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EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE
UNITED
OFFICE OF MANAGEMENT AND BUDGET
SECTIVE
+
STATE
WASHINGTON, D.C. 20503
/MAR 31 1994
THE DIRECTOR
March 29, 1994
94 MAR 29 P : 35
MEMORANDUM FOR THE PRESIDENT
Sevemony
SUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate
Calif.
America Act
Sponsors - Rep. Kildee (D) MI and 39 others
Last Day for Action
April 8, 1994 - Friday. The Department of Education
informally advises that H.R. 1804 should be approved by
midnight, March 31, 1994. This will permit $125 million of
FY 1994 appropriations to remain available for implementation of
programs authorized by this legislation.
Purpose
(1) Provides a national framework for improving learning
and teaching so that all students can reach internationally
competitive standards; (2) codifies the National Education
Goals; (3) establishes a national board to promote the
development and adoption of a voluntary national system of
occupational skill standards; (4) helps to combat serious crime,
violence, and discipline problems in schools through the Safe
Schools Act of 1994; and (5) restructures and reauthorizes the
Department of Education's educational research function.
Agency Recommendations
Office of Management and Budget
Approval (Signing
Statement attached)
Department of Education (ED)
Approval
Department of Labor (DOL)
Approval
Department of the Interior (DOI)
Approval
United States Information Agency
Approval
Office of Government Ethics (OGE)
Approval
Department of the Treasury
Approval
(Informally)
Department of State
Approval
(Informally)
General Services Administration
Approval
(Informally)
Environmental Protection Agency
Approval
(Informally
National Science Foundation
Approval
(Informally)
Small Business Administration
Approval
(Informally)
National Endowment for the Arts
Approval
(Informally)
National Commission on Libraries
and Information Science
Approval
(Informally)
Office of Personnel Management
Approval
(Informally)
National Endowment for the Humanities
Approval
(Informally)
Office of Special Counsel
Approval
(Informally)
Department of Justice (DOJ)
No comment
(Informally)
Department of Commerce
Defers to ED
(Informally)
Department of Defense
Defers to ED
(Informally)
Department of Health and Human
Services
Defers to ED
(Informally)
Discussion
On April 21, 1993, you transmitted to Congress "Goals 2000:
Educate America Act," major legislation to provide the framework
for comprehensive reform of elementary and secondary education
programs. H.R. 1804 is very similar to your initiative.
Major Provisions of H.R. 1804
The major provisions of H.R. 1804 are summarized below. A
more detailed description of the bill's provisions is contained
in the views letters prepared by ED and DOL.
Goals 2000. Title I of H.R. 1804 would statutorily
establish, with slight modifications, the six National Education
Goals that were announced in 1990. H.R. 1804 also would add two
new goals: (1) parental participation and (2) teacher education
and professional development. To foster attainment of these
goals, Titles II and III would:
Establish, in the Executive branch, the bipartisan National
Education Goals Panel (NEGP) to report on progress toward
achieving the National Education Goals and to review
voluntary education standards. The bill would authorize
the appropriation of $3 million in FY 1994 and such sums as
may be necessary for each of FYs 1995-1998 for the NEGP.
-2-
Establish, in the Executive branch, the National Education
Standards and Improvement Council (NESIC). The NESIC would
certify voluntary national content and student performance
standards. It would also certify that voluntarily
submitted State standards are comparable to the national
standards. The bill would authorize the appropriation of
$3 million in FY 1994 and such sums as may be necessary for
each of FYs 1995-1998 for the NESIC.
Authorize grants for two years to States to develop
voluntary national "opportunity-to-learn" standards that
would identify conditions for teaching and learning
necessary for all students to have a fair opportunity to
learn. In addition, H.R. 1804 would authorize grants to
States and local school districts to help defray the cost
of developing, field testing, and evaluating new learning
assessment systems. The bill would authorize the
appropriation of $2 million in FY 1994 and such sums as may
be necessary for FY 1995 for "opportunity-to-learn" grants
and $5 million in FY 1994 and such sums as may be necessary
for each of FYs 1995-1998 for assessment grants.
Promote "systemic reform" in the Nation's education system
to meet the National Education Goals through a new formula
grant program to States. Grants would be used to develop
and implement (1) comprehensive reform plans built around
high standards for all students; (2) strategies for
improving teaching and learning to achieve those standards;
and (3) new methods of assessing student achievement of the
standards. The bill contains two provisions to waive
Federal requirements that may hinder States in carrying out
school improvement plans. One provision is for a
demonstration program limited to six States, and a second
provision provides a more general authority to the
Secretary of ED.
H.R. 1804 would authorize the appropriation of $400 million
in FY 1994 and such sums as may be necessary for each of
FYs 1995-1998 for systemic reform efforts. For FY 1994,
$100 million has been appropriated for systemic reform
grants contingent upon this legislation becoming law by
April 1, 1994. In addition, H.R. 1804 would authorize the
appropriation of $5 million in FY 1994 to help States
develop technology plans in conjunction with their reform
efforts. The FY 1994 appropriation of $5 million is also
contingent upon the enactment of this legislation by
April 1, 1994.
-3-
National Skill Standards Board. Title V would create a
National Skill Standards Board to oversee development of
voluntary national occupational standards that signify mastery
of specific occupations. It would be composed of
representatives of business, labor, education and training
providers, community organizations, and all levels of
government. The Board would: (1) identify broad clusters of
major occupations involving one or more industries for which
common sets of skill standards could be developed; (2) encourage
voluntary partnerships to develop skill standards systems for
each identified cluster; and (3) endorse skill standards systems
relating to the occupational clusters. The bill would authorize
the appropriation of $15 million in FY 1994 and such sums as may
be necessary in each of the next four years. The Board sunsets
at the end of the five-year authorization period.
Safe Schools. Title VII, the "Safe Schools Act of 1994,"
would help local school systems in high crime areas achieve Goal
Six of the National Education Goals. This Goal calls for every
school in America to be free of drugs and violence by the year
2000. It would authorize the appropriation of $50 million in
FY 1994 for grants to local education agencies to combat serious
school crime and discipline problems and enhance school safety.
For FY 1994, $20 million has been appropriated for safe school
grants contingent upon enactment of this legislation by April 1,
1994.
Educational Research and Improvement. Title IX, the
"Educational Research, Development, Dissemination, and
Improvement Act of 1994,' would restructure and reauthorize
appropriations for ED's educational research and dissemination
activities in its Office of Educational Research and Improvement
(OERI). The bill would establish a National Research Policy and
Priorities Board to review and approve OERI's research
priorities and its standards for awarding grants and contracts.
Research functions would be reorganized within five new national
research institutes patterned after the National Institutes of
Health. Appropriations authorizations for the various functions
within this Title total $182 million in FY 1995, $150 million in
FY 1996, and such sums as may be necessary in each of FYs 1997-
1999.
Agency Views
ED "enthusiastically" recommends approval of the enrolled
bill, as "an historic piece of legislation and an important step
toward securing educational excellence and equity for all
Americans." ED states that while H.R. 1804 contains a number
of less than ideal changes to the Administration's proposal, it
preserves "its essential structure and vision."
-4-
DOL "strongly" recommends approval of H.R. 1804. DOL
states that the skill standards system "will provide a critical
foundation for other workforce development efforts of the
Administration
[and] will enhance American economic
competitiveness by facilitating the development of high
performance work organizations and a highly skilled workforce."
DOL also notes that the bill contains amendments to the Jobs
Training Partnership Act Summer Youth Employment and Training
program. According to DOL, these amendments will "contribute to
enhancing the skills and employability of disadvantaged youth.
DOI cites concerns regarding some provisions of the
enrolled bill. Specifically, the Department has reservations
regarding the (1) adequacy of the funding in H.R. 1804 to carry
out certain initiatives and reforms envisioned by the enrolled
bill, (2) establishment of a new national panel for the Bureau
of Indian Affairs (BIA), and (3) requirement to conduct a
certain study of schools funded by BIA. A detailed explanation
of DOI's concerns is contained in their views letter.
Despite these reservations, DOI states that "[it] do[es]
not believe these concerns warrant a recommendation of
Presidential veto." Accordingly, the Department recommends
approval of H.R. 1804.
The OGE also recommends approval of the enrolled bill. OGE
does, however, note its concern regarding some of the bill's
conflict of interest provisions. A detailed explanation of
these concerns is contained in OGE's views letter.
Scoring for the Purpose of Pay-As-You-Go
H.R. 1804 could increase receipts. The bill, therefore, is
subject to the pay-as-you-go requirement of the Omnibus Budget
Reconciliation Act of 1990. This Office's estimate is that the
pay-as-you-go effect of H.R. 1804 would be zero.
Conclusion and Recommendations
We join ED, DOL, DOI, the Treasury and other Executive
agencies in recommending approval of the enrolled bill, which
passed the House by a vote of 306-121 and the Senate by a vote
of 63-22. Attached for your consideration is a signing
statement prepared by ED and this Office. The statement
highlights positive features of the bill, including (1)
codification of the National Education Goals; (2) provisions for
developing voluntary academic standards and assessments; and (3)
promotion of occupational skill standards. It has been reviewed
and approved by DOL, DOI, DOJ, OGE, the Office of the White
House Counsel, and the Domestic Policy Council.
Leon E. Panetta
Director
Enclosures
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STATEMENT BY THE PRESIDENT
Today, I am pleased to sign into law H.R. 1804, the "Goals
2000: Educate America Act." This legislation will improve the
education and workforce training system in the United States by
providing a national framework to promote the development and use
of voluntary academic and occupational skill standards.
This comprehensive legislation supports States, local
communities, schools, business and industry, and labor in
reinventing our education and training system. It provides a
framework to help all Americans reach internationally competitive
standards to enable our Nation to achieve the National Education
Goals.
Goals 2000 is the first Federal effort aimed at upgrading
the quality of education for all students in America's 85,000
public schools. Education is, and will remain, primarily a State
and local responsibility. The lessons we have learned from the
collective work of States, local school districts, and individual
schools are incorporated into the Goals 2000 Act. They provide
the basis for a new partnership between the Federal Government
and States, parents, business, labor, schools, communities, and
students to work together for fundamental, systemic reform and
improvement. This new partnership is not one of mandates and
control, but of cooperation and leadership.
The Goals 2000: Educate America Act will provide long-term
direction for the improvement of education and lifelong learning
and will provide a framework and resources to help States,
localities, and others interested in education to strengthen and
accelerate their own improvement efforts.
The Act sets into law the National Education Goals and the
bipartisan National Education Goals Panel, which reports on
progress toward achieving them. It supports the development and
certification of voluntary academic standards and assessments
that are challenging and appropriate for all students through a
new National Education Standards and Improvement Council.
The Act provides substantial financial support to States,
local communities, and schools seeking to develop and implement
their own comprehensive education improvement plans. At the same
time, it increases flexibility for States and school districts by
permitting waivers of requirements that might impede improved
performance. It also provides urgently needed funds to enhance
school safety, thereby promoting learning in school districts
with the most serious crime, violence, and discipline problems.
In addition, the Goals 2000 Act reauthorizes and
restructures the Department of Education's Office of Educational
Research and Improvement, which supports a research and
information base that is vital to educational reform and
improvement.
Finally, this legislation creates a National Skill Standards
Board to promote the development and adoption of a voluntary
national system of occupational skill standards and skill
certification. This system will benefit students, workers, and
employers by providing a common, portable system for identifying
the skills needed for occupations and the skills possessed by
individuals. It will be an invaluable tool for creating and
maintaining a world-class American workforce.
-2-
The Goals 2000: Educate America Act will help prepare the
current and future generations of our youth to participate
actively in a diverse democratic society and a competitive world
economy. I salute Secretary of Education Dick Riley and
Secretary of Labor Bob Reich and those in the Congress and
elsewhere who worked long and hard to bring this legislation to
my desk. I am pleased to sign it into law.
-3-
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
THE SECRETARY
UNITED STATES UNITED STATES of AMERICA
March 28, 1994
Honorable Leon Panetta
Director
Office of Management and Budget
Washington, DC 20503
Dear Mr. Panetta:
I am writing in response to your request for my views on
H.R. 1804, the "Goals 2000: Educate America Act. " H.R. 1804
would, among other things, codify and provide a framework for
monitoring the attainment of the National Education Goals
(through the National Education Goals Panel and the National
Education Standards and Improvement Council) ; support State
systemic education reform; establish the National Skill Standards
Board; help ensure safe schools; and reauthorize the Department
of Education's Office of Educational Research and Improvement.
H.R. 1804 is largely modeled on the Administration's Goals 2000
proposal. Although Congress has made a number of changes in the
details of that proposal that are less than ideal, its essential
structure and vision remain intact. The important mechanisms the
Administration proposed to help the next generation of Americans
become better prepared to participate actively in a diverse
democratic society and world economy are in the bill. Therefore,
I enthusiastically recommend that the President sign H.R. 1804.
Title I - National Education Goals. Title I of the bill would
codify the National Education Goals and their objectives. Thus,
the bill would focus our Nation's education reform efforts around
commonly understood goals and objectives. Doing so, I believe,
will significantly enhance our national priority that all
Americans be ready and continue to learn to high standards.
Title II - National Education Reform Leadership, Standards, and
Assessments. Title II of the bill would establish a bipartisan
National Education Goals Panel and a National Education Standards
and Improvement Council (NESIC). The Goals Panel would provide
national consensus-building, report on attaining the National
Education Goals, and review certified voluntary national
education standards and criteria. NESIC would facilitate the
development of those national standards and criteria and certify
both voluntary national and voluntary State-submitted standards
and voluntary State-submitted assessments. These standards and
assessments will inform the public about what American students
should know and be able to do in order to achieve high levels of
educational proficiency. Through this mechanism of voluntary
Page 2 - Honorable Leon Panetta
standard-setting and testing (and through Title III's program of
grants), the bill links improving curriculum and teaching for all
students to the National Education Goals.
To help ensure that all students have a fair opportunity to
achieve to such standards, Title II of the bill would authorize
grant programs to develop voluntary national opportunity-to-learn
standards and to defray the cost of developing, testing, and
evaluating State assessments for measuring student achievement
against their content and student performance standards. Title
II of the bill would also authorize a grant program to assist
States in planning effectively for the use of technology in
schools and would establish an Office of Educational Technology
within the Department of Education.
Title III - State and Local Education Systemic Improvement.
Title III of H.R. 1804, which is very similar to Title III of the
President's proposal, would create a program of grants to States
to support, sustain, and accelerate State and local efforts to
reform education so that all students can meet challenging State
standards. Each participating State would use a broad-based
"stakeholders" panel, appointed by the Governor and the chief
State school officer, to develop a comprehensive plan for the
Statewide improvement of elementary and secondary education.
These State improvement plans will be the road maps the States
follow to reach the National Education Goals by laying out
strategies for improving teaching and learning, including the
development of State content and student performance standards,
the use of reliable assessments tied to those standards, and
strategies to ensure that all students have a fair opportunity to
achieve the knowledge and skills described in those standards.
I strongly support the Title III program, for which the President
has requested nearly $700 million for fiscal year 1995. This
important new program will create a partnership between the
Federal Government and State and local governments dedicated to
promoting and sustaining the reforms that are needed in our
Nation's schools.
I am also pleased that the Congress has included such key
elements of the President's Title III proposal as a requirement
that most of a State's grant be used to provide assistance to
local communities and for professional development activities;
authority for the Secretary to waive certain Federal requirements
that may hinder States and school districts from carrying out
their school improvement plans; and authority for the Secretary
to carry out a broad array of national leadership activities in
support of State and local reform efforts. These elements will
help ensure that education reform is as thorough and as
productive as possible.
Page 3 - Honorable Leon Panetta
Title V - National Skill Standard Board. We defer to the
Department of Labor in regard to this title of the bill.
Title VII - Safe Schools. Title VII of the bill, the "Safe
Schools Act of 1994, " is modeled closely on the Department's own
Safe Schools proposal. Title VII is designed to help those
school systems with the most serious crime, violence, and
discipline problems to enhance school safety and thereby promote
learning through a program of discretionary grants to local
educational agencies and national leadership activities carried
out by the Secretary. The program would assist school systems to
develop and implement comprehensive school-safety strategies,
coordinate with related community agencies and programs, and
carry out violence-prevention activities such as conflict
resolution and peer mediation. In addition, a small amount of
grant funds (5%) could be used for the installation of metal
detectors and hiring of security guards, to help keep dangerous
weapons out of schools. Although Title VII contains an
authorization of appropriations for a single fiscal year,
FY 1994, for which an appropriation of $20 million has already
been made, that authorization is subject to the automatic one-
year extension provision in the Department's General Education
Provisions Act, which may be used to support the President's
FY 1995 budget request, albeit at a reduced level ($50 million
rather than $100 million). Thereafter, safe schools activities
can be supported under the "Safe and Drug-Free Schools and
Communities Act" contained in the Administration's proposed
"Improving America's Schools Act."
Title IX - Educational Research and Improvement. Educational
research and its dissemination are vital to systemic and school-
based educational improvements. I strongly support
reauthorization of the Office of Educational Research and
Improvement (OERI) through a free-standing authority, as provided
in Title IX of H.R. 1804. Title IX, while retaining many of the
important current OERI activities, would reorganize OERI to
include authority for a National Educational Research Policy and
Priorities Board; five national research institutes; an Office of
Reform Assistance and Dissemination; and a National Library of
Education.
I am concerned, however, that the authority for the National
Educational Research Policy and Priorities Board, particularly
with respect to its approval of OERI's research priorities and
its standards for awarding grants and contracts, may raise
significant concerns under the "Appointments Clause" of the
Constitution. While we defer to the Department of Justice on
this issue, I believe that a constitutionally appropriate
interpretation of these provisions can be found. However, if
this is not the case, it may be necessary to seek curative
legislation.
Page 4 - Honorable Leon Panetta
New grant programs in other titles. While the Department did not
ask for the new grant programs established in Titles IV (Parental
Assistance), VI (International Education Program), VIII
(Minority-Focused Civics Education Program), and IX (Teacher
Research Dissemination Demonstration Program and Goals 2000
Community Partnership) of H.R. 1804 and may not ask that they be
funded, we believe that the budget and appropriations process is
an appropriate means for deciding the level of need for these
activities.
