hughes said Bush has a record
Latinos to several state posts.
that is "strongly supported" by Lati-
"I don't think you are going to win
nos and criticized Gore's tactic as an
the Latino vote by eating tamales at a
example of "the old-style attack poli-
tics the American people are sick
public function and saying muchas
and tired of."
gracias," said NCLR President Raul
Gore's pointed references to Bush
Yzaguirre. "I think whoever is the
underscored Democratic concern
winning candidate in our community
not only with securing the Latino
is going have to show that he or she
vote, but with undercutting the
is going to make some appointments
strong support Bush and GOP presi-
in our community."
dential candidate John McCain have
Gore's supporters say they hope to
received from Latino voters. In his
counter the relative strength of Bush
last reelection bid, Bush received 40
and other GOP candidates among
The Washington Post
THURSDAY, JULY 29. 1999
percent of the Latino vote. Mean-
Latinos by linking them to other
while, McCain has received a majori-
Republicans who are perceived by
ty of Arizona's Hispanic vote in both
some as hostile to Latinos.
of his successful Senate campaigns.
The vice president also has used
"It certainly means any [Demo-
the perks of office to W00 Latinos.
cratic) candidate trying to W00 the
He has announced a new Hispanic
Hispanic vote will have to work
education plan that targets about
much harder than expected," said
$1 billion in federal aid to disad-
Rep. Xavier Becerra (D-Calif).
vantaged students and children
"Now you've got [Republican] can-
with limited English skills. He also
didates who have some understand-
spices his speeches before Hispan-
ing and familiarity with the Hispanic
ic audiences with Spanish phrases.
vote and a bit of a track record
learned during a summer in Mexi-
Rarely could you have said that
CO and polished in conversation
before about Republican presiden-
with aides Roger Salazar and Ale-
tial candidates."
jandro Cabrera.
The battle for the Latino vote is
"When you approach people
crucial to both parties because
who are trying to learn English or
know the embarrassment of not
speaking English well. having
Challenges and Opportunities Facing Hispanic\Latino
Children and Youth in the United States
Remarks made at the
White House Convening on Hispanic Children and Youth
August 2, 1999
I have been asked by the First Lady to help frame our discussion by making a few brief
remarks on the challenges and opportunities facing Latino children and youth in the United
States from the perspective of a researcher.
The Latino population is large, diverse, growing, and relatively young. In 1990 there
were 22.4 million Latinos in the United States, or 9% of the population. By the year 2000
Latinos are expected to be 11.1% of the population or a total of 30.6 million persons. Almost one
out of every three Latinos in the country is less than 15 years of age. Latino children and youth
are among the fastest growing segments of the United States population. By the year 2000 the
number of Hispanics with less than 24 years of age is expected to reach 15 million persons (or
15%) out of a total youth population of 98 million. Unfortunately, the Latino population is also
quite poor.
The prevalence of high poverty rates in the Hispanic\Latino community constitutes one of
the main challenges to the development of Latino children and youth. But, amidst the challenges,
there are also many positive programs and hard-working individuals--some of whom are
represented here at this meeting--that are a vital source of knowledge, strength, and support for
Latino children and youth.
Some of the main challenges to the development of Latino children and youth include:
(1) The Effects of Family Poverty
Latino youth are among the most disadvantaged with close to 42% of children living
below poverty. The comparable number for whites is 16.3% and for African-Americans it is
43.3%. Many more Latino children live close to the poverty level. In New York City, for
example, there are 760,197 poor children under 18 [more than the population of San Francisco]
and 394,775 [about the size of Atlanta], or 52%, are Latino. Close to 6 out of every 10 Latino
children in New York City live below poverty compared to 1 in 10 non-Hispanic White children.
High levels of family poverty mean that Latino children and youth do not have access to the
necessary material resources in their families and schools or to the kinds of community-based
programs that facilitate, support, and encourage their human development.
(2) Health Care
Lack of health insurance among many families [it is estimated that close to 31% of Latino
families do not have health insurance] and lack of access to preventive clinics and programs
Prepared by Dr. Héctor R. Cordero-Guzmán, New School University, 212-229-5434
have a significant impact on the health of Latino families and children. In many parts of the
country Latino children suffer disproportionately from higher rates of infant death and low birth
weight. There is also a higher incidence of reports of child abuse and neglect. The prevalence of
asthma and other diseases is quite high and, though they are moving in the right direction, teen
pregnancy and mortality rates [particularly homicides and suicides] are still high. At the national
level in 1997 the birth rate of Latinas 15-19 years old was double the average and approximately
one quarter of births to teens 15 to 19 were to Latinas. In New York City, 15.9% of Latino
NYC.
children were born to women 14-19 compared to 3.5% for whites and 14.6% for
African-Americans Of the 12,848 births to women 14-19 in 1996,49.7% were Latino and 38.4%
African-American. Suicide is another problem with 30% of Latino Females and 17.1% of Latino
High School students in 1997 reporting that they seriously considered attempting suicide
valued
(compared to 26.1% and 14.4% for Whites) while 14.9% of Latino females and 7.2% percent of
Latino males said they actually attempted suicide in the previous year (compared to 10.3% and
3.2% for Whites).
(3) Community Issues and Funding for Programs and Activities
Children live in communities that have an impact on their growth and development.
Hosing conditions, overcrowding, and homelessness affect many Latino children and youth. In
numerous communities there is a need for comprehensive community economic development
initiatives. Unfortunately, the lack of employment opportunities in some areas of the country
contributes to an environment in which crime and gang related problems continue to be
prevalent. Children in the Latino community need more access to opportunities for their social,
cultural, educational, and personal development. Many of the good programs that currently exist
are full to capacity and the needs in many communities for positive activities, resources to visit
other places, and programs in which children and youth can be involved are very large.
(4) Welfare Policy, Labor Markets, and Youth Employment
Changes in welfare policy have impacted many Latino families by reducing their access
to social programs and decreasing the level of support provided by these programs. Many
Latinos work in the low end of the labor market where layoffs, long hours, and low wages are
prevalent and opportunities for mobility are quite limited. The unemployment rate for young
Latinos is almost twice as high as that of whites. Latino youth are entering a challenging labor
market where wages and where opportunities for mobility are tied to education and formal
credentials. In this increasingly competitive context our challenge is to provide Latino youth--as
many organizations represented here are doing--with the education, training, job development,
and placement supports that they need to succeed.