H.R. 1804 is the product of extensive bipartisan efforts. It
supports and builds on previous work in defining our National
Education Goals, and it begins a new national, State, and local
partnership for fundamental, systemic education reform. While
the bill is not perfect, it is, nevertheless, an historic piece
of legislation and an important step toward securing educational
excellence and equity for all Americans. I urge the President to
sign H.R. 1804.
Yours sincerely,
Dick Richard W. Riley
U.S. DEPARTMENT OF LABOR
SECRETARY OF LABOR
WASHINGTON, D.C.
MAR 25 1994
The Honorable Leon E. Panetta
Director
Office of Management and Budget
Washington, D.C. 20503
Dear Director Panetta:
This is in response to your request for the Department of
Labor's recommendation regarding Presidential action on enrolled
enactment H.R. 1804, the "Goals 2000: Educate America Act." The
Department strongly recommends Presidential approval of the
enactment.
This legislation is based on an Administration proposal that
was transmitted to the Congress on April 21, 1993. The enactment
will improve the education and workforce training systems in the
United States by providing a national framework to facilitate the
development and use of voluntary education and occupational skill
standards. The Department believes these standards will provide
invaluable tools for creating and maintaining a world-class
American workforce.
In general, with respect to educational standards, the
enactment would codify the National Education Goals and establish
a National Panel to report on progress towards achieving the
goals. It would also establish the National Education Standards
and Improvement Council (NESIC) to encourage and certify model
voluntary national and State academic standards and assessments.
In addition, the enactment authorizes grants to State and local
areas to develop and implement educational improvement plans to
promote the development and attainment of such standards,
contains provisions to enhance school safety, and reauthorizes
the Department of Education's Office of Educational Research and
Improvement to support the education reform effort. We support
the objectives of these measures and defer to the Department of
Education on the specific provisions relating to these matters.
The Department of Labor has a particular interest in two
parts of the enactment: title V, which establishes a National
Skill Standards Board; and section 1016, which amends the summer
youth employment and training program administered by the
Department under title II-B of the Job Training Partnership Act
(JTPA).
Title V of the enactment, which is entitled the "National
Skill Standards Act of 1994", establishes a National Skill
Standards Board to serve as a catalyst in stimulating the
2
development and adoption of a voluntary national system of skill
standards and skill certification. The National Board is to be
composed of 28 members, which would include the Secretaries of
Labor, Education and Commerce and the Chairperson of NESIC, all
of whom would be ex officio, nonvoting members; eight
representatives of business; eight representatives of organized
labor; two neutral, qualified human resource professionals; and
six members from among the following groups, with at least one
member from each group -- educational institutions, community-
based organizations, State and local governments, and civil
rights organizations. Of the 24 voting members, 12 are to be
appointed by the President and 12 are to be appointed by
Congressional leaders.
The members are to elect a chairperson, with the initial
chairperson to be elected from among the business
representatives. The chairperson is to appoint an Executive
Director, who may appoint additional staff. The enactment also
authorizes the Board to use the facilities and staff of other
Federal agencies in carrying out its duties.
The National Board has four primary functions. First, it is
to identify, after extensive public consultation, broad clusters
of major occupations in the United States that include one or
more industries and share characteristics that are appropriate
for the development of common skill standards.
Second, for each of the occupational clusters, the National
Board is to encourage and facilitate the establishment of
voluntary partnerships to develop skill standards systems. These
voluntary partnerships are to have the full and balanced
participation of representatives of business, labor, education
and training providers, and other stakeholders in the
occupational cluster or industry for which standards are being
developed.
Third, the National Board is to carry out several activities
in support of the development of skill standards systems,
including research, maintaining a catalog of standards used in
other countries and by leading U.S. firms, serving as an
information clearinghouse, developing a common nomenclature
relating to standards, encouraging the development of appropriate
curricula and training materials, providing technical assistance,
and facilitating coordination among the voluntary partnerships
developing the standards to promote a coherent national system.
Fourth, the National Board is to endorse the skill standards
systems developed by voluntary partnerships if the systems meet
certain criteria. These include objective criteria established
by the National Board as well as certain minimum criteria
specified in the enactment. One or more of the following five
components of a skill standards system may be endorsed. The
3
first component is voluntary skill standards, which must meet or
exceed the highest applicable standards used in the United
States, be formulated in a manner that promotes the portability
of credentials and facilitates worker mobility, be
nondiscriminatory, and take into account the highest
international standards and the requirements of high performance
work organizations. The second component is a voluntary system
of assessment and certification of the attainment of skill
standards, which must utilize a variety of evaluation techniques,
take into account methods used in other countries, and be
nondiscriminatory. The third component is a system to promote
the use of, and disseminate information relating to, the skill
standards and certifications within the occupation or industry.
The fourth component is a system to evaluate the implementation
of the standards and certifications. The final component is a
system to periodically revise and update the standards and
certifications to take into account changes in technology and
changes in standards in other countries.
The endorsement or absence of an endorsement of a skill
standards system by the National Board is not to be used in any
legal proceeding to establish that the use of the system conforms
or does not conform to the requirements of Federal civil rights
laws.
In addition to these functions, the National Board is to
establish cooperative arrangements with NESIC to promote
coordination between the development of skill standards and the
voluntary national content and student performance standards
developed pursuant to title II of the enactment.
The National Board is authorized to enter into contracts and
cooperative agreements to carry out its functions. The Secretary
of Labor is authorized to award grants, from funds appropriated
under this title, to the voluntary partnerships to assist in the
development of skill standards systems. Such grants are to be
awarded after the National Board has reviewed each application
and made a nonbinding recommendation to the Secretary.
There is a 20 percent administrative cost limitation that
will apply to funds appropriated for fiscal years 1995-1999. A
contingent appropriation has already been enacted for FY 1994
under the Labor-HHS-Education 1994 Appropriations Act to carry
out Goals 2000, and the funds provided under that Act for this
title will not be subject to this limitation.
Not later than December 31, 1995 the National Board is to
have identified occupational clusters representing a substantial
portion of the workforce and promote the development of an
initial set of skill standards. An annual report is to be
submitted to the President and the Congress for each fiscal year
4
describing the activities undertaken and the extent to which the
purposes of the title have been achieved.
The enactment authorizes an appropriation of $15 million for
1994 and such sums as may be necessary for FY 95-99. There is a
sunset provision that repeals this title on September 30, 1999.
However, Congress is to review the accomplishments of the
National Board prior to the date of repeal to determine whether
the title should be extended beyond that date.
The Department strongly supports the enactment of this
title. We believe the voluntary skill standards system will
benefit students, workers and employers by providing a common,
portable system for identifying the skills needed for occupations
and the skills possessed by individuals. It will provide a
critical foundation for the other workforce development efforts
of the Administration, including the School-to-Work and
Reemployment initiatives. Finally, it will enhance American
economic competitiveness by facilitating the development of high
performance work organizations and a highly skilled workforce.
Section 1016 of the enactment will enhance the JTPA Summer
Youth Employment and Training program by adding several
provisions promoting academic enrichment, the provision of basic
skills training, and the integration of work-based and school-
based learning. Under these amendments, basic and remedial
education and preemployment and work maturity skills training
must be provided to a participant if the assessment and service
strategy provided to the participant indicate that such services
are appropriate. The amendment also provides that classroom
training and work experience provided under the program are to
include contextual learning opportunities and link the world of
work with the development of academic skills. In addition, the
amendment increases from 10 percent to 20 percent the proportion
of summer youth funds that may be transferred by local areas to
the year-round youth employment and training program under JTPA.
The Department supports these amendments and believes they
will contribute to enhancing the skills and employability of
disadvantaged youth.
For the foregoing reasons, the Department strongly
recommends Presidential approval of enrolled enactment H.R. 1804.
Sincerely,
Robert B. Reich
DEPARTMENT U.S. OF THE INTERIOR
United States Department of the Interior
OFFICE OF THE SECRETARY
MARCH
3,
1849
Washington, D.C. 20240
March 25, 1994
Honorable Leon Panetta
Director, Office of Management
and Budget
Attention: Assistant Director
for Legislative Reference
Washington, D.C. 20503
Dear Mr. Panetta:
This responds to your request for our views on enrolled bill H.R.
1804, the "Goals 2000: Educate America Act".
We recommend approval of the enrolled bill by the President.
The enrolled bill would establish national education goals, to be
achieved by the year 2000, including: all children will start
school ready to learn; the high school graduation rate will
increase to at least 90 percent; United States students will be
first in the world in mathematics and science achievement; and
every school will promote partnerships that will increase
parental involvement and participation.
Enrolled bill H.R. 1804 would include provisions for reserving
funds to the Secretary of the Interior for the benefit of Indian
students in schools operated or funded by the Bureau of Indian
Affairs (Bureau), for the establishment of a national panel to
assist in the development of a plan for system-wide reform and
improvement of education for the Bureau, for an analysis of costs
associated with meeting the academic and residential standards of
the Bureau for establishing baseline data, and other provisions
which would enhance further involvement and access by schools
enrolling American Indian and Alaska Native students, tribes and
Indian communities in national education reform.
Our comments are limited to those provisions of the bill which
would directly affect Department of the Interior programs,
primarily the Bureau of Indian Affairs.
Section 303 would authorize $400 million to be appropriated for
the fiscal year 1994, and such sums as may be necessary for each
of the fiscal years 1995 through 1998 to carry out Title III,
"State and Local Education Systemic Improvement".
Section 304 of enrolled bill H.R. 1804 would direct the Secretary
of Education to reserve a total of 1% of the $400 million
appropriation authorization under section 303 to provide
assistance. The assistance, in amounts determined by the
Secretary of Education, would be directed to: (1) the Bureau of
Indian Affairs; (2) the outlying areas of Guam, American Samoa,
the Virgin Islands, the Northern Mariana Islands, and Palau; and
(3) the Alaska Federation of Natives.
With regard to section 304, we are concerned that the 1% reserved
funds, $4 million may not be sufficient to adequately carry out
the initiatives and reforms envisioned in the enrolled bill. The
needs of Indian students, the outlying areas and the Alaska
Federation of Natives far exceed this amount. In addition, no
method is identified for distributing the reserved funds among
the eligible entities.
Section 315 of the enrolled bill would direct the Secretary of
the Interior to establish a national panel to assist in the
development of a plan for system-wide reform and improvement of
education for the Bureau of Indian Affairs. The panel would
consist of, at a minimum, 18 members from across Indian country,
who would be required to meet regularly as a full panel.
Our concern with section 315 is that the establishment of such a
panel would be costly and unnecessary. Funds for panel
activities would have to come from the Bureau's portion of the
section 304 1% set-aside. The panel would, to a great extent,
duplicate the tribal consultation process and may be considerably
more time-consuming and no more effective than our present
consultation process. In addition, any changes in practices,
programs and emphasis in the Bureau's current education efforts,
agreed to by the panel, must also be subjected to the
consultation process before they are implemented.
The Bureau, we believe, has a more comprehensive process already
in place to receive input from tribes, school boards, schools,
organizations and parents. This is the tribal consultation
process, mandated by section 1130 of Public Law 95-561. The
process requires active consultation regarding any changes in
current practice or programs which will be considered for future
action by the Bureau of Indian Affairs.
Conducted twice a year at each of eleven sites across Indian
country, the tribal consultation process reaches more American
Indian and Alaska Native people at local, State and regional
levels than would a national panel.
Another concern we have with section 315 of the enrolled bill is
that it would direct the Secretary of the Interior to reserve up
to $500,000 to provide, through the National Academy of Sciences
or the National Academy of Education, an analysis of costs
associated with meeting the academic and home-living/residential
standards of the Bureau for each school funded by the Bureau.
The analysis would establish baseline data and provide a
framework for addressing the implementation of opportunity-to-
learn standards.
The cost study is a cause for concern for the following reasons:
(1) the study proposes to assess the Bureau's current standards,
which are outdated, used by only 12% of our schools since most
Bureau schools follow State standards for accreditation purposes,
and will be changed in relation to the development of new
opportunity-to-learn standards; (2) good baseline data have been
collected over the past three years, relative to the costs
associated with meeting the current Bureau academic and
residential standards; and (3) the $500,000 would be obtained
from the first allotment made to the Secretary of the Interior
and would further diminish the funds available for implementing
the initiatives and reforms contemplated by enrolled bill H.R.
1804.
It is our hope that the Department of the Interior will be given
flexibility in implementing and conducting such a study in terms
of: (1) the ultimate costs associated with the study; (2) who
will conduct the study; and (3) the use of existing data rather
than initiating an expensive data collection effort which may
duplicate the data already on hand.
Although we have these concerns with enrolled bill H.R. 1804, on
balance, we do not believe these concerns warrant a
recommendation of Presidential veto.
We envision that enactment of enrolled bill H.R. 1804 will have a
direct and positive impact on the 184 elementary and secondary
schools which serve over 45,000 American Indian children on 67
Indian reservations in 23 States, as it will serve to advance our
own current efforts to reform our schools.
For these reasons, we recommend that the President approve
enrolled bill H.R. 1804.
Sincerely,
John Luly
SOLICITOR
STATES
UNITED
OFFICE
United States
OF
Office of Government Ethics
COMMISSION
SOHIA
1201 New York Avenue, NW., Suite 500
Washington, DC 20005-3917
March 24, 1994
The Honorable Leon E. Panetta
Director
Office of Management and Budget
Washington, DC 20503
Attention: Assistant Director for
Legislative Reference
Dear Mr. Panetta:
This Office has reviewed H.R. 1804, Goals 2000: The Educate
America Act, as it appeared in the Congressional Record of
March 21, 1994, and as, we assume, it will be enrolled. The bill,
among other things, provides a framework for meeting the National
Education Goals established by title I. The ethics issues
presented by this bill relate to sections 202 (j) 212 (j) (3), 503 (h)
and 921 (f) (4) Our concerns, as discussed below, do not rise to
the level of a recommendation that the President veto the bill.
Section 202 (j) sets forth a conflict of interest provision
which prohibits a member of the National Education Goals Panel who
is an elected official of a State that has developed certain
standards from participating in Goals Panel consideration of such
standards. This provision does not raise any concern with respect
to the ethics program of the executive branch.
Section 212 (j) sets forth certain conflict of interest
provisions applicable to members of the National Education
Standards and Improvement Council (Council) Section 212 (j) (1)
prohibits a member of the Council from concurrently serving as a
member of the Goals Panel. Section 212 (j) (2) prohibits a member of
the Council who resides in a State that has developed certain State
standards and assessments that are submitted to the Council for
certification from participating in Council consideration of such
standards and assessments. Neither of these provisions presents an
ethics concern.
Our concern focuses on section 212 (j) (3) which establishes
special rules for issuing waivers of the basic conflict of interest
law contained in 18 U.S.C. § 208. Section 212 (j) (3) (A) requires
that, before an individual is appointed to the Council, a copy of
any waiver issued under 18 U.S.C. § 208 (b) (3) be submitted to the
appropriate Congressional committees. Information not otherwise
publicly available under 18 U.S.C. § 208 (d) (1) is to be noted as
nonpublic information. Section 212 (j) (3) (B) requires the Council
to develop and submit to the appropriate Congressional committees
OGE- 106
August 1992
The Honorable Leon E. Panetta
Page 2
procedures governing the participation of a Council member in any
matter that affects the financial interest of the Council member or
of a person or entity whose interest is imputed to the Council
member. These procedures are to be consistent with the provisions
of 18 U.S.C. § 208 (b) (3) and any regulations issued pursuant to
that statute.
What is of concern to us, and what was the subject of some
discussion with the Department of Education, is that section
208 (b) (3) waivers are available to Federal Advisory Committee Act
(FACA) members. The Department believes that the National
Education Standards and Improvement Council is an agency, not a
FACA committee. Thus in order to accommodate this problem, the
language "Notwithstanding any other provision of law" was added
with the hopeful result that the Council members would get the
benefit of the more easily granted (b) (3) waivers and not the
standard (b) (1) waivers. If the Department is correct and the
Council is an agency, the individuals on the Council will be the
only heads of an agency to be treated in this manner. This
represents a real possibility of substantial loosening of the
conflict of interest restrictions for these individuals.
We understand from the Department that the distinction between
(b) (1) waivers and (b) (3) waivers was not a crucial element in the
last-minute negotiations on the bill as a whole. We can appreciate
that. What we do suggest is that the Administration hold the
members of the Council to the more restrictive standard when they
are appointed even though one might be able to read this provision
more expansively. The conflicts' concerns for these individuals
need not be more lax than those for other collegial heads of
agencies.
Section 502 (h) sets forth a conflict of interest provision
applicable to the National Skill Standards Board (National Board)
It provides that a former member of the National Board may not have
a financial interest in "an assessment and certification system
developed or endorsed under this title for a period of 3 years
after termination of service of such individual from the National
Board.' This post-employment provision prohibits the holding of
certain financial interests after leaving Government service and is
a type of restriction that does not exist in the Government-wide
post-employment laws. There seems to be no rationale for
prohibiting an individual from holding a financial interest after
Government service when he or she is not prohibited from holding it
during Government service, assuming recusal is acceptable.
Prohibited interests are an important concept of present Government
service so that Governmental processes cannot be questioned. When
an individual is no longer in Government service, that is not an
issue. Finally, there is no penalty for this provision, so it can
only be used as a source of public criticism.
The Honorable Leon E. Panetta
Page 3
Section 921 (f) (4) contains a conflict of interest provision
applicable to a member of the National Educational Research Policy
and Priorities Board (Board) It states that a "voting member of
the Board shall be considered a special Government employee for the
purposes of the Ethics in Government Act of 1978. " The intent of
this provision is not completely clear. If the intent is simply to
clarify the status of voting members of the Board as special
Government employees, then the provision should have referenced
section 202 of title 18 which contains the definition of a special
Government employee. As drafted, this language suggests that a
voting board member is to be considered a special Government
employee only for the purposes of the 1978 Ethics Act which is
primarily for financial disclosure, not conduct, purposes. This
ambiguity could create uncertainty about the application of other
ethics laws and regulations to voting Board members.