(5) The Role of Immigration Status
Many Latinos have been in the U.S. for generations. However, the immigration status of
some members of the community, and language barriers, mean that the population is often less
informed, more vulnerable, and that it has less access to programs that promote the development
of children and youth. The problem is not immigration or immigrants. They are a source of great
strength for the nation. The challenge is to help Latino immigrants achieve their highest potential
Prepared by Dr. Héctor R. Cordero-Guzmán, New School University, 212-229-5434
in the current policy environment.
In the midst of these serious challenges there are also sources of support and
opportunities that need to be recognized and built upon.
The main opportunities for the development of Latino children and youth include:
(1) Talented Children and Strong\Loving Families and Communities
It is important to move away from deficit models and to recognize the talent, strength,
creativity, and resiliency of Latino children and youth. The children are not the problem. Latino
families and communities are also very strong and resilient. Successful efforts and programs
begin by recognizing the talent of Latino children and the strength of the family and work on
providing support, resources for the household, and on removing obstacles and barriers to human
development and social mobility. Poor does not mean bad or inept.
(2) More Developed Professional Base, More Community-based Groups,
Organizations, and Service Providers, More Visibility at the National Level, and
Capacity to Build Leadership on Latino Child and Youth Development Issues
In recent years the number and visibility of professionals, groups, organizations, and
service providers in the Latino community has increased appreciably. There are many
community-based organizations with significant experience in the design, development,
management, and evaluation of programs that help build, maintain, and rejuvenate our
communities and that provide much needed social services to the population. Each one of them is
an asset and it is important to draw on these resources to build leadership around Latino child
and youth development issues.
(3) Positive Effects of a Growing Economy
Economic growth during the last few years has increased the number of work
opportunities for Latinos in the labor market. However, research shows that the Latino
population is the first to feel economic downturns and is more vulnerable to the fluctuations of
the economy. Continued economic growth and increasing opportunities in families, schools, and
communities are essential to the development of Latino children and youth.
Latino children and youth are there in numbers but they are missing from planning,
design, research, reporting, and policy on youth programs. We know a lot about what works: We
know that WIC works, that prenatal care works, that childhood immunization works, that
preschool education and Head Start work, that compensatory education works, that early
intervention for students with disabilities works, that home visits and day care work, that parent
training works, that graduation incentives work, that juvenile crime prevention works, that youth
employment and training works, and that substance abuse programs work. But, we still need to
know much more about how to replicate best practices, how to build and maintain organizational
networks, and how to better reach and service the Latino community.
As the President was able to see during his recent visits, and as the honorable first lady
knows well, our communities have modest material resources but are rich in culture, knowledge,
and in the quality of our people. As we discuss the challenges faced by our children and youth let
Prepared by Dr. Héctor R. Cordero-Guzmán, New School University, 212-229-5434
us also be mindful of the opportunities that are there to invest in our future and let us re-double
our commitment and our efforts, as a nation, to develop the full potential of each and every one
of our children and youth. Muchas gracias por su atencion.
Prepared by Dr. Héctor R. Cordero-Guzmán, New School University, 212-229-5434
students do not complete college is financial. This has been the case, is the case and will
continue to be the case. Grants and scholarships are much more likely to increase Hispanic
post-secondary attainment than loans. Mentorships with faculty in collaboration with public
and private sponsors also have been demonstrated to motivate students to complete post-
secondary degrees.
Hispanics are a major player in the current and future prosperity of this nation. Only
students with baccalaureate degrees can pursue post-graduate work for master's, doctoral
and professional degrees. We know that higher education translates to high rates of
community and public service, as well as benefiting economic and democratic progress.
I believe what Mrs. Clinton wants us to do is to change the course of the river for our
Hispanic young people, starting now. Our responsibility is to fill our Hispanic students and
their peers with the hope, the dreams, and the tools to build their futures with their minds
and know-how, as well as their hands. We have the students. We have solutions.
Thank you, Mrs. Clinton for this unprecedented national dialogue today on Hispanic youth.
Engaging children in grades one through three in challenging, hands-on problem based
learning, we know from the research, has lasting positive effects on academic performance.
Integrating peer tutoring - kids teaching kids across all subjects is the least costly, but rarely
systematically utilized.
Hispanic students get the message early on that their academic success is not an expected
norm but rather, an exception. Hispanic students also are generally tracked into non-college
preparatory courses. Today, Hispanic students are receiving, on average, more vocational
course credits than academics credits, and are less likely to take algebra, geometry and
science courses - the minimum requirements for college acceptance. (Only 6 states require
Algebra 1 of all students for high school graduation and none require Geometry.) We need
to get serious about high standards and make school boards, and state departments of
education accountable to provide the level of resources required. We invest in schools and
teachers like gambling - we place small bets and expect huge winnings. We need to heavily
invest in attracting the brightest and the best we can to teach - individuals who love what
and how they teach and are not destroyed in the process by the way their schools and
districts are structured.
Performance based learning in middle school and high school yields extraordinary gains in
academic measures. Because it builds on self-directed learning like technology, it also
yields the motivation to learn - which is what sustains learning for the rest of one's life.
Performance based learning applies apprenticeships and mentorships to everyday real-world
problems. Students perform the thinking and skills necessary for productive living giving
then options to create solutions that are discipline specific, for example, in business, the arts,
in health professions, and in science and engineering related professions. Most students do
not enroll in college if they do not complete high school.
Several educational reforms based on systemic and partnership approaches are
demonstrating success with Hispanic and other minority students. Working with regular and
magnet schools, this is the arena where business, industry, philanthropy and community
based and social service organizations can make significant contributions-which some have
started.
Since the majority of Hispanic students and most minority students who complete high
school or its equivalent enroll in higher education at the community college level,
community colleges need support to:
--offer job training and re-training,
--develop literacy and numeracy among critical masses of U.S. and immigrant Hispanics,
--build Hispanic capacity in technology,
--ensure successful transitions to four-year institutions, and
--provide opportunities for life-long learning.