Absent any concerns on any other unrelated issues, we have no
basis to recommend anything other than that the President sign the
bill.
Sincerely,
Stephen D. Potts
Director
United States
Office of the Director
Information
Agency
Washington, D.C. 20547
USIA
March 25, 1994
The Honorable Leon Panetta
Director
Office of Management and Budget
Dear Mr. Panetta:
The United States Information Agency supports Title VI of
H.R. 1804 - Goals 2000: The Educate America Act and recommend
the President's approval.
The Agency will limit its specific comments to Title VI, entitled
International Education Program. This Title provides for the
study of international education programs and delivery systems
and the establishment of an international education exchange
program. Because of the latter provision, the legislation
requires the involvement of the Director of USIA in the
development of the program.
We appreciate the opportunity to comment on the enrolled bill.
Sincerely,
Pann Kemble
Penn Kemble
Deputy Director
T ! OFF TRANSMISSION
TIME OF RECEIPT
WHITE HOUSE
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PRECEDENCE: IMMEDIATE
RELEASER:
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ROUTINE
DTQ:
MESSAGE NO.
CLASSIFICATION unclassified
5
PAGES
FROM Sharon Wagner/The White House
6 2702
(NAME)
(PHONE NUMBER)
(ROOM NO.)
MESSAGE DESCRIPTION
TO (AGENCY)
DELIVER TO
DEPT/ROOM NO.
PHONE
CA
ANDREW FRIENDLY
(FOR THE PRESIDENT/INFORMATION)
REMARKS:
Attached is a copy of the enrolled bill memo for H.R. 1804 - Goals
2000: Educate America Act. This is the bill that the
President will sign during ceremony on Thursday.
Pls make sure the President sees this memo before that. Thanks.
EXECUTIVE OFFICE OF THE PRESIDENT
CFFSCE
UNITED
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
THE DIRECTOR
March 29, 1994
94 MAR 29 P4: 35
MEMORANDUM FOR THE PRESIDENT
SUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate
America Act
Sponsors - Rep. Kildee (D) MI and 39 others
Last Day for Action
April 8, 1994 - Friday. The Department of Education
informally advises that H.R. 1804 should be approved by
midnight, March 31, 1994. This will permit $125 million of
FY 1994 appropriations to remain available for implementation of
programs authorized by this legislation.
Purpose
(1) Provides a national framework for improving learning
and teaching so that all students can reach internationally
competitive standards; (2) codifies the National Education
Goals; (3) establishes a national board to promote the
development and adoption of a voluntary national system of
occupational skill standards; (4) helps to combat serious crime,
violence, and discipline problems in schools through the Safe
Schools Act of 1994; and (5) restructures and reauthorizes the
Department of Education's educational research function.
Agency Recommendations
Office of Management and Budget
Approval (Signing
Statement attached)
Department of Education (ED)
Approval
Department of Labor (DOL)
Approval
Department of the Interior (DOI)
Approval
United States Information Agency
Approval
Office of Government Ethics (OGE)
Approval
Department of the Treasury
Approval
(Informally)
Department of State
Approval
(Informally)
General Services Administration
Approval
(Informally)
Environmental Protection Agency
Approval
(Informally
National Science Foundation
Approval
(Informally)
Small Business Administration
Approval
(Informally)
National Endowment for the Arts
Approval
(Informally)
National Commission on Libraries
and Information Science
Approval
(Informally)
Office of Personnel Management
Approval
(Informally)
National Endowment for the Humanities
Approval
(Informally)
Office of Special Counsel
Approval
(Informally)
Department of Justice (DOJ)
No comment
(Informally)
Department of Commerce
Defers to ED
(Informally)
Department of Defense
Defers to ED
(Informally)
Department of Health and Human
Services
Defers to ED
(Informally)
Discussion
On April 21, 1993, you transmitted to Congress "Goals 2000:
Educate America Act," major legislation to provide the framework
for comprehensive reform of elementary and secondary education
programs. H.R. 1804 is very similar to your initiative.
Major Provisions of H.R. 1804
The major provisions of H.R. 1804 are summarized below. A
more detailed description of the bill's provisions is contained
in the views letters prepared by ED and DOL.
Goals 2000. Title I of H.R. 1804 would statutorily
establish, with slight modifications, the six National Education
Goals that were announced in 1990. H.R. 1804 also would add two
new goals: (1) parental participation and (2) teacher education
and professional development. To foster attainment of these
goals, Titles II and III would:
Establish, in the Executive branch, the bipartisan National
Education Goals Panel (NEGP) to report on progress toward
achieving the National Education Goals and to review
voluntary education standards. The bill would authorize
the appropriation of $3 million in FY 1994 and such sums as
may be necessary for each of FYs 1995-1998 for the NEGP.
-2-
Establish, in the Executive branch, the National Education
Standards and Improvement Council (NESIC). The NESIC would
certify voluntary national content and student performance
standards. It would also certify that voluntarily
submitted State standards are comparable to the national
standards. The bill would authorize the appropriation of
$3 million in FY 1994 and such sums as may be necessary for
each of FYs 1995-1998 for the NESIC.
Authorize grants for two years to States to develop
voluntary national "opportunity-to-learn" standards that
would identify conditions for teaching and learning
necessary for all students to have a fair opportunity to
learn. In addition, H.R. 1804 would authorize grants to
States and local school districts to help defray the cost
of developing, field testing, and evaluating new learning
assessment systems. The bill would authorize the
appropriation of $2 million in FY 1994 and such sums as may
be necessary for FY 1995 for "opportunity-to-learn" grants
and $5 million in FY 1994 and such sums as may be necessary
for each of FYs 1995-1998 for assessment grants.
Promote "systemic reform" in the Nation's education system
to meet the National Education Goals through a new formula
grant program to States. Grants would be used to develop
and implement (1) comprehensive reform plans built around
high standards for all students; (2) strategies for
improving teaching and learning to achieve those standards;
and (3) new methods of assessing student achievement of the
standards. The bill contains two provisions to waive
Federal requirements that may hinder States in carrying out
school improvement plans. One provision is for a
demonstration program limited to six States, and a second
provision provides a more general authority to the
Secretary of ED.
H.R. 1804 would authorize the appropriation of $400 million
in FY 1994 and such sums as may be necessary for each of
FYs 1995-1998 for systemic reform efforts. For FY 1994,
$100 million has been appropriated for systemic reform
grants contingent upon this legislation becoming law by
April 1, 1994. In addition, H.R. 1804 would authorize the
appropriation of $5 million in FY 1994 to help States
develop technology plans in conjunction with their reform
efforts. The FY 1994 appropriation of $5 million is also
contingent upon the enactment of this legislation by
April 1, 1994.
-3-
National Skill Standards Board. Title V would create a
National Skill Standards Board to oversee development of
voluntary national occupational standards that signify mastery
of specific occupations. It would be composed of
representatives of business, labor, education and training
providers, community organizations, and all levels of
government. The Board would: (1) identify broad clusters of
major occupations involving one or more industries for which
common sets of skill standards could be developed; (2) encourage
voluntary partnerships to develop skill standards systems for
each identified cluster; and (3) endorse skill standards systems
relating to the occupational clusters. The bill would authorize
the appropriation of $15 million in FY 1994 and such sums as may
be necessary in each of the next four years. The Board sunsets
at the end of the five-year authorization period.
Safe Schools. Title VII, the "Safe Schools Act of 1994,"
would help local school systems in high crime areas achieve Goal
Six of the National Education Goals. This Goal calls for every
school in America to be free of drugs and violence by the year
2000. It would authorize the appropriation of $50 million in
FY 1994 for grants to local education agencies to combat serious
school crime and discipline problems and enhance school safety.
For FY 1994, $20 million has been appropriated for safe school
grants contingent upon enactment of this legislation by April 1,
1994.
Educational Research and Improvement. Title IX, the
"Educational Research, Development, Dissemination, and
Improvement Act of 1994,' would restructure and reauthorize
appropriations for ED's educational research and dissemination
activities in its Office of Educational Research and Improvement
(OERI). The bill would establish a National Research Policy and
Priorities Board to review and approve OERI's research
priorities and its standards for awarding grants and contracts.
Research functions would be reorganized within five new national
research institutes patterned after the National Institutes of
Health. Appropriations authorizations for the various functions
within this Title total $182 million in FY 1995, $150 million in
FY 1996, and such sums as may be necessary in each of FYs 1997-
1999.
Agency Views
ED "enthusiastically" recommends approval of the enrolled
bill, as "an historic piece of legislation and an important step
toward securing educational excellence and equity for all
Americans." ED states that while H.R. 1804 contains a number
of less than ideal changes to the Administration's proposal, it
preserves "its essential structure and vision."
-4-
DOL "strongly" recommends approval of H.R. 1804. DOL
states that the skill standards system "will provide a critical
foundation for other workforce development efforts of the
Administration
[and] will enhance American economic
competitiveness by facilitating the development of high
performance work organizations and a highly skilled workforce."
DOL also notes that the bill contains amendments to the Jobs
Training Partnership Act Summer Youth Employment and Training
program. According to DOL, these amendments will "contribute to
enhancing the skills and employability of disadvantaged youth.
DOI cites concerns regarding some provisions of the
enrolled bill. Specifically, the Department has reservations
regarding the (1) adequacy of the funding in H.R. 1804 to carry
out certain initiatives and reforms envisioned by the enrolled
bill, (2) establishment of a new national panel for the Bureau
of Indian Affairs (BIA), and (3) requirement to conduct a
certain study of schools funded by BIA. A detailed explanation
of DOI's concerns is contained in their views letter.
Despite these reservations, DOI states that "[it] do[es]
not believe these concerns warrant a recommendation of
Presidential veto.' Accordingly, the Department recommends
approval of H.R. 1804.
The OGE also recommends approval of the enrolled bill. OGE
does, however, note its concern regarding some of the bill's
conflict of interest provisions. A detailed explanation of
these concerns is contained in OGE's views letter.
Scoring for the Purpose of Pay-As-You-Go
H.R. 1804 could increase receipts. The bill, therefore, is
subject to the pay-as-you-go requirement of the Omnibus Budget
Reconciliation Act of 1990. This Office's estimate is that the
pay-as-you-go effect of H.R. 1804 would be zero.
Conclusion and Recommendations
We join ED, DOL, DOI, the Treasury and other Executive
agencies in recommending approval of the enrolled bill, which
passed the House by a vote of 306-121 and the Senate by a vote
of 63-22. Attached for your consideration is a signing
statement prepared by ED and this Office. The statement
highlights positive features of the bill, including (1)
codification of the National Education Goals; (2) provisions for
developing voluntary academic standards and assessments; and (3)
promotion of occupational skill standards. It has been reviewed
and approved by DOL, DOI, DOJ, OGE, the Office of the White
House Counsel, and the Domestic Policy Council.
Leon E. Panetta
Director
Enclosures
-5-
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE
UNITED
OFFICE OF MANAGEMENT AND BUDGET
STATES
SERVIS
WASHINGTON, D.C. 20503
THE DIRECTOR
March 29, 1994
MEMORANDUM FOR THE PRESIDENT
SUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate
America Act
Sponsors - Rep. Kildee (D) MI and 39 others
Last Day for Action
April 8, 1994 - Friday. The Department of Education
informally advises that H.R. 1804 should be approved by
midnight, March 31, 1994. This will permit $125 million of
FY 1994 appropriations to remain available for implementation of
programs authorized by this legislation.
Purpose
(1) Provides a national framework for improving learning
and teaching so that all students can reach internationally
competitive standards; (2) codifies the National Education
Goals; (3) establishes a national board to promote the
development and adoption of a voluntary national system of
occupational skill standards; (4) helps to combat serious crime,
violence, and discipline problems in schools through the Safe
Schools Act of 1994; and (5) restructures and reauthorizes the
Department of Education's educational research function.
Agency Recommendations
Office of Management and Budget
Approval (Signing
Statement attached)
Department of Education (ED)
Approval
Department of Labor (DOL)
Approval
Department of the Interior (DOI)
Approval
United States Information Agency
Approval
Office of Government Ethics (OGE)
Approval
Department of the Treasury
Approval
(Informally)
Department of State
Approval
(Informally)
General Services Administration
Approval
(Informally)
Environmental Protection Agency
Approval
(Informally
National Science Foundation
Approval
(Informally)
Small Business Administration
Approval
(Informally)
National Endowment for the Arts
Approval
(Informally)
National Commission on Libraries
and Information Science
Approval
(Informally)
Office of Personnel Management
Approval
(Informally)
National Endowment for the Humanities
Approval
(Informally)
Office of Special Counsel
Approval
(Informally)
Department of Justice (DOJ)
No comment
(Informally)
Department of Commerce
Defers to ED
(Informally)
Department of Defense
Defers to ED
(Informally)
Department of Health and Human
Services
Defers to ED
(Informally)
Discussion
On April 21, 1993, you transmitted to Congress "Goals 2000:
Educate America Act," major legislation to provide the framework
for comprehensive reform of elementary and secondary education
programs. H.R. 1804 is very similar to your initiative.
Major Provisions of H.R. 1804
The major provisions of H.R. 1804 are summarized below. A
more detailed description of the bill's provisions is contained
in the views letters prepared by ED and DOL.
Goals 2000. Title I of H.R. 1804 would statutorily
establish, with slight modifications, the six National Education
Goals that were announced in 1990. H.R. 1804 also would add two
new goals: (1) parental participation and (2) teacher education
and professional development. To foster attainment of these
goals, Titles II and III would:
Establish, in the Executive branch, the bipartisan National
Education Goals Panel (NEGP) to report on progress toward
achieving the National Education Goals and to review
voluntary education standards. The bill would authorize
the appropriation of $3 million in FY 1994 and such sums as
may be necessary for each of FYs 1995-1998 for the NEGP.
-2-
Establish, in the Executive branch, the National Education
Standards and Improvement Council (NESIC). The NESIC would
certify voluntary national content and student performance
standards. It would also certify that voluntarily
submitted State standards are comparable to the national
standards. The bill would authorize the appropriation of
$3 million in FY 1994 and such sums as may be necessary for
each of FYs 1995-1998 for the NESIC.
Authorize grants for two years to States to develop
voluntary national "opportunity-to-learn" standards that
would identify conditions for teaching and learning
necessary for all students to have a fair opportunity to
learn. In addition, H.R. 1804 would authorize grants to
States and local school districts to help defray the cost
of developing, field testing, and evaluating new learning
assessment systems. The bill would authorize the
appropriation of $2 million in FY 1994 and such sums as may
be necessary for FY 1995 for "opportunity-to-learn" grants
and $5 million in FY 1994 and such sums as may be necessary
for each of FYs 1995-1998 for assessment grants.
Promote "systemic reform" in the Nation's education system
to meet the National Education Goals through a new formula
grant program to States. Grants would be used to develop
and implement (1) comprehensive reform plans built around
high standards for all students; (2) strategies for
improving teaching and learning to achieve those standards;
and (3) new methods of assessing student achievement of the
standards. The bill contains two provisions to waive
Federal requirements that may hinder States in carrying out
school improvement plans. One provision is for a
demonstration program limited to six States, and a second
provision provides a more general authority to the
Secretary of ED.
H.R. 1804 would authorize the appropriation of $400 million
in FY 1994 and such sums as may be necessary for each of
FYs 1995-1998 for systemic reform efforts. For FY 1994,
$100 million has been appropriated for systemic reform
grants contingent upon this legislation becoming law by
April 1, 1994. In addition, H.R. 1804 would authorize the
appropriation of $5 million in FY 1994 to help States
develop technology plans in conjunction with their reform
efforts. The FY 1994 appropriation of $5 million is also
contingent upon the enactment of this legislation by
April 1, 1994.
-3-
National Skill Standards Board. Title V would create a
National Skill Standards Board to oversee development of
voluntary national occupational standards that signify mastery
of specific occupations. It would be composed of
representatives of business, labor, education and training
providers, community organizations, and all levels of
government. The Board would: (1) identify broad clusters of
major occupations involving one or more industries for which
common sets of skill standards could be developed; (2) encourage
voluntary partnerships to develop skill standards systems for
each identified cluster; and (3) endorse skill standards systems
relating to the occupational clusters. The bill would authorize
the appropriation of $15 million in FY 1994 and such sums as may
be necessary in each of the next four years. The Board sunsets
at the end of the five-year authorization period.
Safe Schools. Title VII, the "Safe Schools Act of 1994,"
would help local school systems in high crime areas achieve Goal
Six of the National Education Goals. This Goal calls for every
school in America to be free of drugs and violence by the year
2000. It would authorize the appropriation of $50 million in
FY 1994 for grants to local education agencies to combat serious
school crime and discipline problems and enhance school safety.
For FY 1994, $20 million has been appropriated for safe school
grants contingent upon enactment of this legislation by April 1,
1994.
Educational Research and Improvement. Title IX, the
"Educational Research, Development, Dissemination, and
Improvement Act of 1994," would restructure and reauthorize
appropriations for ED's educational research and dissemination
activities in its Office of Educational Research and Improvement
(OERI). The bill would establish a National Research Policy and
Priorities Board to review and approve OERI's research
priorities and its standards for awarding grants and contracts.
Research functions would be reorganized within five new national
research institutes patterned after the National Institutes of
Health. Appropriations authorizations for the various functions
within this Title total $182 million in FY 1995, $150 million in
FY 1996, and such sums as may be necessary in each of FYs 1997-
1999.
Agency Views
ED "enthusiastically" recommends approval of the enrolled
bill, as "an historic piece of legislation and an important step
toward securing educational excellence and equity for all
Americans." ED states that while H.R. 1804 contains a number
of less than ideal changes to the Administration's proposal, it
preserves "its essential structure and vision."