Graduating unprecedented numbers of Hispanic students from colleges and universities must
become a national priority. How to do so is well established in the wide range of empirical
research on student persistence and retention. I have examined this issue for over twenty
years. We know how to keep students in college. The number one reason why Hispanic
First Lady Hilary Clinton's White House Conference on Hispanic
Children and Youth
August 2, 1999
Washington, DC
Hispanic Educational Attainment
Distinguished Mrs. Clinton
Honored Guests
This year, 1999, a little more than 700,000 Hispanic children are being born. By this date
in 2015 the Hispanic children born today are turning 16 years old. Will they be facing the
same challenges you face today as I ask you to visualize yourself as a teenage Hispanic
somewhere between the 9th and 11th grades?
Challenges
If you are typical,
You get tired, angry and frustrated that you always have to fight against the odds.
The condition of poverty seriously impacts what your schools and teachers can and cannot
do for you.
Poor or not, you probably have grown up knowing and speaking Spanish. It is at the core of
your cultural experience with your family. You have learned, from school and society, that if
you are bilingual and speak Spanish, you are not expected to succeed academically, if at all.
You know that this is what happened to your parents. You wonder what the big deal is in
understanding that speaking two languages is one of the best ways to get ready to live, work,
compete and enjoy the new century.
You experience one in every five of your friends dropping out of school or getting ready to.
3
You fight a constant battle to stay engaged with your own learning.
You know you cannot go to college if you do not graduate. You also are realizing you do
not have the right credits, do not know how you could pay for it, anyway, and wonder if
college can really be a hope for you.
Now see yourself as a Hispanic in the general population.
[Of all Hispanics over the age of 18 in the U.S. (about 18 million), I would like to emphasize
these five statistics on educational attainment:]
20 percent (3.6 million) of you have less than 7 years of elementary schooling,
Only 27 percent (4.8 million) of you have graduated from high school,
Only 6 percent (1.06 million) of you have earned a Bachelor's degree, and
Only about 1 percent or less of you has earned master's, professional or doctoral degrees.
Additionally,
In the K-12 system, on average, among all the children, Hispanic students continue to lag
about two years or more behind mainstream white students in reading, mathematics, and
science - due not to innate, intrinsic factors, but rather extrinsic factors (e.g., contextual-
poverty, standards and testing, safety and sanitation- and political factors - how schools are
funded.)
These trends are incompatible with the role we must play now and in the years just ahead.
Educational attainment is strongly correlated to economic and democratic prosperity for the
individual and for society. Nothing short of excellence in equity and outcomes for Hispanic
American youth is acceptable.
There are three major challenges I ask you to keep:
One, the "against all odds" mentality that poor Hispanic children and youth live with
every day of their lives is robbing them of the interest and motivation necessary for
educational success. In this phenomenon, our Hispanic students are joined with the
same frustrations as their poor white, black, Asian, Pacific Islander, Alaskan and
Native American peers.
Two, the challenge of building and maintaining engagement with learning is central to
educational growth. Engagement that results in Hispanic students wanting to learn
more, engagement that results in Hispanic students enjoying learning enough to not
want to stop. Engagement that results in schools and teachers knowing how to build
on the unique gifts of linguistic and cultural diversity.
Three, accept the challenge that post-secondary attainment of Hispanics is absolutely
essential to ensure the emergence of Hispanic leadership in civic and political life, in
business and health, in education, and in all aspects of our American culture for the
21st century.
Opportunities for Policy and Practice
Based on over 25 years of personal experience as a teacher, researcher, and professor, I
recommend these specific opportunities for policy and practice.
Known, successful bilingual education models need wide dissemination and support. At the
elementary level, in dual immersion programs, both 1ˢᵗ language Spanish and 1st language
English speakers are scoring at or above grade level in reading and mathematics over control
group peers. As a multi-racial population group, Hispanics have much to teach and share
with each member of our American family.
FIRST LADY HILLARY RODHAM CLINTON
HOSTS WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
August 2, 1999
Today at the White House, First Lady Hillary Rodham Clinton is hosting a convening to examine the many
challenges and opportunities facing Hispanic young people, particularly in the areas of early childhood
development, educational attainment, and adolescence. Mrs. Clinton will spotlight progress that has been made
in these areas, announce new public and private efforts, and issue a call to action to all sectors of society to meet
the challenges that still remain.
Facing the Challenges Before Us. The Hispanic population is among the fastest growing segments of
American society and it is also one of the youngest - with one out of every three Hispanics 15 years old or
younger. By the year 2000, the number of Hispanics aged 24 or younger is expected to reach 15 million (or 15
percent) of a total youth population of 98 million. This Administration has worked hard to ensure that all of our
young people have access to the tools they need to reach their potential, and has developed and promoted
programs that specifically reach out to Hispanic students. However, significant challenges still exist -- too
many Hispanic children are still being left behind. While progress has been made, dropout rates are too high,
health insurance rates are too low, and poverty rates far exceed the national average.
Fighting for Essential Investments in Education. Raising the educational achievement of Hispanic
Americans is a top priority of this Administration. Responding to the findings from the President's Advisory
Commission on Educational Excellence for Hispanic Americans, the Administration proposed and won nearly
$500 million in funding increases for programs in the Hispanic Education Agenda in the FY 1999 budget. For
the second year in a row, the President has proposed increased funds - over $650 million for FY 2000 - for
Department of Education programs that are part of the Administration's Hispanic Education Agenda, including:
$320 million to strengthen basic educational skills and raise academic standards;
$35 million to train more bilingual/ESL teachers and improve instruction to help students learn
English and master their basic academic subjects;
$30 million to prepare disadvantaged youth for success in college;
$44 million to improve education programs for migrant youth and adults;
$190 million in new investments to help adults learn English and become literate.
According to Administration estimates of the long-term impact of the Republican tax and budget plans, funding
for programs in the President's Hispanic Education Agenda could be cut by over $6 billion in the tenth year
alone of the Republican tax plan. This estimate assumes defense funding at the President's requested level and
pay down of the debt by as much as Republicans promise.
Increasing Federal Efforts to Address the Needs of Hispanic Children. Mrs. Clinton is unveiling new
Administration efforts to address the challenges of Hispanic children and youth:
Serving Hispanic Children and Families Better Through Head Start. Hispanic enrollment has increased
by 70,000 during the Clinton Administration, with the program now reaching approximately 220,000
Hispanic children. Despite these increases, Hispanic children remain under-represented, comprising 23.3
percent of Head Start enrollment (excluding Puerto Rico) compared to 29.8 percent of all low income, pre-
school children in the nation. The Head Start program is furthering its longstanding commitment to meeting
the needs of Hispanics and other under-served populations through a variety of steps to ensure access and
culturally appropriate services, including:
increasing by 50% the number of points awarded to expansion grant applicants who emphasize
outreach to under-served populations, such as seasonal farm workers, recent immigrant families and
non-English speaking groups;
boosting the number of grant application reviewers that have expertise in serving language minority
children;
working with and monitoring programs to ensure full utilization of community assessments to better
target outreach, recruitment and enrollment of under-served populations; and
providing specialized technical assistance to ten communities where changing local demographics
have resulted in significant under-served populations.
Implementing the Hispanic Education Action Plan. The Department of Education is aggressively
implementing the Hispanic Education Action Plan, designed to increase academic performance and
participation of Hispanic students in critical programs. Specifically, the Education Department is taking a
series of new steps to ensure that schools participating in Title 1--the largest K-12 education program which
enrolls over 3 million Hispanic students -- are held accountable for helping Hispanic students meet
challenging standards in academic subjects and become proficient in English. These steps include vigilant
enforcement of requirements that Hispanic students be included in state assessment programs and that states
intervene to turn around low performing schools. The Education Department will also issue new guidance
to states and school districts on how to effectively include Hispanic students and meet applicable civil rights
requirements in state testing programs, as well as guidance and assistance to schools on effective practices
for helping limited English proficient students meet challenging academic standards.
In addition, the Education Department will expand outreach, provide technical assistance, and take
additional steps to increase participation of Hispanic students and communities in key programs, such as the
21st Century Learning Centers after-school program and the GEAR-UP program. GEAR-UP enables
colleges to form partnerships with high poverty middle schools to help students better prepare for college by
providing them with mentors, academic support, and financial aid information.
Building on the Progress of the White House Initiative on Educational Excellence for Hispanic
Americans. Today, the White House Initiative on Educational Excellence for Hispanic American is
releasing "What Works for Latino Youth" a directory of programs throughout the country that have helped
improve the lives of young Hispanics. The White House Initiative will continue to solicit recommendations
and produce an updated directory by the end of the year. Additionally, the White House Initiative will
organize a national meeting on Latino Educational Excellence in 2000 to follow-up on today's convening
and develop new strategies to bolster education from early childhood to graduate school.
Promoting Science and Technology Training for Hispanic Students. In order to develop a strong and
diverse science and technology workforce, the Department of Energy (DOE) today is forming a strategic
partnership with the 'Latino Science and Engineering Consortium' that will work to identify, develop, and
nurture the next generation of scientists, engineers, technicians and educators in math and science by
supporting mentoring programs, technical internships for community college students, research fellowships
for undergraduate and graduate students and professional development opportunities in science, math and
technology for K - 12 teachers serving Hispanic children.
Ensuring Diversity of Americorps. Sixteen percent of all Americorps members are Hispanic. To ensure
that the program continues to reflect accurately the face of America, Americorps is committing to increase
its efforts to recruit Hispanic youth by featuring Latinos in ads, translating recruitment materials into
Spanish, and forming partnerships with Hispanic-serving universities and organizations.
Helping to Prepare Hispanic Youth for College. The Department of Education today is releasing "Como
Ayudar A Su Hijo A Aprender Matematicas," a Spanish version of "Helping Your Child Learn Math." This
2
tool for parents is a key part of America Counts, the Department of Education's mathematics initiative
dedicated to making the improvement of student achievement in mathematics a national priority. This
Spanish guide, which is available free through the Department's toll-free number, 1-800-USA-LEARN,
includes sample word problems, math games, and other activities designed to help children in the
elementary grades learn math, and to help Hispanic parents become actively involved in their children's
learning. In addition, the Department of Education is expanding its "Think College Early" campaign to
target the Hispanic community by holding a special session in 2000 to help parents and students learn about
what they need to prepare for college.
Encouraging Private Sector Investment in Hispanic Children. A number of private sector organizations,
including corporations, foundations, and media organizations have committed resources to addressing the needs
of Hispanic children and youth.
AT&T: Closing the Technology Gap. Building on its long history of enhancing educational opportunities
for Hispanics, AT&T today is committing to work with leading Hispanic-serving organizations over the
next 3 to 6 months to build on existing efforts and introduce new programs to fill the technology gap for
Latino youth throughout the nation. Some activities will include the development of neighborhood-based
technology centers, programs targeted at early awareness and parental involvement to increase Latino
representation in the technology field, and support of programs that inform teachers serving Latino students
in urban and rural locations on how to use technology in the classroom.
Supporting Hispanic Access to After-school Programs. The Charles Stewart Mott Foundation, as part of
its ongoing partnership with the Department of Education, today is making a commitment of more than a
$300,000 commitment to improve Latino participation in after-school programs. This new effort builds on
the Foundation's $83 million commitment in 1997 to support after-school activities in coordination with the
21st Century Community Learning Centers program.
Media Organizations. Today's meeting -- coupled with the efforts of the National Campaign to Prevent
Teen Pregnancy -- has stimulated commitments from an impressive array of media leaders concerned about
Hispanic youth, their families and their communities. These leaders understand that the media can be a
powerful force for raising awareness and showcasing solutions. They have committed to a variety of
activities including PSAs, radio programs, talk shows, newspaper supplements and magazine features - all
directed to improving the lives of Hispanic youth. The leaders spearheading these activities are: Cristina
Saralegui, CEO, Cristina Saralegui Enterprises and Host, "The Cristina Show"; Lisa Quiroz, Publisher,
People En Español; Monica Lozano, Associate Publisher, La Opiñion; Joaquin Blaya, Chairman and CEO,
Radio Unica; Patricia Fili-Krushel, President, ABC Television Network; Daisy Exposito, President, The
Bravo Group; Consuelo Luz, President, Hispanic RadioNetwork; James McNamara, President and CEO,
Telemundo Network.