-4-
DOL "strongly" recommends approval of H.R. 1804. DOL
states that the skill standards system "will provide a critical
foundation for other workforce development efforts of the
Administration
[and] will enhance American economic
competitiveness by facilitating the development of high
performance work organizations and a highly skilled workforce. "
DOL also notes that the bill contains amendments to the Jobs
Training Partnership Act Summer Youth Employment and Training
program. According to DOL, these amendments will "contribute to
enhancing the skills and employability of disadvantaged youth.
DOI cites concerns regarding some provisions of the
enrolled bill. Specifically, the Department has reservations
regarding the (1) adequacy of the funding in H.R. 1804 to carry
out certain initiatives and reforms envisioned by the enrolled
bill, (2) establishment of a new national panel for the Bureau
of Indian Affairs (BIA), and (3) requirement to conduct a
certain study of schools funded by BIA. A detailed explanation
of DOI's concerns is contained in their views letter.
Despite these reservations, DOI states that "[it] do[es]
not believe these concerns warrant a recommendation of
Presidential veto." Accordingly, the Department recommends
approval of H.R. 1804.
The OGE also recommends approval of the enrolled bill. OGE
does, however, note its concern regarding some of the bill's
conflict of interest provisions. A detailed explanation of
these concerns is contained in OGE's views letter.
Scoring for the Purpose of Pay-As-You-Go
H.R. 1804 could increase receipts. The bill, therefore, is
subject to the pay-as-you-go requirement of the Omnibus Budget
Reconciliation Act of 1990. This Office's estimate is that the
pay-as-you-go effect of H.R. 1804 would be zero.
Conclusion and Recommendations
We join ED, DOL, DOI, the Treasury and other Executive
agencies in recommending approval of the enrolled bill, which
passed the House by a vote of 306-121 and the Senate by a vote
of 63-22. Attached for your consideration is a signing
statement prepared by ED and this Office. The statement
highlights positive features of the bill, including (1)
codification of the National Education Goals; (2) provisions for
developing voluntary academic standards and assessments; and (3)
promotion of occupational skill standards. It has been reviewed
and approved by DOL, DOI, DOJ, OGE, the Office of the White
House Counsel, and the Domestic Policy Council.
Leon E. Panetta
Director
Enclosures
-5-
STATEMENT BY THE PRESIDENT
Today X am pleased to sign into law H.R. 1804, the "Goals
2000: Educate America Act. " This legislation will improve the
education and workforce training system in the United States by
providing a national framework to promote the development and use
of voluntary academic and occupational skill standards.
This comprehensive legislation supports States, local
communities, schools, business and industry, and labor in
reinventing our education and training system. It provides a
framework to help all Americans reach internationally competitive
standards to enable our Nation to achieve the National Education
Goals.
Goals 2000 is the first Federal effort aimed at upgrading
the quality of education for all students in America's 85,000
public schools. Education is, and will remain, primarily a State
and local responsibility. The lessons we have learned from the
collective work of States, local school districts, and individual
schools are incorporated into the Goals 2000 Act. They provide
the basis for a new partnership between the Federal Government
and States, parents, business, labor, schools, communities, and
students to work together for fundamental, systemic reform and
improvement. This new partnership is not one of mandates and
control, but of cooperation and leadership.
The Goals 2000: Educate America Act will provide long-term
direction for the improvement of education and lifelong learning
and will provide a framework and resources to help States,
localities, and others interested in education to strengthen and
accelerate their own improvement efforts.
The Act sets into law the National Education Goals and the
bipartisan National Education Goals Panel, which reports on
progress toward achieving them. It supports the development and
certification of voluntary academic standards and assessments
that are challenging and appropriate for all students through a
new National Education Standards and Improvement Council.
The Act provides substantial financial support to States,
local communities, and schools seeking to develop and implement
their own comprehensive education improvement plans. At the same
time, it increases flexibility for States and school districts by
permitting waivers of requirements that might impede improved
performance. It also provides urgently needed funds to enhance
school safety, thereby promoting learning in school districts
with the most serious crime, violence, and discipline problems.
In addition, the Goals 2000 Act reauthorizes and
restructures the Department of Education's Office of Educational
Research and Improvement, which supports a research and
information base that is vital to educational reform and
improvement.
Finally, this legislation creates a National Skill Standards
Board to promote the development and adoption of a voluntary
national system of occupational skill standards and skill
certification. This system will benefit students, workers, and
employers by providing a common, portable system for identifying
the skills needed for occupations and the skills possessed by
individuals. It will be an invaluable tool for creating and
maintaining a world-class American workforce.
-2-
The Goals 2000: Educate America Act will help prepare the
current and future generations of our youth to participate
actively in a diverse democratic society and a competitive world
economy. I salute Secretary of Education Dick Riley and
Secretary of Labor Bob Reich and those in the Congress and
elsewhere who worked long and hard to bring this legislation to
my desk. I am pleased to sign it into law.
-3-
PRESIDENT CLINTON SIGNS GOALS 2000
March 31, 1994
GOALS 2000
March 31, 1994
President Clinton today signs into law the Goals 2000: Educate America
Act. He will be joined at the ceremony, which takes place at the Zamorano Fine Arts
Academy in San Diego, California, by First Lady Hillary Rodham Clinton and
Secretary of Education Richard Riley.
Zamorano Elementary School is a magnet school currently in session. It
has approximately 900 students from grades K through 6.
Goals 2000 is designed to support state and local education reform efforts
aimed at helping all students meet challenging academic standards.
Prior to the signing ceremony, the President and Secretary Riley will speak
on a conference call with several Members of Congress who sponsored Goals 2000.
Participants on the call will include Senate Majority Leader George Mitchell (D-ME),
Speaker Tom Foley, Senator Ted Kennedy (D-MA), Senator James Jeffords (R-VT),
Rep. Bill Ford (D-MI), Rep. Dale Kildee (D-MI), Rep. William Goodling (R-
PA)(tentative), and Rep. Steve Gunderson (R-WI)(tentative).
Attached please find additional information on Goals 2000 and press
statements by administration officials on passage.
-more-
PRESIDENT CLINTON'S LEADERSHIP IN ESTABLISHING
THE NATIONAL EDUCATION GOALS
Since the 1989 Education Summit between the nation's governors and President Bush,
President Clinton has personally been a leader in the bipartisan effort to establish and achieve
the National Education Goals. As governor of Arkansas and co-chair of the National Governors'
Association Education Task Force, Bill Clinton led the negotiations at the Charlottesville Summit
which produced an historic agreement for the governors and the Bush Administration to work
together to:
establish National Education Goals;
fundamentally restructure the education system so that schools focus on producing
real results for all children;
promote greater flexibility for states and local communities in the use of federal
funds in exchange for greater accountability for results; and
establish a way of reporting annually on the nation's and each state's progress
toward achieving the goals as a way of providing a decade-long effort to reach
the goals.
In the months following the Summit, Governor Clinton led the governors in the process of
reaching out to educators, business leaders, community leaders and others to build a broad
consensus around the National Education Goals. The Goals were initially announced by
President Bush and then further specified and adopted by the nation's governors in February
1990. For the first time in history, there were national education goals agreed to by national
and state leaders.
The National Education Goals are designed to promote lifelong learning for all Americans.
They declare that by the year 2000, all children will start school ready to learn; the high school
graduation rate will be at least 90 percent; all students will be competent in core academic
subjects; the United States will be first in the world in math and science; adults will be literate
and have the skills necessary to compete in a global economy; and all schools will be safe,
disciplined, and drug-free.
In July 1990 Governor Clinton led the fight to establish the National Education Goals Panel, a
bipartisan group comprised of governors, Administration officials and members of Congress
charged with the responsibility of reporting annually on national and state progress toward
achieving the goals. At the same time, the NGA Education Task Force, co-chaired by Governor
Clinton, released a set of recommendations on strategies states could use to reach the goals. Its
report, Educating America, was based on a thorough examination of the lessons learned from
successful education reforms in hundreds of schools throughout the nation, the approaches
--more--
-2-
taken by other industrialized countries with which we compete, and the lessons of many
businesses that had successfully restructured their own operations. This report provided a
comprehensive blueprint for state efforts to improve school readiness, overhaul education
systems, and build school-to-work, employment training, and lifelong learning systems.
Governor Clinton followed through on the commitment to achieve the National Education Goals
by enacting a comprehensive education reform bill in Arkansas in 1991. Act 236, based on the
NGA recommendations, set in motion a process to establish challenging academic standards and
performance assessments for students, reform teacher preparation and licensing practices,
increase support for professional development for teachers, provide grants to schools to stimulate
bottom-up school reform, and establish a school leadership academy to provide training to a new
generation of Arkansas school leaders.
Soon after taking office, President Clinton transmitted to Congress the GOALS 2000: Educate
America Act to help make the federal government, for the first time, a full partner in the effort
to reform our nation's schools. GOALS 2000 is based on President Clinton's successful school
reform programs in Arkansas, Secretary of Education Richard W. Riley's school reform efforts
in South Carolina, as well as the lessons learned in recent years from other states and
communities. GOALS 2000 will:
establish the National Education Goals as national policy and makes the Congress a
full partner in their development;
establish the National Education Goals Panel to report on progress toward achieving
the National Education Goals and to report on efforts to achieve them;
create the National Education Standards and Improvement Council and the National
Skills Standards Board to establish challenging academic and occupational standards;
provide funds to support comprehensive, bottom-up education reform at the local and
state levels;
grant the Secretary of Education significant new authority to waive federal rules and
regulations that impede local school reform efforts.
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
February 8, 1994
STATEMENT BY THE PRESIDENT
I would like to congratulate the United States Senate today for moving toward a
national framework for lifelong learning by passing both the Goals 2000 Act and the School-
to-Work Opportunities Act on strong bipartisan votes. By approving these bills, the Senate
gets an "A" in education.
Since my days as Governor, I have been committed to education reform based on
world-class standards and accountability for results. Only if we demand more of our schools
and students will we see expanded educational opportunity and nationwide excellence. From
the time I helped draft the National Education Goals on behalf of the National Governors
Association, I looked forward to the day when the federal government would finally take the
lead on education. Today's Senate action brings us closer to that day.
In today's global economy, what you earn depends on what you learn. The Senate has
now opened opportunity for our children during school and as they begin their careers. Goals
2000 will write the national education goals into law and will give states and local schools
new tools to meet them. The School-to-Work bill will significantly enhance our effort to
create an effective apprenticeship system for those who don't go to college.
These steps are vital not only for the education of our children, but for the health of
our economy as a whole. Our workers will only be able to cope with a world of rapid
economic change if they are fully trained and equipped to compete. We will only master new
technologies if this training continues throughout a lifetime. World-class education is an
investment in a world-leading economy. By its action today, the U.S. Senate has moved us a
step closer to setting national standards that will challenge our students, encourage
partnerships between parents, schools and communities, and guarantee that our young people
have the skills they need to compete in the global marketplace.
I look forward to swift agreement between the House and Senate on these critical
investments in our nation's future.
-30-30-30-
OF
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
REPRESENTATIVE
ORIGIN
STATES
of
AMERICA
FOR IMMEDIATE RELEASE
Contact: Kathryn Kahler
March 26, 1994
(202) 401-3026
STATEMENT BY
U.S. SECRETARY OF EDUCATION
RICHARD W. RILEY
REGARDING FINAL PASSAGE OF
THE GOALS 2000: EDUCATE AMERICA ACT
BY THE UNITED STATES CONGRESS
Today will be remembered as the day the United States got serious about education. Three
times in the last six years, Congress has attempted to pass education reform legislation and each
time it has been unable to resolve its differences. We have finally broken the gridlock. The
strong bipartisan support for the Goals 2000: Educate America Act demonstrates that we are
ready to move from a nation at risk to a nation on the move.
GOALS 2000 is all about higher academic standards, better teachers, using new technology to
improve learning, and making parents equal partners in the process of education. Equally
important in this time of increasing violence among our young people, GOALS 2000 will, for
the first time, target federal funding to make schools safer for more children.
The American people have said they are ready to move from the old assembly line version of
education to a better way of educating their children. They want their children to be part of the
new, emerging high-tech, high-knowledge economy of the 21st century. GOALS 2000 moves
us in this direction by aiding in the establishment of world-class academic and occupational skill
standards. These voluntary national standards in the core academic subjects of English, civics,
geography, history, math, science, foreign languages and the arts will give parents, educators
and business a clear indication of what constitutes a world-class education.
This is an historic change in how the federal government has viewed its role in the American
education process. GOALS 2000 puts the federal government in a position to support
community and state education reform efforts by placing a new emphasis on flexibility rather
than mandates, on results rather than compliance, on comprehensive reform rather than narrow
programs, and on fundamental improvement rather than the status quo.
At its core, GOALS 2000 is the first, critical step in President Clinton's effort to create a system
of life-long learning and it serves as a framework for additional education legislation. GOALS
2000 connects up with the School-to-Work Opportunities legislation by including the
--MORE--
-2-
occupational skill standards. Additionally, many of the reforms included in the reauthorization
of the Elementary and Secondary Education Act are linked to the higher standards, teacher
development, and improved use of technology established in GOALS 2000.
I am encouraged and want to thank the broad coalition of supporters who have worked to pass
this important legislation particularly the business community, the PTA, state legislatures,
teachers, school board members, school administrators, and the arts community and the many
education associations that have worked hard for final passage. I also want to thank the
leadership in both the House and the Senate for their tireless work on behalf of education and
the children of this country.
###
03/25/94
17:55
202 523 8699
OIPA WDC
002/005
News
United States
Department
of Labor
Office of Information
Washington, D.C. 20210
EMPLOYMENT AND TRAINING ADMINISTRATION
USDL: 94-158
CONTACT: Mary Meagher
For Release: Immediate
OFFICE : 202-219-8211
Friday, March 25, 1994
EDUCATION REFORM BILL PASSES
CREATION OF NATIONAL SKILL STANDARDS BOARD TO BEGIN
Passage today of the Goals 2000: Educate America Act
by Congress paves the way for creating a blue ribbon coalition to
spur development of workforce skill standards to assist employers
and employees throughout the nation, Secretary of Labor Robert B.
Reich announced today.
"Skill standards are the cornerstone of this Adminis-
tration's commitment to global economic competitiveness,"
Reich said. "This landmark legislation will enable businesses to
join hands with educators, labor and community leaders and others
in the creation of a world-class workforce.
"Passage of the bill is our signal to begin formation of a
national Skill Standards Board that will bring together voluntary
partnerships of business, labor and education in industries
across this country," Reich said. "For the first time,
employers, workers and educators will be able to speak a common
language about the skills needed in the workplace.
"A national, voluntary system of skill standards will
benefit employers and employees alike. The Skill Standards Board
will be a catalyst in identifying and classifying common sets of
portable, recognizable skills needed for high-performance work
organizations and the training needed to master them, Reich
added. "I wish to commend Secretary of Education Richard Riley
for his dedication and commitment to this bill."
The new board will be comprised of 28 individuals
representing government, business, organized labor, human
resource professions, education, community-based organizations
and state and local governments. Members will also reflect
the racial, ethnic and gender diversity of the country, to
the extent feasible; half the appointments will be made by
the executive branch of government and half by Congress.
-erom-
03/25/94
17:55
202 523 8699
OIPA WDC
003/005
-2-
The board will adopt and promote national skill standards
that can be used by industry, employers, labor organizations,
training providers, government, students and workers. The work
of the board will also help increase opportunities for women and
minorities, as well as links between job training programs
and secondary and post-secondary vocational-technical work-based
education. Assessment and certification of attainment of skill
standards will also be required.
The National Skill Standards Board is authorized by Title V
of the Goals 2000: Educate America Act. The Secretary of Labor
is permitted to award grants to those voluntary partnerships that
develop the standards. The legislation authorizes $15 million
for these activities in fiscal year 1994 and such sums deemed
necessary for fiscal years 1995 through 1999.
###
This information will be made available to sensory impaired
individuals upon request. Voice phone: 202-219-8211; TDD
Message Referral phone: 1-800-326-2577.
NATIONAL
ENDOWMENT
FOR
THE
ARTS
The Federal agency
that supports the
visual, literary and
performing arts to
benefit all Americans
STATEMENT BY JANE ALEXANDER
REGARDING "GOALS 2000: EDUCATE AMERICA ACT"
March 31, 1994
Arts in Education
Challenge a
Advancement
We owe a debt of gratitude to President Clinton and
Secretary Riley for offering the best education to our
Dance
children -- education that includes the arts. Goals 2000
Design Arrs
includes the arts as a vital part of learning, as
important as math, science, English, history and
Expansion Arts
geography. Arts in the curriculum will cultivate
creative thinkers and artistically literate citizens, as
Folk Arts
well as inspire artists and audiences of the next
International
generation, offering skills which enhance all learning
throughout life.
Literature
Locals
Media Arts
Museum
Music
Opera/Musical
Theater
Presenting &
Commissioning
State do Regional
Theater
Visual Arts
The Nancy Hanks Center
1100 Pennsylvania Ave NW
Washington, DC 20506
202/662-5400
National Endowment
1100 Pennsylvania Ave., N.W.
NEWS
for the Humanities
Washington, D.C. 20506
A Federal Agency
202/606-8449
For more information contact:
Gary Krull
202/606-8446
James Turner 202/606-8449
NATIONAL ENDOWMENT FOR THE HUMANITIES HAILS GOALS 2000
WASHINGTON, March 31 - - The National Endowment. for the
Humanities (NEH), which since 1991 has been involved in the
national effort to devclop and disseminate academic standards for
subjects taught in the nation's public schools, applauds
President Clinton's signing today of the Goals 2000: Educate
America ACE.
"This legislation goes a long way toward upgrading the
nation's ailing education system," NEH Chairman Sheldon Hackney
commented about the new law. "Through our support of efforts LO
develop content and achievement standards in the disciplines of
history, geography, foreign languages and the arts, NEH has
nelpod pave the way to meet our nation's brainpower needs for the
2180 century. We are pleased to be a participant in this
landmark legislation, which provides schools and the entire
nation with a clear and motivating vision of how we can instill
in our children a realization that what they know and can do with
their knowledge matters."