Univision Community Affairs Campaign Aimed at Hispanic Youth. Univision, the network and its
affiliated stations, is committing to a multi-year campaign to support high academic achievement in the
Hispanic community, from pre-school through college. Univision plans to kick-off this campaign later this
month in conjunction with various back-to-school events. The campaign will include: a national public
service announcement (PSA) campaign with Univision national on-air talent; local affiliate PSAs and events
with Univision local affiliate on-air talent; integration of education information into entertainment and news
programming; and a series of national conferences and panels at established conferences.
3
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
AUGUST 2, 1999
FEDERAL AGENCY EXEMPLARY PROGRAMS
(selected)
DEPARTMENT OF AGRICULTURE (USDA)
USDA Project SOAR is a one-on-one tutoring and mentoring program for youth at risk for
academic failure. The goal is to encourage students to focus their efforts on educational
and personal values through extensive mentoring and academic support and positive
community involvement. It targets ethnically diverse youth, with primary focus on
minorities. Project SOAR activities include: Individual Mentoring; Academic Support;
Skill/Asset Building; Family Community Leadership; Parent Participation; Cultural/Social
Activities; After-School Enrichment; and Community Service. The target audience
includes: 90% Hispanic youth and families, grades 4-6, inner city low income areas, and
rural communities.
USDA Forest Service sponsors the Central California Consortium, an outreach effort
intended to create an awareness and interest in natural resources, natural sciences, and
agricultural sciences career opportunities for Hispanic youth, starting at kindergarten level
through the attainment of a degree from a four-year institution. The Consortium provides
opportunities for the educational institutions involved to establish research projects that will
assist the Forest Service and other USDA agencies in providing quality customer service to
public. The Consortium involves the following institutions: California State University,
Fresno State Center Community College District, Fresno County Office of Education,
Kings Canyon School District, City of Orange Cove, Central California Hispanic Chamber
of Commerce, Sierra National Forest, and the Forest Service Hispanic Employees
Association. The Consortium involves three National Forests within commuting distance:
Stanislaus, Sierra, and Sequoia.
DEPARTMENT OF EDUCATION
The Department of Education, lead by the Office of Intergovernmental and Interagency
Affairs (OIIA), has developed an Hispanic outreach plan that is dedicated to improving the
educational achievement of Hispanic students through increased family involvement and
community partnerships. Current efforts include the following:
--OIIA has built a variety of partnerships--including the two largest Spanish television
stations, Univision and Telemundo, as well as Spanish radio PSAs--to lead a national public
information campaign on the Department's initiatives and available resources.
-The Department is continuing to work to have bilingual (Spanish-English) staff at all
major call centers. The Information Resource Center (1-800-USA-LEARN), Education
Publications Center (1-877-4ED-PUBS) and the Federal Student Aid Information Center
(1-800-4FED-AID) are able to answer calls from Spanish-speaking customers.
-The America Reads Challenge and America Counts, have developed, in partnership with
the Office of Educational Research and Improvement, a variety of materials (e.g. "El Reto:
!A leer America! A Leer Y Escribir ya!"- Read* Write Now Activity Kits) to provide
support to Spanish-speaking parents and care-givers to become more actively involved in
their children's early learning.
-The National School-to-Work Office has provided funding and outreach materials to the
National Council of La Raza and the Urban League to support the participation in School to
Work efforts of specific youth populations and community-based organizations with
expertise in serving specific types of youth, including Hispanic youth.
--In an effort to better serve our customers and highlight the array of materials now
available to the Spanish-speaking community, the Department has produced a catalog of
publications and resources available in Spanish. The catalog serves as a resource for
Spanish-speaking parents.
DEPARTMENT OF ENERGY (DOE)
The Department of Energy will be forming a strategic partnership with the 'Latino Science
and Engineering Consortium' through a Memorandum of Understanding. The Department
of Energy and the Latino Science and Engineering Consortium will work together to help
prepare Hispanic American students in science and technology in order to produce a world
class, diverse pool of talent throughout government and industry. The partnership provides
the framework whereby the Department of Energy and its National Laboratories will
identify, develop and nurture the next generation of scientists, engineers, technicians and
educators in math and science. This consist of supporting mentoring programs, technical
internships for community college students, research fellowships for undergraduate and
graduate students and professional development opportunities in science, math and
technology for K - 12 teachers serving Latino children.
DEPARTMENT OF HEALTH AND HUMAN SERVICES (HHS)
Enacted in 1997, the Children's Health Insurance Program (CHIP) allots $24 billion over
five years for individual states to provide new health coverage for millions of uninsured
children. CHIP is the largest new investment in children's health care since the creation of
Medicaid in 1965. About 29% of Hispanic children in America are uninsured and HHS is
making special efforts to reach Latino families and insure Hispanic children.
Efforts include:
--CHIP application is available in both Spanish and English in Florida.
--Nationally, the Univision network contributed to the production of a CHIP video to help
reach the Hispanic population.
-The Office on Minority Health funds the Latino Children's Health Insurance Initiative
(LCHII) which conducts training seminars within the Latino community on the availability
of health insurance for low-income families, increase Latino children's enrollment in CHIP,
and give the community a role in CHIP recruitment.
--New York State is working with the Children's Defense Fund, Columbia University and
the community organization Alianza Dominicana to enroll Hispanic children in New York's
CHIP program.
On April 20, 1999, Secretary of Health and Human Services Donna Shalala announced a
new Spanish-language childhood immunization public awareness campaign, "Vacunelo A
Tiempo Todo el Tiempo" (Vaccinate Your Children On time, Every Time), to create and
distribute culturally relevant and language appropriate educational materials to help raise
Hispanic immunization rates to the national average. The Spanish-language public service
announcement was sent to more than 60 Spanish-language television stations and 900
Spanish-language radio stations and carries toll-free numbers that provide information in
Spanish.
The Head Start program provides comprehensive developmental services to millions of
low-income preschool children and their families. During the Clinton Administration,
Hispanic enrollment has increased by 70,000 and at a rate nearly twice as fast as non-
Hispanic enrollment.
--Since fiscal year 1992, Hispanic enrollment (excluding Puerto Rico) has increased 62%
while non-Hispanic enrollment has increased 27%.