NEH has been the lead federal agency in developing history
standards, having contributed more than $700,000 to this effort
since it began in 1991. NEH has also provided support to the
efforts to develop standards in geography, foreign languages and
the arts.
Created by Congress in 1965, the National Endowment for the
Humanities is an independent agency that supports research,
education, preservation projects and public programs in the
humanities.
####
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
In troducing Gools 2000
[2 pages]
INTRODUCING GOALS 2000
A WORLD-CLASS EDUCATION FOR EVERY CHILD
elcome to the new world of education-welcome to GOALS 2000!
W
GOALS 2000 is the landmark school reform effort that delivers
on the American people's call for dynamic change in our educa-
tion system.
For students teachers parents education
and community leaders business and labor and every citizen, GOALS 2000
holds the promise of a brighter future.
GOALS 2000 is based upon an
understanding of why our education system isn't working as well as it should.
It builds upon what we have learned in recent years about what needs to be
changed. And it gives us a real plan for making big improvements.
IT THREATENS ALL OF US
While many of our schools are doing a good job, too many others aren't
preparing our children for the challenges of tomorrow. The National
Education Goals Panel recently declared that most American students are new
leaving school "without having gained the tools and skills they need to survive
and prosper." In math, science, reading, and other basics of knowledge, many
A world-class education for every child
of our children simply aren't learning as much as they need to know to suc-
U.S. Department of Education
ceed. And that threatens the future prosperity of all of us.
1-800-USA-LEARN
OFFICE OF THE EXECUTIVE CLERK
TRACKING SHEET FOR PRESIDENTIAL DOCUMENTS
TITLE:
H.R. 1804
Goals 2000
TYPE DOCUMENT:
PROCLAMATION
LETTER (S)
*EXECUTIVE ORDER
MESSAGE TO THE CONGRESS/SENATE
*MEMORANDUM
STATEMENT BY THE PRESIDENT
DECISION MEMORANDUM
SIGNING STATEMENT
DETERMINATION (numbered)
TREATY/CONVENTION/AGREEMENT, etc.
OTHER:
(Advance:
/ /94
Time:
a.m./p.m.)
RECEIVED:
In final:
/ /94
Time:
a.m./p.m.
SENT TO CORRESPONDENCE FOR TYPING IN FINAL:
(Advance:
5/29/94
Time:
5:00
a.m.p.m.
In final:
/ /94
Time:
a.m./p.m.
TO JOHN PODESTA'S OFFICE:
(For staffing:
/ /94
Time:
a.m./p.m.)
In final:
/ /94
Time:
a.m./p.m.
INFO, INCLUDING STENCIL AND DISC, TO PRESS OFFICE:
Date:
/ /94
Time:
a.m./p.m.
POSTED:
/ /94
Time:
a.m./p.m.
NOTIFICATIONS:
*Copies of all signed EOs or Memos to
(initials)
Bernard Nussbaum, W.H. Counsel, 2d, WW
NSC, when appropriate -- Desk Officer;
(Person/time)
W.H. Situation Room -- x2585.
(Person/time)
(Other)
(Person/time)
(Other)
OTHER INFORMATION:
Page data
- Page
- 55
- Source index
- 0
- Type
- document
- Media ID
- cd18984479d238c0
- Size
- unknown
Document data
- ID
- 34425331
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"ocrText": "FOIA Number: 2009-0886-F\nFOIA\nMARKER\nThis is not a textual record. This is used as an\nadministrative marker by the William J. Clinton\nPresidential Library Staff.\nCollection/Record Group:\nClinton Presidential Records\nSubgroup/Office of Origin:\nClerk's Office\nSeries/Staff Member:\nBill Files\nSubseries:\nOA/ID Number:\n15568\nFolderID:\nFolder Title:\n[1994/3/31 : Goals 2000: Educate America Act]\nStack:\nRow:\nSection:\nShelf:\nPosition:\nS\n41\n1\n7\n2\nme Billworth Ken to CA on 3/29\nofc.\ncopy of this memo sent to\nAndrew 3/29\nS\nH.R.1804\nH.R. 1804 Billfrom Cleris ofc took\nthis Bill to CA cn 3/29.\n-\na copy of this memo was\ndacammed to Andrew 3/29\nTO Be signed an Thurs 3/3/\niN CA in almany\nEXECUTIVE OFFICE OF THE PRESIDENT\nOFFICE\nUNITED\nOFFICE OF MANAGEMENT AND BUDGET\nSECTIVE\n+\nSTATE\nWASHINGTON, D.C. 20503\n/MAR 31 1994\nTHE DIRECTOR\nMarch 29, 1994\n94 MAR 29 P : 35\nMEMORANDUM FOR THE PRESIDENT\nSevemony\nSUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate\nCalif.\nAmerica Act\nSponsors - Rep. Kildee (D) MI and 39 others\nLast Day for Action\nApril 8, 1994 - Friday. The Department of Education\ninformally advises that H.R. 1804 should be approved by\nmidnight, March 31, 1994. This will permit $125 million of\nFY 1994 appropriations to remain available for implementation of\nprograms authorized by this legislation.\nPurpose\n(1) Provides a national framework for improving learning\nand teaching so that all students can reach internationally\ncompetitive standards; (2) codifies the National Education\nGoals; (3) establishes a national board to promote the\ndevelopment and adoption of a voluntary national system of\noccupational skill standards; (4) helps to combat serious crime,\nviolence, and discipline problems in schools through the Safe\nSchools Act of 1994; and (5) restructures and reauthorizes the\nDepartment of Education's educational research function.\nAgency Recommendations\nOffice of Management and Budget\nApproval (Signing\nStatement attached)\nDepartment of Education (ED)\nApproval\nDepartment of Labor (DOL)\nApproval\nDepartment of the Interior (DOI)\nApproval\nUnited States Information Agency\nApproval\nOffice of Government Ethics (OGE)\nApproval\nDepartment of the Treasury\nApproval\n(Informally)\nDepartment of State\nApproval\n(Informally)\nGeneral Services Administration\nApproval\n(Informally)\nEnvironmental Protection Agency\nApproval\n(Informally\nNational Science Foundation\nApproval\n(Informally)\nSmall Business Administration\nApproval\n(Informally)\nNational Endowment for the Arts\nApproval\n(Informally)\nNational Commission on Libraries\nand Information Science\nApproval\n(Informally)\nOffice of Personnel Management\nApproval\n(Informally)\nNational Endowment for the Humanities\nApproval\n(Informally)\nOffice of Special Counsel\nApproval\n(Informally)\nDepartment of Justice (DOJ)\nNo comment\n(Informally)\nDepartment of Commerce\nDefers to ED\n(Informally)\nDepartment of Defense\nDefers to ED\n(Informally)\nDepartment of Health and Human\nServices\nDefers to ED\n(Informally)\nDiscussion\nOn April 21, 1993, you transmitted to Congress \"Goals 2000:\nEducate America Act,\" major legislation to provide the framework\nfor comprehensive reform of elementary and secondary education\nprograms. H.R. 1804 is very similar to your initiative.\nMajor Provisions of H.R. 1804\nThe major provisions of H.R. 1804 are summarized below. A\nmore detailed description of the bill's provisions is contained\nin the views letters prepared by ED and DOL.\nGoals 2000. Title I of H.R. 1804 would statutorily\nestablish, with slight modifications, the six National Education\nGoals that were announced in 1990. H.R. 1804 also would add two\nnew goals: (1) parental participation and (2) teacher education\nand professional development. To foster attainment of these\ngoals, Titles II and III would:\nEstablish, in the Executive branch, the bipartisan National\nEducation Goals Panel (NEGP) to report on progress toward\nachieving the National Education Goals and to review\nvoluntary education standards. The bill would authorize\nthe appropriation of $3 million in FY 1994 and such sums as\nmay be necessary for each of FYs 1995-1998 for the NEGP.\n-2-\nEstablish, in the Executive branch, the National Education\nStandards and Improvement Council (NESIC). The NESIC would\ncertify voluntary national content and student performance\nstandards. It would also certify that voluntarily\nsubmitted State standards are comparable to the national\nstandards. The bill would authorize the appropriation of\n$3 million in FY 1994 and such sums as may be necessary for\neach of FYs 1995-1998 for the NESIC.\nAuthorize grants for two years to States to develop\nvoluntary national \"opportunity-to-learn\" standards that\nwould identify conditions for teaching and learning\nnecessary for all students to have a fair opportunity to\nlearn. In addition, H.R. 1804 would authorize grants to\nStates and local school districts to help defray the cost\nof developing, field testing, and evaluating new learning\nassessment systems. The bill would authorize the\nappropriation of $2 million in FY 1994 and such sums as may\nbe necessary for FY 1995 for \"opportunity-to-learn\" grants\nand $5 million in FY 1994 and such sums as may be necessary\nfor each of FYs 1995-1998 for assessment grants.\nPromote \"systemic reform\" in the Nation's education system\nto meet the National Education Goals through a new formula\ngrant program to States. Grants would be used to develop\nand implement (1) comprehensive reform plans built around\nhigh standards for all students; (2) strategies for\nimproving teaching and learning to achieve those standards;\nand (3) new methods of assessing student achievement of the\nstandards. The bill contains two provisions to waive\nFederal requirements that may hinder States in carrying out\nschool improvement plans. One provision is for a\ndemonstration program limited to six States, and a second\nprovision provides a more general authority to the\nSecretary of ED.\nH.R. 1804 would authorize the appropriation of $400 million\nin FY 1994 and such sums as may be necessary for each of\nFYs 1995-1998 for systemic reform efforts. For FY 1994,\n$100 million has been appropriated for systemic reform\ngrants contingent upon this legislation becoming law by\nApril 1, 1994. In addition, H.R. 1804 would authorize the\nappropriation of $5 million in FY 1994 to help States\ndevelop technology plans in conjunction with their reform\nefforts. The FY 1994 appropriation of $5 million is also\ncontingent upon the enactment of this legislation by\nApril 1, 1994.\n-3-\nNational Skill Standards Board. Title V would create a\nNational Skill Standards Board to oversee development of\nvoluntary national occupational standards that signify mastery\nof specific occupations. It would be composed of\nrepresentatives of business, labor, education and training\nproviders, community organizations, and all levels of\ngovernment. The Board would: (1) identify broad clusters of\nmajor occupations involving one or more industries for which\ncommon sets of skill standards could be developed; (2) encourage\nvoluntary partnerships to develop skill standards systems for\neach identified cluster; and (3) endorse skill standards systems\nrelating to the occupational clusters. The bill would authorize\nthe appropriation of $15 million in FY 1994 and such sums as may\nbe necessary in each of the next four years. The Board sunsets\nat the end of the five-year authorization period.\nSafe Schools. Title VII, the \"Safe Schools Act of 1994,\"\nwould help local school systems in high crime areas achieve Goal\nSix of the National Education Goals. This Goal calls for every\nschool in America to be free of drugs and violence by the year\n2000. It would authorize the appropriation of $50 million in\nFY 1994 for grants to local education agencies to combat serious\nschool crime and discipline problems and enhance school safety.\nFor FY 1994, $20 million has been appropriated for safe school\ngrants contingent upon enactment of this legislation by April 1,\n1994.\nEducational Research and Improvement. Title IX, the\n\"Educational Research, Development, Dissemination, and\nImprovement Act of 1994,' would restructure and reauthorize\nappropriations for ED's educational research and dissemination\nactivities in its Office of Educational Research and Improvement\n(OERI). The bill would establish a National Research Policy and\nPriorities Board to review and approve OERI's research\npriorities and its standards for awarding grants and contracts.\nResearch functions would be reorganized within five new national\nresearch institutes patterned after the National Institutes of\nHealth. Appropriations authorizations for the various functions\nwithin this Title total $182 million in FY 1995, $150 million in\nFY 1996, and such sums as may be necessary in each of FYs 1997-\n1999.\nAgency Views\nED \"enthusiastically\" recommends approval of the enrolled\nbill, as \"an historic piece of legislation and an important step\ntoward securing educational excellence and equity for all\nAmericans.\" ED states that while H.R. 1804 contains a number\nof less than ideal changes to the Administration's proposal, it\npreserves \"its essential structure and vision.\"\n-4-\nDOL \"strongly\" recommends approval of H.R. 1804. DOL\nstates that the skill standards system \"will provide a critical\nfoundation for other workforce development efforts of the\nAdministration\n[and] will enhance American economic\ncompetitiveness by facilitating the development of high\nperformance work organizations and a highly skilled workforce.\"\nDOL also notes that the bill contains amendments to the Jobs\nTraining Partnership Act Summer Youth Employment and Training\nprogram. According to DOL, these amendments will \"contribute to\nenhancing the skills and employability of disadvantaged youth.\nDOI cites concerns regarding some provisions of the\nenrolled bill. Specifically, the Department has reservations\nregarding the (1) adequacy of the funding in H.R. 1804 to carry\nout certain initiatives and reforms envisioned by the enrolled\nbill, (2) establishment of a new national panel for the Bureau\nof Indian Affairs (BIA), and (3) requirement to conduct a\ncertain study of schools funded by BIA. A detailed explanation\nof DOI's concerns is contained in their views letter.\nDespite these reservations, DOI states that \"[it] do[es]\nnot believe these concerns warrant a recommendation of\nPresidential veto.\" Accordingly, the Department recommends\napproval of H.R. 1804.\nThe OGE also recommends approval of the enrolled bill. OGE\ndoes, however, note its concern regarding some of the bill's\nconflict of interest provisions. A detailed explanation of\nthese concerns is contained in OGE's views letter.\nScoring for the Purpose of Pay-As-You-Go\nH.R. 1804 could increase receipts. The bill, therefore, is\nsubject to the pay-as-you-go requirement of the Omnibus Budget\nReconciliation Act of 1990. This Office's estimate is that the\npay-as-you-go effect of H.R. 1804 would be zero.\nConclusion and Recommendations\nWe join ED, DOL, DOI, the Treasury and other Executive\nagencies in recommending approval of the enrolled bill, which\npassed the House by a vote of 306-121 and the Senate by a vote\nof 63-22. Attached for your consideration is a signing\nstatement prepared by ED and this Office. The statement\nhighlights positive features of the bill, including (1)\ncodification of the National Education Goals; (2) provisions for\ndeveloping voluntary academic standards and assessments; and (3)\npromotion of occupational skill standards. It has been reviewed\nand approved by DOL, DOI, DOJ, OGE, the Office of the White\nHouse Counsel, and the Domestic Policy Council.\nLeon E. Panetta\nDirector\nEnclosures\n-5-\nSTATEMENT BY THE PRESIDENT\nToday, I am pleased to sign into law H.R. 1804, the \"Goals\n2000: Educate America Act.\" This legislation will improve the\neducation and workforce training system in the United States by\nproviding a national framework to promote the development and use\nof voluntary academic and occupational skill standards.\nThis comprehensive legislation supports States, local\ncommunities, schools, business and industry, and labor in\nreinventing our education and training system. It provides a\nframework to help all Americans reach internationally competitive\nstandards to enable our Nation to achieve the National Education\nGoals.\nGoals 2000 is the first Federal effort aimed at upgrading\nthe quality of education for all students in America's 85,000\npublic schools. Education is, and will remain, primarily a State\nand local responsibility. The lessons we have learned from the\ncollective work of States, local school districts, and individual\nschools are incorporated into the Goals 2000 Act. They provide\nthe basis for a new partnership between the Federal Government\nand States, parents, business, labor, schools, communities, and\nstudents to work together for fundamental, systemic reform and\nimprovement. This new partnership is not one of mandates and\ncontrol, but of cooperation and leadership.\nThe Goals 2000: Educate America Act will provide long-term\ndirection for the improvement of education and lifelong learning\nand will provide a framework and resources to help States,\nlocalities, and others interested in education to strengthen and\naccelerate their own improvement efforts.\nThe Act sets into law the National Education Goals and the\nbipartisan National Education Goals Panel, which reports on\nprogress toward achieving them. It supports the development and\ncertification of voluntary academic standards and assessments\nthat are challenging and appropriate for all students through a\nnew National Education Standards and Improvement Council.\nThe Act provides substantial financial support to States,\nlocal communities, and schools seeking to develop and implement\ntheir own comprehensive education improvement plans. At the same\ntime, it increases flexibility for States and school districts by\npermitting waivers of requirements that might impede improved\nperformance. It also provides urgently needed funds to enhance\nschool safety, thereby promoting learning in school districts\nwith the most serious crime, violence, and discipline problems.\nIn addition, the Goals 2000 Act reauthorizes and\nrestructures the Department of Education's Office of Educational\nResearch and Improvement, which supports a research and\ninformation base that is vital to educational reform and\nimprovement.\nFinally, this legislation creates a National Skill Standards\nBoard to promote the development and adoption of a voluntary\nnational system of occupational skill standards and skill\ncertification. This system will benefit students, workers, and\nemployers by providing a common, portable system for identifying\nthe skills needed for occupations and the skills possessed by\nindividuals. It will be an invaluable tool for creating and\nmaintaining a world-class American workforce.\n-2-\nThe Goals 2000: Educate America Act will help prepare the\ncurrent and future generations of our youth to participate\nactively in a diverse democratic society and a competitive world\neconomy. I salute Secretary of Education Dick Riley and\nSecretary of Labor Bob Reich and those in the Congress and\nelsewhere who worked long and hard to bring this legislation to\nmy desk. I am pleased to sign it into law.\n-3-\nOF EDUCATION\nUNITED STATES DEPARTMENT OF EDUCATION\nTHE SECRETARY\nUNITED STATES UNITED STATES of AMERICA\nMarch 28, 1994\nHonorable Leon Panetta\nDirector\nOffice of Management and Budget\nWashington, DC 20503\nDear Mr. Panetta:\nI am writing in response to your request for my views on\nH.R. 1804, the \"Goals 2000: Educate America Act. \" H.R. 1804\nwould, among other things, codify and provide a framework for\nmonitoring the attainment of the National Education Goals\n(through the National Education Goals Panel and the National\nEducation Standards and Improvement Council) ; support State\nsystemic education reform; establish the National Skill Standards\nBoard; help ensure safe schools; and reauthorize the Department\nof Education's Office of Educational Research and Improvement.\nH.R. 1804 is largely modeled on the Administration's Goals 2000\nproposal. Although Congress has made a number of changes in the\ndetails of that proposal that are less than ideal, its essential\nstructure and vision remain intact. The important mechanisms the\nAdministration proposed to help the next generation of Americans\nbecome better prepared to participate actively in a diverse\ndemocratic society and world economy are in the bill. Therefore,\nI enthusiastically recommend that the President sign H.R. 1804.\nTitle I - National Education Goals. Title I of the bill would\ncodify the National Education Goals and their objectives. Thus,\nthe bill would focus our Nation's education reform efforts around\ncommonly understood goals and objectives. Doing so, I believe,\nwill significantly enhance our national priority that all\nAmericans be ready and continue to learn to high standards.\nTitle II - National Education Reform Leadership, Standards, and\nAssessments. Title II of the bill would establish a bipartisan\nNational Education Goals Panel and a National Education Standards\nand Improvement Council (NESIC). The Goals Panel would provide\nnational consensus-building, report on attaining the National\nEducation Goals, and review certified voluntary national\neducation standards and criteria. NESIC would facilitate the\ndevelopment of those national standards and criteria and certify\nboth voluntary national and voluntary State-submitted standards\nand voluntary State-submitted assessments. These standards and\nassessments will inform the public about what American students\nshould know and be able to do in order to achieve high levels of\neducational proficiency. Through this mechanism of voluntary\nPage 2 - Honorable Leon Panetta\nstandard-setting and testing (and through Title III's program of\ngrants), the bill links improving curriculum and teaching for all\nstudents to the National Education Goals.\nTo help ensure that all students have a fair opportunity to\nachieve to such standards, Title II of the bill would authorize\ngrant programs to develop voluntary national opportunity-to-learn\nstandards and to defray the cost of developing, testing, and\nevaluating State assessments for measuring student achievement\nagainst their content and student performance standards. Title\nII of the bill would also authorize a grant program to assist\nStates in planning effectively for the use of technology in\nschools and would establish an Office of Educational Technology\nwithin the Department of Education.\nTitle III - State and Local Education Systemic Improvement.\nTitle III of H.R. 1804, which is very similar to Title III of the\nPresident's proposal, would create a program of grants to States\nto support, sustain, and accelerate State and local efforts to\nreform education so that all students can meet challenging State\nstandards. Each participating State would use a broad-based\n\"stakeholders\" panel, appointed by the Governor and the chief\nState school officer, to develop a comprehensive plan for the\nStatewide improvement of elementary and secondary education.\nThese State improvement plans will be the road maps the States\nfollow to reach the National Education Goals by laying out\nstrategies for improving teaching and learning, including the\ndevelopment of State content and student performance standards,\nthe use of reliable assessments tied to those standards, and\nstrategies to ensure that all students have a fair opportunity to\nachieve the knowledge and skills described in those standards.\nI strongly support the Title III program, for which the President\nhas requested nearly $700 million for fiscal year 1995. This\nimportant new program will create a partnership between the\nFederal Government and State and local governments dedicated to\npromoting and sustaining the reforms that are needed in our\nNation's schools.\nI am also pleased that the Congress has included such key\nelements of the President's Title III proposal as a requirement\nthat most of a State's grant be used to provide assistance to\nlocal communities and for professional development activities;\nauthority for the Secretary to waive certain Federal requirements\nthat may hinder States and school districts from carrying out\ntheir school improvement plans; and authority for the Secretary\nto carry out a broad array of national leadership activities in\nsupport of State and local reform efforts. These elements will\nhelp ensure that education reform is as thorough and as\nproductive as possible.\nPage 3 - Honorable Leon Panetta\nTitle V - National Skill Standard Board. We defer to the\nDepartment of Labor in regard to this title of the bill.\nTitle VII - Safe Schools. Title VII of the bill, the \"Safe\nSchools Act of 1994, \" is modeled closely on the Department's own\nSafe Schools proposal. Title VII is designed to help those\nschool systems with the most serious crime, violence, and\ndiscipline problems to enhance school safety and thereby promote\nlearning through a program of discretionary grants to local\neducational agencies and national leadership activities carried\nout by the Secretary. The program would assist school systems to\ndevelop and implement comprehensive school-safety strategies,\ncoordinate with related community agencies and programs, and\ncarry out violence-prevention activities such as conflict\nresolution and peer mediation. In addition, a small amount of\ngrant funds (5%) could be used for the installation of metal\ndetectors and hiring of security guards, to help keep dangerous\nweapons out of schools. Although Title VII contains an\nauthorization of appropriations for a single fiscal year,\nFY 1994, for which an appropriation of $20 million has already\nbeen made, that authorization is subject to the automatic one-\nyear extension provision in the Department's General Education\nProvisions Act, which may be used to support the President's\nFY 1995 budget request, albeit at a reduced level ($50 million\nrather than $100 million). Thereafter, safe schools activities\ncan be supported under the \"Safe and Drug-Free Schools and\nCommunities Act\" contained in the Administration's proposed\n\"Improving America's Schools Act.\"\nTitle IX - Educational Research and Improvement. Educational\nresearch and its dissemination are vital to systemic and school-\nbased educational improvements. I strongly support\nreauthorization of the Office of Educational Research and\nImprovement (OERI) through a free-standing authority, as provided\nin Title IX of H.R. 1804. Title IX, while retaining many of the\nimportant current OERI activities, would reorganize OERI to\ninclude authority for a National Educational Research Policy and\nPriorities Board; five national research institutes; an Office of\nReform Assistance and Dissemination; and a National Library of\nEducation.\nI am concerned, however, that the authority for the National\nEducational Research Policy and Priorities Board, particularly\nwith respect to its approval of OERI's research priorities and\nits standards for awarding grants and contracts, may raise\nsignificant concerns under the \"Appointments Clause\" of the\nConstitution. While we defer to the Department of Justice on\nthis issue, I believe that a constitutionally appropriate\ninterpretation of these provisions can be found. However, if\nthis is not the case, it may be necessary to seek curative\nlegislation.\nPage 4 - Honorable Leon Panetta\nNew grant programs in other titles. While the Department did not\nask for the new grant programs established in Titles IV (Parental\nAssistance), VI (International Education Program), VIII\n(Minority-Focused Civics Education Program), and IX (Teacher\nResearch Dissemination Demonstration Program and Goals 2000\nCommunity Partnership) of H.R. 1804 and may not ask that they be\nfunded, we believe that the budget and appropriations process is\nan appropriate means for deciding the level of need for these\nactivities.\nH.R. 1804 is the product of extensive bipartisan efforts. It\nsupports and builds on previous work in defining our National\nEducation Goals, and it begins a new national, State, and local\npartnership for fundamental, systemic education reform. While\nthe bill is not perfect, it is, nevertheless, an historic piece\nof legislation and an important step toward securing educational\nexcellence and equity for all Americans. I urge the President to\nsign H.R. 1804.\nYours sincerely,\nDick Richard W. Riley\nU.S. DEPARTMENT OF LABOR\nSECRETARY OF LABOR\nWASHINGTON, D.C.\nMAR 25 1994\nThe Honorable Leon E. Panetta\nDirector\nOffice of Management and Budget\nWashington, D.C. 20503\nDear Director Panetta:\nThis is in response to your request for the Department of\nLabor's recommendation regarding Presidential action on enrolled\nenactment H.R. 1804, the \"Goals 2000: Educate America Act.\" The\nDepartment strongly recommends Presidential approval of the\nenactment.\nThis legislation is based on an Administration proposal that\nwas transmitted to the Congress on April 21, 1993. The enactment\nwill improve the education and workforce training systems in the\nUnited States by providing a national framework to facilitate the\ndevelopment and use of voluntary education and occupational skill\nstandards. The Department believes these standards will provide\ninvaluable tools for creating and maintaining a world-class\nAmerican workforce.\nIn general, with respect to educational standards, the\nenactment would codify the National Education Goals and establish\na National Panel to report on progress towards achieving the\ngoals. It would also establish the National Education Standards\nand Improvement Council (NESIC) to encourage and certify model\nvoluntary national and State academic standards and assessments.\nIn addition, the enactment authorizes grants to State and local\nareas to develop and implement educational improvement plans to\npromote the development and attainment of such standards,\ncontains provisions to enhance school safety, and reauthorizes\nthe Department of Education's Office of Educational Research and\nImprovement to support the education reform effort. We support\nthe objectives of these measures and defer to the Department of\nEducation on the specific provisions relating to these matters.\nThe Department of Labor has a particular interest in two\nparts of the enactment: title V, which establishes a National\nSkill Standards Board; and section 1016, which amends the summer\nyouth employment and training program administered by the\nDepartment under title II-B of the Job Training Partnership Act\n(JTPA).\nTitle V of the enactment, which is entitled the \"National\nSkill Standards Act of 1994\", establishes a National Skill\nStandards Board to serve as a catalyst in stimulating the\n2\ndevelopment and adoption of a voluntary national system of skill\nstandards and skill certification. The National Board is to be\ncomposed of 28 members, which would include the Secretaries of\nLabor, Education and Commerce and the Chairperson of NESIC, all\nof whom would be ex officio, nonvoting members; eight\nrepresentatives of business; eight representatives of organized\nlabor; two neutral, qualified human resource professionals; and\nsix members from among the following groups, with at least one\nmember from each group -- educational institutions, community-\nbased organizations, State and local governments, and civil\nrights organizations. Of the 24 voting members, 12 are to be\nappointed by the President and 12 are to be appointed by\nCongressional leaders.\nThe members are to elect a chairperson, with the initial\nchairperson to be elected from among the business\nrepresentatives. The chairperson is to appoint an Executive\nDirector, who may appoint additional staff. The enactment also\nauthorizes the Board to use the facilities and staff of other\nFederal agencies in carrying out its duties.\nThe National Board has four primary functions. First, it is\nto identify, after extensive public consultation, broad clusters\nof major occupations in the United States that include one or\nmore industries and share characteristics that are appropriate\nfor the development of common skill standards.\nSecond, for each of the occupational clusters, the National\nBoard is to encourage and facilitate the establishment of\nvoluntary partnerships to develop skill standards systems. These\nvoluntary partnerships are to have the full and balanced\nparticipation of representatives of business, labor, education\nand training providers, and other stakeholders in the\noccupational cluster or industry for which standards are being\ndeveloped.\nThird, the National Board is to carry out several activities\nin support of the development of skill standards systems,\nincluding research, maintaining a catalog of standards used in\nother countries and by leading U.S. firms, serving as an\ninformation clearinghouse, developing a common nomenclature\nrelating to standards, encouraging the development of appropriate\ncurricula and training materials, providing technical assistance,\nand facilitating coordination among the voluntary partnerships\ndeveloping the standards to promote a coherent national system.\nFourth, the National Board is to endorse the skill standards\nsystems developed by voluntary partnerships if the systems meet\ncertain criteria. These include objective criteria established\nby the National Board as well as certain minimum criteria\nspecified in the enactment. One or more of the following five\ncomponents of a skill standards system may be endorsed. The\n3\nfirst component is voluntary skill standards, which must meet or\nexceed the highest applicable standards used in the United\nStates, be formulated in a manner that promotes the portability\nof credentials and facilitates worker mobility, be\nnondiscriminatory, and take into account the highest\ninternational standards and the requirements of high performance\nwork organizations. The second component is a voluntary system\nof assessment and certification of the attainment of skill\nstandards, which must utilize a variety of evaluation techniques,\ntake into account methods used in other countries, and be\nnondiscriminatory. The third component is a system to promote\nthe use of, and disseminate information relating to, the skill\nstandards and certifications within the occupation or industry.\nThe fourth component is a system to evaluate the implementation\nof the standards and certifications. The final component is a\nsystem to periodically revise and update the standards and\ncertifications to take into account changes in technology and\nchanges in standards in other countries.\nThe endorsement or absence of an endorsement of a skill\nstandards system by the National Board is not to be used in any\nlegal proceeding to establish that the use of the system conforms\nor does not conform to the requirements of Federal civil rights\nlaws.\nIn addition to these functions, the National Board is to\nestablish cooperative arrangements with NESIC to promote\ncoordination between the development of skill standards and the\nvoluntary national content and student performance standards\ndeveloped pursuant to title II of the enactment.\nThe National Board is authorized to enter into contracts and\ncooperative agreements to carry out its functions. The Secretary\nof Labor is authorized to award grants, from funds appropriated\nunder this title, to the voluntary partnerships to assist in the\ndevelopment of skill standards systems. Such grants are to be\nawarded after the National Board has reviewed each application\nand made a nonbinding recommendation to the Secretary.\nThere is a 20 percent administrative cost limitation that\nwill apply to funds appropriated for fiscal years 1995-1999. A\ncontingent appropriation has already been enacted for FY 1994\nunder the Labor-HHS-Education 1994 Appropriations Act to carry\nout Goals 2000, and the funds provided under that Act for this\ntitle will not be subject to this limitation.\nNot later than December 31, 1995 the National Board is to\nhave identified occupational clusters representing a substantial\nportion of the workforce and promote the development of an\ninitial set of skill standards. An annual report is to be\nsubmitted to the President and the Congress for each fiscal year\n4\ndescribing the activities undertaken and the extent to which the\npurposes of the title have been achieved.\nThe enactment authorizes an appropriation of $15 million for\n1994 and such sums as may be necessary for FY 95-99. There is a\nsunset provision that repeals this title on September 30, 1999.\nHowever, Congress is to review the accomplishments of the\nNational Board prior to the date of repeal to determine whether\nthe title should be extended beyond that date.\nThe Department strongly supports the enactment of this\ntitle. We believe the voluntary skill standards system will\nbenefit students, workers and employers by providing a common,\nportable system for identifying the skills needed for occupations\nand the skills possessed by individuals. It will provide a\ncritical foundation for the other workforce development efforts\nof the Administration, including the School-to-Work and\nReemployment initiatives. Finally, it will enhance American\neconomic competitiveness by facilitating the development of high\nperformance work organizations and a highly skilled workforce.\nSection 1016 of the enactment will enhance the JTPA Summer\nYouth Employment and Training program by adding several\nprovisions promoting academic enrichment, the provision of basic\nskills training, and the integration of work-based and school-\nbased learning. Under these amendments, basic and remedial\neducation and preemployment and work maturity skills training\nmust be provided to a participant if the assessment and service\nstrategy provided to the participant indicate that such services\nare appropriate. The amendment also provides that classroom\ntraining and work experience provided under the program are to\ninclude contextual learning opportunities and link the world of\nwork with the development of academic skills. In addition, the\namendment increases from 10 percent to 20 percent the proportion\nof summer youth funds that may be transferred by local areas to\nthe year-round youth employment and training program under JTPA.\nThe Department supports these amendments and believes they\nwill contribute to enhancing the skills and employability of\ndisadvantaged youth.\nFor the foregoing reasons, the Department strongly\nrecommends Presidential approval of enrolled enactment H.R. 1804.\nSincerely,\nRobert B. Reich\nDEPARTMENT U.S. OF THE INTERIOR\nUnited States Department of the Interior\nOFFICE OF THE SECRETARY\nMARCH\n3,\n1849\nWashington, D.C. 20240\nMarch 25, 1994\nHonorable Leon Panetta\nDirector, Office of Management\nand Budget\nAttention: Assistant Director\nfor Legislative Reference\nWashington, D.C. 20503\nDear Mr. Panetta:\nThis responds to your request for our views on enrolled bill H.R.\n1804, the \"Goals 2000: Educate America Act\".\nWe recommend approval of the enrolled bill by the President.\nThe enrolled bill would establish national education goals, to be\nachieved by the year 2000, including: all children will start\nschool ready to learn; the high school graduation rate will\nincrease to at least 90 percent; United States students will be\nfirst in the world in mathematics and science achievement; and\nevery school will promote partnerships that will increase\nparental involvement and participation.\nEnrolled bill H.R. 1804 would include provisions for reserving\nfunds to the Secretary of the Interior for the benefit of Indian\nstudents in schools operated or funded by the Bureau of Indian\nAffairs (Bureau), for the establishment of a national panel to\nassist in the development of a plan for system-wide reform and\nimprovement of education for the Bureau, for an analysis of costs\nassociated with meeting the academic and residential standards of\nthe Bureau for establishing baseline data, and other provisions\nwhich would enhance further involvement and access by schools\nenrolling American Indian and Alaska Native students, tribes and\nIndian communities in national education reform.\nOur comments are limited to those provisions of the bill which\nwould directly affect Department of the Interior programs,\nprimarily the Bureau of Indian Affairs.\nSection 303 would authorize $400 million to be appropriated for\nthe fiscal year 1994, and such sums as may be necessary for each\nof the fiscal years 1995 through 1998 to carry out Title III,\n\"State and Local Education Systemic Improvement\".\nSection 304 of enrolled bill H.R. 1804 would direct the Secretary\nof Education to reserve a total of 1% of the $400 million\nappropriation authorization under section 303 to provide\nassistance. The assistance, in amounts determined by the\nSecretary of Education, would be directed to: (1) the Bureau of\nIndian Affairs; (2) the outlying areas of Guam, American Samoa,\nthe Virgin Islands, the Northern Mariana Islands, and Palau; and\n(3) the Alaska Federation of Natives.