--From fiscal year 1993 to fiscal year 1999, the budget for Head Start has increased from
$2.8 billion to $4.6 billion. Of the estimated 822,000 children who were enrolled in Head
Start in 1998, 26% were of Hispanic origin.
-The Head Start Bureau seeks to address two critical areas to ensure that Head Start
programming meets the growing needs of Hispanic children and families:
1) Ensuring that Hispanic children have fair and equitable access to Head Start services;
and
2) Ensuring that Head Start services meet the cultural and linguistic needs of Hispanic
children and families.
The Migrant Head Start Program provides services identical to Head Start but tailors them
to the needs of migrant farmworker families. This program emphasizes serving infants,
toddlers and pre-school age children so that they will not have to be cared for in the fields
or left in the care of very young siblings while parents are working. Infants as young as six
weeks are served. In fiscal year 1998, Migrant Head Start was funded at $162 million
serving 37,000 children. During fiscal year 1999, $5 million more was used to reach up to
1,000 additional children of migrant and seasonal farmworkers, and the fiscal year 2000
budget includes a $23 million increase request for Migrant Head Start that would improve
quality and reach as many as 2,000 new children.
DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT (HUD)
The Youthbuild program offers young adults, ranging in age from 16 to 24, the opportunity
to gain leadership skills, earn a high school diploma or GED, learn a valuable trade, and
provide much-needed housing to families nationwide.
More than $170 million in grants have been made under Youthbuild since its inception in
1993, enabling over 7,800 young people to take part in building or rehabilitating more than
3,650 houses and apartments units in their communities. Of the 7,800 served by
Youthbuild, an estimated 1,170 are Hispanic youth.
Campus of Learners is an initiative designed to provide public housing residents with an
opportunity to live in a college-like setting that is focused on learning. The initiative is part
of a larger effort to transform public housing and stimulate welfare reform. Local public
housing authorities raise money from private and public partners to fund the initiative. The
Campus of Learners designation enhances the public housing authorities' (PHA) ability to
set up creative partnerships with local schools, vocational centers, community colleges,
universities and corporations.
The program's 25 nationwide complexes offer academic classes, job training, and computer
learning and programs for adults, youth, and teens. PHAs designated for the program work
closely with local school districts to develop curricula, strengthen parent-teacher
relationships, establish after school activities, create educational classes, and encourage
parental involvement. Campuses draw on the resources of the universities, vocational or
technical institutes, and colleges through the creation of specialized education and
technology classes. Finally, the business community and other private partners provide
mentoring for children and adults, telecommunications resources, apprenticeship programs
for youth, job training and employment opportunities for adults.
The first 25 sites were announced on September 27, 1996. A number of these housing
developments serve a large proportion of Hispanic residents. For example 91.4% of the
residents in East Los Angeles' Nueva Maravilla housing development, and 70% of the
residents in San Diego's Vista de Valle housing development are Hispanic.
DEPARTMENT OF JUSTICE (DOJ)
The Office of Juvenile Justice and Delinquency Prevention's Juvenile Mentoring Program
(JUMP) supports one-on-one mentoring programs for youth at risk of educational failure,
dropping out of school, or involvement in delinquent activities, including gangs and drug
abuse. JUMP brings together responsible adults and at-risk young people in need of
positive role models. The program promotes personal and social responsibility as well as
increased participation in elementary and secondary education while discouraging the use
of illegal drugs, and firearms, involvement in violence, and other delinquent activity.
The following JUMP programs support Latino youth:
--Latino Mentoring Program, Family Services, Inc., in Providence, Rhode Island, links at-
risk Hispanic youth from Providence School District with mentors from the business and
education community.
--Mentor Matter in the Washington and Union Elementary Schools in Visalia Unified
School District, California. Hispanic students who attend this school live in Linnell Labor
Camp, a migrant labor settlement and are at risk for poor academic achievement and
juvenile crime.
--Big Sisters located in Philadelphia, Pennsylvania serves Hispanic females ages 10-18.
The program promotes self-esteem and self-confidence and highlights educational and
career opportunities in an effort to prevent teen pregnancy, school drop-outs, and
delinquency.
--The George Gervin Youth Center, in San Antonio, Texas, serves Hispanic youth in Page
Middle School and Brackenridge High School. Most of these young people live in the
crime-ridden Victoria Courts where approximately 34% of youth are dropouts and teen
parents. The program introduces them to work and summer jobs and attempts to motivate
them to stay in school and stay away from crime.
Weed and Seed is a community-based initiative that aims to prevent, control, and reduce
violent crime, drug abuse, and gang activity in targeted high-crime neighborhoods across
the country.
The Weed and Seed strategy involves a two-pronged approach: law enforcement agencies
and prosecutors cooperate in "weeding out" criminal who participate in violent crime and
drug abuse, attempting to prevent their return to the targeted area; and "seeding" brings
human services to the area, encompassing prevention, intervention, treatment, and
neighborhood revitalization. A community-orientated policing component bridges weeding
and seeding strategies.
At each program site, the U.S. Attorney play a central role in organizing the Steering
Committee and bringing together the communities with other Weed and Seed participants.
The U.S. Attorney also facilitates coordination of federal, state, and local law enforcement
efforts. Through cooperation, sites can effectively use federal law in weeding strategies
and mobilize resources for seed programs from a variety of federal agencies.
Currently, there are over 170 Weed and Seed sites around the nation. Below are some
examples educational programs that serve significant number of Hispanic youth.
--Phoenix, Arizona (Capitol Mall/Oakland University Park; Hispanic Population: 55%).
Valley of the Sun YMCA implements a Future Leaders Project that provides neighborhood
youth ages 13-17 with job training and weekend employment opportunities. This is
designed to introduce teens to a work environment and work etiquette while in turn raising
their aspirations. Participants receive employment training and employment certification.
The Downtown Neighborhood Learning Center (DNLC) provides basic adult education
(GED), English language, computer skills, and pre-employment training.