\nWith regard to section 304, we are concerned that the 1% reserved\nfunds, $4 million may not be sufficient to adequately carry out\nthe initiatives and reforms envisioned in the enrolled bill. The\nneeds of Indian students, the outlying areas and the Alaska\nFederation of Natives far exceed this amount. In addition, no\nmethod is identified for distributing the reserved funds among\nthe eligible entities.\nSection 315 of the enrolled bill would direct the Secretary of\nthe Interior to establish a national panel to assist in the\ndevelopment of a plan for system-wide reform and improvement of\neducation for the Bureau of Indian Affairs. The panel would\nconsist of, at a minimum, 18 members from across Indian country,\nwho would be required to meet regularly as a full panel.\nOur concern with section 315 is that the establishment of such a\npanel would be costly and unnecessary. Funds for panel\nactivities would have to come from the Bureau's portion of the\nsection 304 1% set-aside. The panel would, to a great extent,\nduplicate the tribal consultation process and may be considerably\nmore time-consuming and no more effective than our present\nconsultation process. In addition, any changes in practices,\nprograms and emphasis in the Bureau's current education efforts,\nagreed to by the panel, must also be subjected to the\nconsultation process before they are implemented.\nThe Bureau, we believe, has a more comprehensive process already\nin place to receive input from tribes, school boards, schools,\norganizations and parents. This is the tribal consultation\nprocess, mandated by section 1130 of Public Law 95-561. The\nprocess requires active consultation regarding any changes in\ncurrent practice or programs which will be considered for future\naction by the Bureau of Indian Affairs.\nConducted twice a year at each of eleven sites across Indian\ncountry, the tribal consultation process reaches more American\nIndian and Alaska Native people at local, State and regional\nlevels than would a national panel.\nAnother concern we have with section 315 of the enrolled bill is\nthat it would direct the Secretary of the Interior to reserve up\nto $500,000 to provide, through the National Academy of Sciences\nor the National Academy of Education, an analysis of costs\nassociated with meeting the academic and home-living/residential\nstandards of the Bureau for each school funded by the Bureau.\nThe analysis would establish baseline data and provide a\nframework for addressing the implementation of opportunity-to-\nlearn standards.\nThe cost study is a cause for concern for the following reasons:\n(1) the study proposes to assess the Bureau's current standards,\nwhich are outdated, used by only 12% of our schools since most\nBureau schools follow State standards for accreditation purposes,\nand will be changed in relation to the development of new\nopportunity-to-learn standards; (2) good baseline data have been\ncollected over the past three years, relative to the costs\nassociated with meeting the current Bureau academic and\nresidential standards; and (3) the $500,000 would be obtained\nfrom the first allotment made to the Secretary of the Interior\nand would further diminish the funds available for implementing\nthe initiatives and reforms contemplated by enrolled bill H.R.\n1804.\nIt is our hope that the Department of the Interior will be given\nflexibility in implementing and conducting such a study in terms\nof: (1) the ultimate costs associated with the study; (2) who\nwill conduct the study; and (3) the use of existing data rather\nthan initiating an expensive data collection effort which may\nduplicate the data already on hand.\nAlthough we have these concerns with enrolled bill H.R. 1804, on\nbalance, we do not believe these concerns warrant a\nrecommendation of Presidential veto.\nWe envision that enactment of enrolled bill H.R. 1804 will have a\ndirect and positive impact on the 184 elementary and secondary\nschools which serve over 45,000 American Indian children on 67\nIndian reservations in 23 States, as it will serve to advance our\nown current efforts to reform our schools.\nFor these reasons, we recommend that the President approve\nenrolled bill H.R. 1804.\nSincerely,\nJohn Luly\nSOLICITOR\nSTATES\nUNITED\nOFFICE\nUnited States\nOF\nOffice of Government Ethics\nCOMMISSION\nSOHIA\n1201 New York Avenue, NW., Suite 500\nWashington, DC 20005-3917\nMarch 24, 1994\nThe Honorable Leon E. Panetta\nDirector\nOffice of Management and Budget\nWashington, DC 20503\nAttention: Assistant Director for\nLegislative Reference\nDear Mr. Panetta:\nThis Office has reviewed H.R. 1804, Goals 2000: The Educate\nAmerica Act, as it appeared in the Congressional Record of\nMarch 21, 1994, and as, we assume, it will be enrolled. The bill,\namong other things, provides a framework for meeting the National\nEducation Goals established by title I. The ethics issues\npresented by this bill relate to sections 202 (j) 212 (j) (3), 503 (h)\nand 921 (f) (4) Our concerns, as discussed below, do not rise to\nthe level of a recommendation that the President veto the bill.\nSection 202 (j) sets forth a conflict of interest provision\nwhich prohibits a member of the National Education Goals Panel who\nis an elected official of a State that has developed certain\nstandards from participating in Goals Panel consideration of such\nstandards. This provision does not raise any concern with respect\nto the ethics program of the executive branch.\nSection 212 (j) sets forth certain conflict of interest\nprovisions applicable to members of the National Education\nStandards and Improvement Council (Council) Section 212 (j) (1)\nprohibits a member of the Council from concurrently serving as a\nmember of the Goals Panel. Section 212 (j) (2) prohibits a member of\nthe Council who resides in a State that has developed certain State\nstandards and assessments that are submitted to the Council for\ncertification from participating in Council consideration of such\nstandards and assessments. Neither of these provisions presents an\nethics concern.\nOur concern focuses on section 212 (j) (3) which establishes\nspecial rules for issuing waivers of the basic conflict of interest\nlaw contained in 18 U.S.C. § 208. Section 212 (j) (3) (A) requires\nthat, before an individual is appointed to the Council, a copy of\nany waiver issued under 18 U.S.C. § 208 (b) (3) be submitted to the\nappropriate Congressional committees. Information not otherwise\npublicly available under 18 U.S.C. § 208 (d) (1) is to be noted as\nnonpublic information. Section 212 (j) (3) (B) requires the Council\nto develop and submit to the appropriate Congressional committees\nOGE- 106\nAugust 1992\nThe Honorable Leon E. Panetta\nPage 2\nprocedures governing the participation of a Council member in any\nmatter that affects the financial interest of the Council member or\nof a person or entity whose interest is imputed to the Council\nmember. These procedures are to be consistent with the provisions\nof 18 U.S.C. § 208 (b) (3) and any regulations issued pursuant to\nthat statute.\nWhat is of concern to us, and what was the subject of some\ndiscussion with the Department of Education, is that section\n208 (b) (3) waivers are available to Federal Advisory Committee Act\n(FACA) members. The Department believes that the National\nEducation Standards and Improvement Council is an agency, not a\nFACA committee. Thus in order to accommodate this problem, the\nlanguage \"Notwithstanding any other provision of law\" was added\nwith the hopeful result that the Council members would get the\nbenefit of the more easily granted (b) (3) waivers and not the\nstandard (b) (1) waivers. If the Department is correct and the\nCouncil is an agency, the individuals on the Council will be the\nonly heads of an agency to be treated in this manner. This\nrepresents a real possibility of substantial loosening of the\nconflict of interest restrictions for these individuals.\nWe understand from the Department that the distinction between\n(b) (1) waivers and (b) (3) waivers was not a crucial element in the\nlast-minute negotiations on the bill as a whole. We can appreciate\nthat. What we do suggest is that the Administration hold the\nmembers of the Council to the more restrictive standard when they\nare appointed even though one might be able to read this provision\nmore expansively. The conflicts' concerns for these individuals\nneed not be more lax than those for other collegial heads of\nagencies.\nSection 502 (h) sets forth a conflict of interest provision\napplicable to the National Skill Standards Board (National Board)\nIt provides that a former member of the National Board may not have\na financial interest in \"an assessment and certification system\ndeveloped or endorsed under this title for a period of 3 years\nafter termination of service of such individual from the National\nBoard.' This post-employment provision prohibits the holding of\ncertain financial interests after leaving Government service and is\na type of restriction that does not exist in the Government-wide\npost-employment laws. There seems to be no rationale for\nprohibiting an individual from holding a financial interest after\nGovernment service when he or she is not prohibited from holding it\nduring Government service, assuming recusal is acceptable.\nProhibited interests are an important concept of present Government\nservice so that Governmental processes cannot be questioned. When\nan individual is no longer in Government service, that is not an\nissue. Finally, there is no penalty for this provision, so it can\nonly be used as a source of public criticism.\nThe Honorable Leon E. Panetta\nPage 3\nSection 921 (f) (4) contains a conflict of interest provision\napplicable to a member of the National Educational Research Policy\nand Priorities Board (Board) It states that a \"voting member of\nthe Board shall be considered a special Government employee for the\npurposes of the Ethics in Government Act of 1978. \" The intent of\nthis provision is not completely clear. If the intent is simply to\nclarify the status of voting members of the Board as special\nGovernment employees, then the provision should have referenced\nsection 202 of title 18 which contains the definition of a special\nGovernment employee. As drafted, this language suggests that a\nvoting board member is to be considered a special Government\nemployee only for the purposes of the 1978 Ethics Act which is\nprimarily for financial disclosure, not conduct, purposes. This\nambiguity could create uncertainty about the application of other\nethics laws and regulations to voting Board members.\nAbsent any concerns on any other unrelated issues, we have no\nbasis to recommend anything other than that the President sign the\nbill.\nSincerely,\nStephen D. Potts\nDirector\nUnited States\nOffice of the Director\nInformation\nAgency\nWashington, D.C. 20547\nUSIA\nMarch 25, 1994\nThe Honorable Leon Panetta\nDirector\nOffice of Management and Budget\nDear Mr. Panetta:\nThe United States Information Agency supports Title VI of\nH.R. 1804 - Goals 2000: The Educate America Act and recommend\nthe President's approval.\nThe Agency will limit its specific comments to Title VI, entitled\nInternational Education Program. This Title provides for the\nstudy of international education programs and delivery systems\nand the establishment of an international education exchange\nprogram. Because of the latter provision, the legislation\nrequires the involvement of the Director of USIA in the\ndevelopment of the program.\nWe appreciate the opportunity to comment on the enrolled bill.\nSincerely,\nPann Kemble\nPenn Kemble\nDeputy Director\nT ! OFF TRANSMISSION\nTIME OF RECEIPT\nWHITE HOUSE\nSITUATION ROOM\n29 P7:49\nPRECEDENCE: IMMEDIATE\nRELEASER:\nPRIORITY\nROUTINE\nDTQ:\nMESSAGE NO.\nCLASSIFICATION unclassified\n5\nPAGES\nFROM Sharon Wagner/The White House\n6 2702\n(NAME)\n(PHONE NUMBER)\n(ROOM NO.)\nMESSAGE DESCRIPTION\nTO (AGENCY)\nDELIVER TO\nDEPT/ROOM NO.\nPHONE\nCA\nANDREW FRIENDLY\n(FOR THE PRESIDENT/INFORMATION)\nREMARKS:\nAttached is a copy of the enrolled bill memo for H.R. 1804 - Goals\n2000: Educate America Act. This is the bill that the\nPresident will sign during ceremony on Thursday.\nPls make sure the President sees this memo before that. Thanks.\nEXECUTIVE OFFICE OF THE PRESIDENT\nCFFSCE\nUNITED\nOFFICE OF MANAGEMENT AND BUDGET\nWASHINGTON, D.C. 20503\nTHE DIRECTOR\nMarch 29, 1994\n94 MAR 29 P4: 35\nMEMORANDUM FOR THE PRESIDENT\nSUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate\nAmerica Act\nSponsors - Rep. Kildee (D) MI and 39 others\nLast Day for Action\nApril 8, 1994 - Friday. The Department of Education\ninformally advises that H.R. 1804 should be approved by\nmidnight, March 31, 1994. This will permit $125 million of\nFY 1994 appropriations to remain available for implementation of\nprograms authorized by this legislation.\nPurpose\n(1) Provides a national framework for improving learning\nand teaching so that all students can reach internationally\ncompetitive standards; (2) codifies the National Education\nGoals; (3) establishes a national board to promote the\ndevelopment and adoption of a voluntary national system of\noccupational skill standards; (4) helps to combat serious crime,\nviolence, and discipline problems in schools through the Safe\nSchools Act of 1994; and (5) restructures and reauthorizes the\nDepartment of Education's educational research function.\nAgency Recommendations\nOffice of Management and Budget\nApproval (Signing\nStatement attached)\nDepartment of Education (ED)\nApproval\nDepartment of Labor (DOL)\nApproval\nDepartment of the Interior (DOI)\nApproval\nUnited States Information Agency\nApproval\nOffice of Government Ethics (OGE)\nApproval\nDepartment of the Treasury\nApproval\n(Informally)\nDepartment of State\nApproval\n(Informally)\nGeneral Services Administration\nApproval\n(Informally)\nEnvironmental Protection Agency\nApproval\n(Informally\nNational Science Foundation\nApproval\n(Informally)\nSmall Business Administration\nApproval\n(Informally)\nNational Endowment for the Arts\nApproval\n(Informally)\nNational Commission on Libraries\nand Information Science\nApproval\n(Informally)\nOffice of Personnel Management\nApproval\n(Informally)\nNational Endowment for the Humanities\nApproval\n(Informally)\nOffice of Special Counsel\nApproval\n(Informally)\nDepartment of Justice (DOJ)\nNo comment\n(Informally)\nDepartment of Commerce\nDefers to ED\n(Informally)\nDepartment of Defense\nDefers to ED\n(Informally)\nDepartment of Health and Human\nServices\nDefers to ED\n(Informally)\nDiscussion\nOn April 21, 1993, you transmitted to Congress \"Goals 2000:\nEducate America Act,\" major legislation to provide the framework\nfor comprehensive reform of elementary and secondary education\nprograms. H.R. 1804 is very similar to your initiative.\nMajor Provisions of H.R. 1804\nThe major provisions of H.R. 1804 are summarized below. A\nmore detailed description of the bill's provisions is contained\nin the views letters prepared by ED and DOL.\nGoals 2000. Title I of H.R. 1804 would statutorily\nestablish, with slight modifications, the six National Education\nGoals that were announced in 1990. H.R. 1804 also would add two\nnew goals: (1) parental participation and (2) teacher education\nand professional development. To foster attainment of these\ngoals, Titles II and III would:\nEstablish, in the Executive branch, the bipartisan National\nEducation Goals Panel (NEGP) to report on progress toward\nachieving the National Education Goals and to review\nvoluntary education standards. The bill would authorize\nthe appropriation of $3 million in FY 1994 and such sums as\nmay be necessary for each of FYs 1995-1998 for the NEGP.\n-2-\nEstablish, in the Executive branch, the National Education\nStandards and Improvement Council (NESIC). The NESIC would\ncertify voluntary national content and student performance\nstandards. It would also certify that voluntarily\nsubmitted State standards are comparable to the national\nstandards. The bill would authorize the appropriation of\n$3 million in FY 1994 and such sums as may be necessary for\neach of FYs 1995-1998 for the NESIC.\nAuthorize grants for two years to States to develop\nvoluntary national \"opportunity-to-learn\" standards that\nwould identify conditions for teaching and learning\nnecessary for all students to have a fair opportunity to\nlearn. In addition, H.R. 1804 would authorize grants to\nStates and local school districts to help defray the cost\nof developing, field testing, and evaluating new learning\nassessment systems. The bill would authorize the\nappropriation of $2 million in FY 1994 and such sums as may\nbe necessary for FY 1995 for \"opportunity-to-learn\" grants\nand $5 million in FY 1994 and such sums as may be necessary\nfor each of FYs 1995-1998 for assessment grants.\nPromote \"systemic reform\" in the Nation's education system\nto meet the National Education Goals through a new formula\ngrant program to States. Grants would be used to develop\nand implement (1) comprehensive reform plans built around\nhigh standards for all students; (2) strategies for\nimproving teaching and learning to achieve those standards;\nand (3) new methods of assessing student achievement of the\nstandards. The bill contains two provisions to waive\nFederal requirements that may hinder States in carrying out\nschool improvement plans. One provision is for a\ndemonstration program limited to six States, and a second\nprovision provides a more general authority to the\nSecretary of ED.\nH.R. 1804 would authorize the appropriation of $400 million\nin FY 1994 and such sums as may be necessary for each of\nFYs 1995-1998 for systemic reform efforts. For FY 1994,\n$100 million has been appropriated for systemic reform\ngrants contingent upon this legislation becoming law by\nApril 1, 1994. In addition, H.R. 1804 would authorize the\nappropriation of $5 million in FY 1994 to help States\ndevelop technology plans in conjunction with their reform\nefforts. The FY 1994 appropriation of $5 million is also\ncontingent upon the enactment of this legislation by\nApril 1, 1994.\n-3-\nNational Skill Standards Board. Title V would create a\nNational Skill Standards Board to oversee development of\nvoluntary national occupational standards that signify mastery\nof specific occupations. It would be composed of\nrepresentatives of business, labor, education and training\nproviders, community organizations, and all levels of\ngovernment. The Board would: (1) identify broad clusters of\nmajor occupations involving one or more industries for which\ncommon sets of skill standards could be developed; (2) encourage\nvoluntary partnerships to develop skill standards systems for\neach identified cluster; and (3) endorse skill standards systems\nrelating to the occupational clusters. The bill would authorize\nthe appropriation of $15 million in FY 1994 and such sums as may\nbe necessary in each of the next four years. The Board sunsets\nat the end of the five-year authorization period.\nSafe Schools. Title VII, the \"Safe Schools Act of 1994,\"\nwould help local school systems in high crime areas achieve Goal\nSix of the National Education Goals. This Goal calls for every\nschool in America to be free of drugs and violence by the year\n2000. It would authorize the appropriation of $50 million in\nFY 1994 for grants to local education agencies to combat serious\nschool crime and discipline problems and enhance school safety.\nFor FY 1994, $20 million has been appropriated for safe school\ngrants contingent upon enactment of this legislation by April 1,\n1994.\nEducational Research and Improvement. Title IX, the\n\"Educational Research, Development, Dissemination, and\nImprovement Act of 1994,' would restructure and reauthorize\nappropriations for ED's educational research and dissemination\nactivities in its Office of Educational Research and Improvement\n(OERI). The bill would establish a National Research Policy and\nPriorities Board to review and approve OERI's research\npriorities and its standards for awarding grants and contracts.\nResearch functions would be reorganized within five new national\nresearch institutes patterned after the National Institutes of\nHealth. Appropriations authorizations for the various functions\nwithin this Title total $182 million in FY 1995, $150 million in\nFY 1996, and such sums as may be necessary in each of FYs 1997-\n1999.