--Oxnard, California (Hispanic Population 95%). The Tezacatlipoca Project is a culturally-
based college-level program providing fifty-four hours of Hispanic art and history from the
Pre-Columbian era to the present day. The Alternative Weekend Program is geared
towards third through eighth grade students who have disciplinary problems. Participating
students must sign a contract for thirty days and must achieve perfect attendance as well as
improvement in grades and skills. Barrio Productions provides training in video
production. As part of the program, university students teach youngsters to write and edit
scripts and produce commercials and public service announcements. Using donated
material, the Build a Computer Program teaches children as young as ten the basic skills in
computer construction. Students take home the build computer, and it becomes their
family's property.
DEPARTMENT OF LABOR (DOL)
The Department of Labor, through the Employment and Training Administration, will
provide $1.25 billion over five years to increase long-term employment of youth aged 14-
21 who live in Empowerment Zones, Enterprise Communities and High-Poverty areas.
This initiative builds on 11 pilot projects the Department has already funded. Hispanics
represent 30% of the initiative's participants. In addition, special outreach efforts are being
made to recruit more Hispanic youth who may face language and cultural barriers. Each
site has established a work-based learning program, integrating academic and vocation
education with the private sector as partners. All youth participants are also provided with
leadership training, mentoring, and soft-skill development.
The Department also funds and operates 118 Job Corps centers across the country,
providing residence and training to 65,000 disadvantaged young people. 16% of the young
people served, or 10,400 youth, are Hispanic. The mission of Job Corps is to attract
eligible young adults and teach them the skills they need to become employable and
independent through intensive and fully supervised programs in educational and vocational
training, work experience, physical rehabilitation and development, and counseling.
Residential living, support services (including health care), nutritious meals, sports and
recreation are provided.
NATIONAL AERONAUTICS SPACE ADMINISTRATION (NASA)
The NASA/Hispanic Association of Colleges and Universities (HACU) Proyecto Access
identifies disadvantaged middle school and high school students, most of whom are
Hispanic, with the potential and interest in becoming practitioners or teachers in
engineering, science, and other mathematics-related areas and reinforces them in their
pursuit of these fields. The main objectives for the project are to:
--Acquaint the students with professional career opportunities in math, science, and
engineering
--Reinforce the mathematics preparation of these students at the secondary level
--Increase the retention rates of these students in college
--Increase the number of competently prepared minority and female high school students
from Proyecto Access who will ultimately pursue engineering, mathematics, or science
studies in college.
NASA has created two early childhood learning communities in South Bronx, New York.
The project offers very young Latino students and their parents an opportunity to gain
exposure and insight into computers. Students and their parents participate in academic
enrichment and motivational activities. The Hostos Community College Learning Centers
are located in the South Bronx at Hostos Children's Center and at a public school.
SMALL BUSINESS ADMINISTRATION (SBA)
SBA's San Diego District Office (SDDO) is partnering with several organizations to teach
entrepreneurship and SBA programs to inner-city youths, the majority of whom are
Hispanic. As these programs prove successful, most can be expanded nationwide.
SDDO and Junior Achievement are developing a program to teach entrepreneurship and
SBA programs to inner-city K through 12 students. San Diego Junior Achievement
annually involves about 13,000 students, half of whom are Hispanic. After SBA's
classroom courses, students will visit SBA's Business Information Center (BIC). Hispanic
students will receive special assistance by Spanish-speaking SBA staff and online resources
translated into Spanish, including the Small Business Classroom, Online Women's
Business Center, and classes on business plans, etc. Much of Junior Achievement training
material is offered in Spanish. SDDO will judge student business plans.
SDDO and Millennium Entrepreneurs are developing a program to teach "ABCs of Small
Business" and "How SBA can assist Young Entrepreneurs" to high school students, 70% of
whom are Hispanic. Millennium Entrepreneurs is a kids business camp, founded by African
American Tonja McCoy using SDDO's BIC to put her dream into reality. Tonja is
expanding Millennium throughout San Diego, Hawaii, and the East Coast. Camps last three
weeks during summer and Christmas breaks, and will expand to fall and spring after
school. After SBA's camp classes, students will visit SBA's BIC. Spanish-speaking SBA
Staff will assist the Hispanic students. SBA will offer Hispanic students online resources
translated into Spanish, including the Small Business Classroom and the Online Women's
Business Center. All of Millennium's material is available in Spanish.
SMITHSONIAN INSTITUTION
The National Museum of American Art (NMAA) has created ¡del Corazon!, (http://nmaa-
ryder.si.edu/webzine/), an interactive webzine featuring Latino art from their collection.
The on-line magazine provides curricular activities developed by and responsive to the
needs of the K-12 learning community. ¡del Corazon! is a collaborative effort between
participating schools and museum staff to create an engaged learning tool using technology
and Smithsonian primary source materials. The NMAA collection includes important
works that not only represent the diversity of Latino art, but reflects the historical
contributions of Latinos to our society.
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Excelencia en Educacón: The Role of Parents in the Education of Their Children, is a
series of conference sponsored by the White House Initiative on Educational Excellence for
Hispanic Americans. The academic emphasis of the conferences is mathematics, reading,
and college readiness and the focus is on powerful strategies for parents to more fully
engage in supporting their children's education. The conferences cover how schools,
teachers, civic leaders, community-based organizations, business and federal agencies can
reach out to parents and more fully engage them in their children's education. By sharing
"promising practices" and educational information, conference participants improve
strategies to brighten the future of young Hispanics and prepare to serve as catalysts for
enhancing parental involvement throughout the nation.
The White House Initiative on Educational Excellence for Hispanic Americans created the
Inter-Departmental Council on Hispanic Educational Improvement (IDC) to assist the
federal government in its efforts to evaluate the impact of Hispanic outreach programs and
determine the most effective strategies that will increase the educational and employment
opportunities for Latinos. The IDC, comprised of deputy and assistant secretaries, is the
primary mechanism that can catalyze substantial change in the federal government's
provision of educational and employment opportunities for the Latino community. IDC
members share the responsibility of ensuring their agencies make the necessary
programmatic, management, and budgetary adjustments to address the educational
challenges facing the Latino community.
WHITE HOUSE CONVENING ON HISPANIC CHILDREN AND YOUTH
August 2, 1999
I.
Event Overview: Purpose and Themes
The purpose of this forum is to examine the many challenges and opportunities facing these
young people, particularly in the areas of early childhood development, educational attainment,
and adolescence. Panelists and participants will discuss the pathways to achievement for
Hispanic youth, including the networks of support that promote that achievement, as well as the
often significant challenges that can impede positive growth. This convening will highlight
promising efforts across the country and examine ways to foster new support for innovative
programs.
II.
Program
-
Opening remarks by First Lady Hillary Rodham Clinton
-
Remarks by Congresswoman Lucille Roybal-Allard
-
First Lady Hillary Rodham Clinton introduces researchers
-
Remarks by Dr. Hector Cordero, Assistant Professor at the Milano Graduate School of
Management and Urban Policy at the New School for Social Research
-
Remarks by Dr. Carlos Rodriguez, Pelavin Center, American Institute of Research
-
Program opens to audience participation, moderated by Sarita Brown, Executive Director of the
White House Initiative on Educational Excellence for Hispanic Americans
Issue One: Early Childhood Development
Issue Two: Education
Issue Three: Youth and Communities
-
Closing remarks by First Lady Hillary Rodham Clinton
WHSO LAYOUT FINAL - Blue Room Update 2
a/o 7/31/99; L. Schwartz, S. Kennedy Gill
WHITE HOUSE CONVENING AROUND HISPANIC YOUTH
Monday, August 2, 1999
East Room
Panelist/Speaker Times
NW Gate:
8:30 a.m. (Contact: Ruby Shamir)
Guest Times
East Visitors Gate Opens:
8:30 a.m.
Invite:
9:00 a.m.
Seated in East Room:
9:40 a.m.
Principal Times:
9:30 a.m.
Brief in Red Room
9:40 a.m.
Meet in Blue Room
9:50 a.m.
Event in East Room
11:40 a.m.
Depart
Approx. 180 guests/Open Press/Business Attire
10 Social Aides for entry
5 Volunteers
5:30 a.m.
Satellite trucks arrive.
7:30 a.m.
Press Set Up Begins. Social Office places packets & books on audience chairs.
8:30 a.m.
Guests arrive to the East Visitors Gate and proceed to the State Dining Room.
Contact: Pam von Fuchs
Speakers and researchers arrive to the NW Gate and proceed to the State Floor for
a walk-through.
Contact: Ruby Shamir
SETUP NOTES: coffee/ juice/pastries for arrivals in SDR; Coat/bag check in Family
Theater; strings & piano in Grand Foyer for before/entrance music; WHCA mic in Blue Room
for announce; 10x16 stage at gold curtain; tables and half circle wood attachment with cloth
over for table on dias; 180 chairs theater-style around stage; toast lectern on stage to be
removed after HRC opening remarks; Residence to provide lighting; LIVE satellite feed from
East Room; 3 WHCA wireless hand-held mics for the audience; WHCA mic wranglers around
room for audience participants;5 table mics on stage (type tbd); Folders & WH Initiative
books pre-placed on each chair; back-up hand-held mic for HRC behind stage.
9:30 a.m.
MRS. CLINTON receives briefing in the Red Room.
Contacts: Shirley Sagawa, Nicole Rabner, Janet Murguia, Maria Echaveste,
Sarita Brown
9:35 a.m.
Social Aides begin seating in East Room (pending cue from Laura Schwartz).
9:40 a.m.
MRS. CLINTON proceeds to the Blue Room to meet participants.
Blue Room Participants
Event Participants
Sarita Brown, Exec. Director, WH Initiative on Educational Excellence for Hispanic-Americans
Lucille Roybal-Allard, Chair, Congressional Hispanic Caucus
Dr. Hector Cordero-Guzman, Asst. Professor, Milano Graduate School of Management
and Urban Policy at the New School for Social Research
Dr. Carlos Rodriguez, Senior Research Analyst, Pelavin Center, American Institute of Research
Congressional Hispanic Caucus Members
Rep. Xavier Becerra
Rep. Charles Gonzalez
Rep. Rubén Hinojosa
Rep. Grace Napolitano
Rep. Ciro Rodriguez
Rep. Loretta Sanchez
Rep. Robert Underwood
Administrator Aida Alvarez
George Munoz, President, OPIC
Ana Guzman, Chair, President's Advisory Commission on Education Excellence for Hispanic Americans
Guillermo Lineres, Vice Chair, President's Commission; New York City Council Member
Steven Zwerling, Senior Director, Ford Foundation
John Guerra, Vice President Corporate Affairs, AT&T Southwest LSO Business
Deborah Santiago, Deputy Director, WH Initiative on Educational Excellence for Hispanic-Americans
Dora Olivo, Texas State Representative
Carmen Arroyo, New York State Representative
Menti Sabates-Morse, Dade County School Board Member, Miami, Florida
Sarah Brown, National Campaign to Prevent Teen Pregnancy
Maria Alvarez, Consultant
9:50 a.m.
MRS. CLINTON, accompanied by Representative Lucille Roybal-Allard, Ms.
Sarita Brown, Dr. Hector Cordero-Guzman and Dr. Carlos Rodriguez, is
announced into the East Room from the Blue Room and proceeds to the stage.
PROGRAM
See Attached.
Note: After Mrs. Clinton's opening remarks, the toast lectern is removed from the
stage and will not be used again.
11:35 a.m.
MRS. CLINTON makes closing remarks and departs.
Selected participants are escorted to the North Lawn for press interviews.
Other guests depart East Gate.
HISPANIC CONVENING SEATING
Tent cards for stage
Mrs. Clinton
Sarita Brown
Rep. Lucille Roybal-Allard
Dr. Hector Cordero-Guzman
Dr. Carlos Rodriguez
7 general MOC reserved cards
Blue reserved card by name
Administrator Aida Alvarez
11 blue general reserved cards for Blue Room guests
Yellow cards by name for 10 speakers & guests
Dr. Gloria Rodriguez
Hisela Perez
Maria Gomez
Emily Cole
Michael Casserly
Carmen Vega-Rivera
Ivelisse Estrada
Marguerita Rosa
Sister Jennie Lechtenberg
Lisa Quiroz
Yellow cards by name for reserved seats
Shirley Sagawa
Melanne Verveer
Maria Echaveste
Mickey Ibarra
5 General yellow reserved cards