\nAgency Views\nED \"enthusiastically\" recommends approval of the enrolled\nbill, as \"an historic piece of legislation and an important step\ntoward securing educational excellence and equity for all\nAmericans.\" ED states that while H.R. 1804 contains a number\nof less than ideal changes to the Administration's proposal, it\npreserves \"its essential structure and vision.\"\n-4-\nDOL \"strongly\" recommends approval of H.R. 1804. DOL\nstates that the skill standards system \"will provide a critical\nfoundation for other workforce development efforts of the\nAdministration\n[and] will enhance American economic\ncompetitiveness by facilitating the development of high\nperformance work organizations and a highly skilled workforce.\"\nDOL also notes that the bill contains amendments to the Jobs\nTraining Partnership Act Summer Youth Employment and Training\nprogram. According to DOL, these amendments will \"contribute to\nenhancing the skills and employability of disadvantaged youth.\nDOI cites concerns regarding some provisions of the\nenrolled bill. Specifically, the Department has reservations\nregarding the (1) adequacy of the funding in H.R. 1804 to carry\nout certain initiatives and reforms envisioned by the enrolled\nbill, (2) establishment of a new national panel for the Bureau\nof Indian Affairs (BIA), and (3) requirement to conduct a\ncertain study of schools funded by BIA. A detailed explanation\nof DOI's concerns is contained in their views letter.\nDespite these reservations, DOI states that \"[it] do[es]\nnot believe these concerns warrant a recommendation of\nPresidential veto.' Accordingly, the Department recommends\napproval of H.R. 1804.\nThe OGE also recommends approval of the enrolled bill. OGE\ndoes, however, note its concern regarding some of the bill's\nconflict of interest provisions. A detailed explanation of\nthese concerns is contained in OGE's views letter.\nScoring for the Purpose of Pay-As-You-Go\nH.R. 1804 could increase receipts. The bill, therefore, is\nsubject to the pay-as-you-go requirement of the Omnibus Budget\nReconciliation Act of 1990. This Office's estimate is that the\npay-as-you-go effect of H.R. 1804 would be zero.\nConclusion and Recommendations\nWe join ED, DOL, DOI, the Treasury and other Executive\nagencies in recommending approval of the enrolled bill, which\npassed the House by a vote of 306-121 and the Senate by a vote\nof 63-22. Attached for your consideration is a signing\nstatement prepared by ED and this Office. The statement\nhighlights positive features of the bill, including (1)\ncodification of the National Education Goals; (2) provisions for\ndeveloping voluntary academic standards and assessments; and (3)\npromotion of occupational skill standards. It has been reviewed\nand approved by DOL, DOI, DOJ, OGE, the Office of the White\nHouse Counsel, and the Domestic Policy Council.\nLeon E. Panetta\nDirector\nEnclosures\n-5-\nEXECUTIVE OFFICE OF THE PRESIDENT\nOFFICE\nUNITED\nOFFICE OF MANAGEMENT AND BUDGET\nSTATES\nSERVIS\nWASHINGTON, D.C. 20503\nTHE DIRECTOR\nMarch 29, 1994\nMEMORANDUM FOR THE PRESIDENT\nSUBJECT: Enrolled Bill H.R. 1804 - Goals 2000: Educate\nAmerica Act\nSponsors - Rep. Kildee (D) MI and 39 others\nLast Day for Action\nApril 8, 1994 - Friday. The Department of Education\ninformally advises that H.R. 1804 should be approved by\nmidnight, March 31, 1994. This will permit $125 million of\nFY 1994 appropriations to remain available for implementation of\nprograms authorized by this legislation.\nPurpose\n(1) Provides a national framework for improving learning\nand teaching so that all students can reach internationally\ncompetitive standards; (2) codifies the National Education\nGoals; (3) establishes a national board to promote the\ndevelopment and adoption of a voluntary national system of\noccupational skill standards; (4) helps to combat serious crime,\nviolence, and discipline problems in schools through the Safe\nSchools Act of 1994; and (5) restructures and reauthorizes the\nDepartment of Education's educational research function.\nAgency Recommendations\nOffice of Management and Budget\nApproval (Signing\nStatement attached)\nDepartment of Education (ED)\nApproval\nDepartment of Labor (DOL)\nApproval\nDepartment of the Interior (DOI)\nApproval\nUnited States Information Agency\nApproval\nOffice of Government Ethics (OGE)\nApproval\nDepartment of the Treasury\nApproval\n(Informally)\nDepartment of State\nApproval\n(Informally)\nGeneral Services Administration\nApproval\n(Informally)\nEnvironmental Protection Agency\nApproval\n(Informally\nNational Science Foundation\nApproval\n(Informally)\nSmall Business Administration\nApproval\n(Informally)\nNational Endowment for the Arts\nApproval\n(Informally)\nNational Commission on Libraries\nand Information Science\nApproval\n(Informally)\nOffice of Personnel Management\nApproval\n(Informally)\nNational Endowment for the Humanities\nApproval\n(Informally)\nOffice of Special Counsel\nApproval\n(Informally)\nDepartment of Justice (DOJ)\nNo comment\n(Informally)\nDepartment of Commerce\nDefers to ED\n(Informally)\nDepartment of Defense\nDefers to ED\n(Informally)\nDepartment of Health and Human\nServices\nDefers to ED\n(Informally)\nDiscussion\nOn April 21, 1993, you transmitted to Congress \"Goals 2000:\nEducate America Act,\" major legislation to provide the framework\nfor comprehensive reform of elementary and secondary education\nprograms. H.R. 1804 is very similar to your initiative.\nMajor Provisions of H.R. 1804\nThe major provisions of H.R. 1804 are summarized below. A\nmore detailed description of the bill's provisions is contained\nin the views letters prepared by ED and DOL.\nGoals 2000. Title I of H.R. 1804 would statutorily\nestablish, with slight modifications, the six National Education\nGoals that were announced in 1990. H.R. 1804 also would add two\nnew goals: (1) parental participation and (2) teacher education\nand professional development. To foster attainment of these\ngoals, Titles II and III would:\nEstablish, in the Executive branch, the bipartisan National\nEducation Goals Panel (NEGP) to report on progress toward\nachieving the National Education Goals and to review\nvoluntary education standards. The bill would authorize\nthe appropriation of $3 million in FY 1994 and such sums as\nmay be necessary for each of FYs 1995-1998 for the NEGP.\n-2-\nEstablish, in the Executive branch, the National Education\nStandards and Improvement Council (NESIC). The NESIC would\ncertify voluntary national content and student performance\nstandards. It would also certify that voluntarily\nsubmitted State standards are comparable to the national\nstandards. The bill would authorize the appropriation of\n$3 million in FY 1994 and such sums as may be necessary for\neach of FYs 1995-1998 for the NESIC.\nAuthorize grants for two years to States to develop\nvoluntary national \"opportunity-to-learn\" standards that\nwould identify conditions for teaching and learning\nnecessary for all students to have a fair opportunity to\nlearn. In addition, H.R. 1804 would authorize grants to\nStates and local school districts to help defray the cost\nof developing, field testing, and evaluating new learning\nassessment systems. The bill would authorize the\nappropriation of $2 million in FY 1994 and such sums as may\nbe necessary for FY 1995 for \"opportunity-to-learn\" grants\nand $5 million in FY 1994 and such sums as may be necessary\nfor each of FYs 1995-1998 for assessment grants.\nPromote \"systemic reform\" in the Nation's education system\nto meet the National Education Goals through a new formula\ngrant program to States. Grants would be used to develop\nand implement (1) comprehensive reform plans built around\nhigh standards for all students; (2) strategies for\nimproving teaching and learning to achieve those standards;\nand (3) new methods of assessing student achievement of the\nstandards. The bill contains two provisions to waive\nFederal requirements that may hinder States in carrying out\nschool improvement plans. One provision is for a\ndemonstration program limited to six States, and a second\nprovision provides a more general authority to the\nSecretary of ED.\nH.R. 1804 would authorize the appropriation of $400 million\nin FY 1994 and such sums as may be necessary for each of\nFYs 1995-1998 for systemic reform efforts. For FY 1994,\n$100 million has been appropriated for systemic reform\ngrants contingent upon this legislation becoming law by\nApril 1, 1994. In addition, H.R. 1804 would authorize the\nappropriation of $5 million in FY 1994 to help States\ndevelop technology plans in conjunction with their reform\nefforts. The FY 1994 appropriation of $5 million is also\ncontingent upon the enactment of this legislation by\nApril 1, 1994.\n-3-\nNational Skill Standards Board. Title V would create a\nNational Skill Standards Board to oversee development of\nvoluntary national occupational standards that signify mastery\nof specific occupations. It would be composed of\nrepresentatives of business, labor, education and training\nproviders, community organizations, and all levels of\ngovernment. The Board would: (1) identify broad clusters of\nmajor occupations involving one or more industries for which\ncommon sets of skill standards could be developed; (2) encourage\nvoluntary partnerships to develop skill standards systems for\neach identified cluster; and (3) endorse skill standards systems\nrelating to the occupational clusters. The bill would authorize\nthe appropriation of $15 million in FY 1994 and such sums as may\nbe necessary in each of the next four years. The Board sunsets\nat the end of the five-year authorization period.\nSafe Schools. Title VII, the \"Safe Schools Act of 1994,\"\nwould help local school systems in high crime areas achieve Goal\nSix of the National Education Goals. This Goal calls for every\nschool in America to be free of drugs and violence by the year\n2000. It would authorize the appropriation of $50 million in\nFY 1994 for grants to local education agencies to combat serious\nschool crime and discipline problems and enhance school safety.\nFor FY 1994, $20 million has been appropriated for safe school\ngrants contingent upon enactment of this legislation by April 1,\n1994.\nEducational Research and Improvement. Title IX, the\n\"Educational Research, Development, Dissemination, and\nImprovement Act of 1994,\" would restructure and reauthorize\nappropriations for ED's educational research and dissemination\nactivities in its Office of Educational Research and Improvement\n(OERI). The bill would establish a National Research Policy and\nPriorities Board to review and approve OERI's research\npriorities and its standards for awarding grants and contracts.\nResearch functions would be reorganized within five new national\nresearch institutes patterned after the National Institutes of\nHealth. Appropriations authorizations for the various functions\nwithin this Title total $182 million in FY 1995, $150 million in\nFY 1996, and such sums as may be necessary in each of FYs 1997-\n1999.\nAgency Views\nED \"enthusiastically\" recommends approval of the enrolled\nbill, as \"an historic piece of legislation and an important step\ntoward securing educational excellence and equity for all\nAmericans.\" ED states that while H.R. 1804 contains a number\nof less than ideal changes to the Administration's proposal, it\npreserves \"its essential structure and vision.\"\n-4-\nDOL \"strongly\" recommends approval of H.R. 1804. DOL\nstates that the skill standards system \"will provide a critical\nfoundation for other workforce development efforts of the\nAdministration\n[and] will enhance American economic\ncompetitiveness by facilitating the development of high\nperformance work organizations and a highly skilled workforce. \"\nDOL also notes that the bill contains amendments to the Jobs\nTraining Partnership Act Summer Youth Employment and Training\nprogram. According to DOL, these amendments will \"contribute to\nenhancing the skills and employability of disadvantaged youth.\nDOI cites concerns regarding some provisions of the\nenrolled bill. Specifically, the Department has reservations\nregarding the (1) adequacy of the funding in H.R. 1804 to carry\nout certain initiatives and reforms envisioned by the enrolled\nbill, (2) establishment of a new national panel for the Bureau\nof Indian Affairs (BIA), and (3) requirement to conduct a\ncertain study of schools funded by BIA. A detailed explanation\nof DOI's concerns is contained in their views letter.\nDespite these reservations, DOI states that \"[it] do[es]\nnot believe these concerns warrant a recommendation of\nPresidential veto.\" Accordingly, the Department recommends\napproval of H.R. 1804.\nThe OGE also recommends approval of the enrolled bill. OGE\ndoes, however, note its concern regarding some of the bill's\nconflict of interest provisions. A detailed explanation of\nthese concerns is contained in OGE's views letter.\nScoring for the Purpose of Pay-As-You-Go\nH.R. 1804 could increase receipts. The bill, therefore, is\nsubject to the pay-as-you-go requirement of the Omnibus Budget\nReconciliation Act of 1990. This Office's estimate is that the\npay-as-you-go effect of H.R. 1804 would be zero.\nConclusion and Recommendations\nWe join ED, DOL, DOI, the Treasury and other Executive\nagencies in recommending approval of the enrolled bill, which\npassed the House by a vote of 306-121 and the Senate by a vote\nof 63-22. Attached for your consideration is a signing\nstatement prepared by ED and this Office. The statement\nhighlights positive features of the bill, including (1)\ncodification of the National Education Goals; (2) provisions for\ndeveloping voluntary academic standards and assessments; and (3)\npromotion of occupational skill standards. It has been reviewed\nand approved by DOL, DOI, DOJ, OGE, the Office of the White\nHouse Counsel, and the Domestic Policy Council.\nLeon E. Panetta\nDirector\nEnclosures\n-5-\nSTATEMENT BY THE PRESIDENT\nToday X am pleased to sign into law H.R. 1804, the \"Goals\n2000: Educate America Act. \" This legislation will improve the\neducation and workforce training system in the United States by\nproviding a national framework to promote the development and use\nof voluntary academic and occupational skill standards.\nThis comprehensive legislation supports States, local\ncommunities, schools, business and industry, and labor in\nreinventing our education and training system. It provides a\nframework to help all Americans reach internationally competitive\nstandards to enable our Nation to achieve the National Education\nGoals.\nGoals 2000 is the first Federal effort aimed at upgrading\nthe quality of education for all students in America's 85,000\npublic schools. Education is, and will remain, primarily a State\nand local responsibility. The lessons we have learned from the\ncollective work of States, local school districts, and individual\nschools are incorporated into the Goals 2000 Act. They provide\nthe basis for a new partnership between the Federal Government\nand States, parents, business, labor, schools, communities, and\nstudents to work together for fundamental, systemic reform and\nimprovement. This new partnership is not one of mandates and\ncontrol, but of cooperation and leadership.\nThe Goals 2000: Educate America Act will provide long-term\ndirection for the improvement of education and lifelong learning\nand will provide a framework and resources to help States,\nlocalities, and others interested in education to strengthen and\naccelerate their own improvement efforts.\nThe Act sets into law the National Education Goals and the\nbipartisan National Education Goals Panel, which reports on\nprogress toward achieving them. It supports the development and\ncertification of voluntary academic standards and assessments\nthat are challenging and appropriate for all students through a\nnew National Education Standards and Improvement Council.\nThe Act provides substantial financial support to States,\nlocal communities, and schools seeking to develop and implement\ntheir own comprehensive education improvement plans. At the same\ntime, it increases flexibility for States and school districts by\npermitting waivers of requirements that might impede improved\nperformance. It also provides urgently needed funds to enhance\nschool safety, thereby promoting learning in school districts\nwith the most serious crime, violence, and discipline problems.\nIn addition, the Goals 2000 Act reauthorizes and\nrestructures the Department of Education's Office of Educational\nResearch and Improvement, which supports a research and\ninformation base that is vital to educational reform and\nimprovement.\nFinally, this legislation creates a National Skill Standards\nBoard to promote the development and adoption of a voluntary\nnational system of occupational skill standards and skill\ncertification. This system will benefit students, workers, and\nemployers by providing a common, portable system for identifying\nthe skills needed for occupations and the skills possessed by\nindividuals. It will be an invaluable tool for creating and\nmaintaining a world-class American workforce.\n-2-\nThe Goals 2000: Educate America Act will help prepare the\ncurrent and future generations of our youth to participate\nactively in a diverse democratic society and a competitive world\neconomy. I salute Secretary of Education Dick Riley and\nSecretary of Labor Bob Reich and those in the Congress and\nelsewhere who worked long and hard to bring this legislation to\nmy desk. I am pleased to sign it into law.\n-3-\nPRESIDENT CLINTON SIGNS GOALS 2000\nMarch 31, 1994\nGOALS 2000\nMarch 31, 1994\nPresident Clinton today signs into law the Goals 2000: Educate America\nAct. He will be joined at the ceremony, which takes place at the Zamorano Fine Arts\nAcademy in San Diego, California, by First Lady Hillary Rodham Clinton and\nSecretary of Education Richard Riley.\nZamorano Elementary School is a magnet school currently in session. It\nhas approximately 900 students from grades K through 6.\nGoals 2000 is designed to support state and local education reform efforts\naimed at helping all students meet challenging academic standards.\nPrior to the signing ceremony, the President and Secretary Riley will speak\non a conference call with several Members of Congress who sponsored Goals 2000.\nParticipants on the call will include Senate Majority Leader George Mitchell (D-ME),\nSpeaker Tom Foley, Senator Ted Kennedy (D-MA), Senator James Jeffords (R-VT),\nRep. Bill Ford (D-MI), Rep. Dale Kildee (D-MI), Rep. William Goodling (R-\nPA)(tentative), and Rep. Steve Gunderson (R-WI)(tentative).\nAttached please find additional information on Goals 2000 and press\nstatements by administration officials on passage.\n-more-\nPRESIDENT CLINTON'S LEADERSHIP IN ESTABLISHING\nTHE NATIONAL EDUCATION GOALS\nSince the 1989 Education Summit between the nation's governors and President Bush,\nPresident Clinton has personally been a leader in the bipartisan effort to establish and achieve\nthe National Education Goals. As governor of Arkansas and co-chair of the National Governors'\nAssociation Education Task Force, Bill Clinton led the negotiations at the Charlottesville Summit\nwhich produced an historic agreement for the governors and the Bush Administration to work\ntogether to:\nestablish National Education Goals;\nfundamentally restructure the education system so that schools focus on producing\nreal results for all children;\npromote greater flexibility for states and local communities in the use of federal\nfunds in exchange for greater accountability for results; and\nestablish a way of reporting annually on the nation's and each state's progress\ntoward achieving the goals as a way of providing a decade-long effort to reach\nthe goals.\nIn the months following the Summit, Governor Clinton led the governors in the process of\nreaching out to educators, business leaders, community leaders and others to build a broad\nconsensus around the National Education Goals. The Goals were initially announced by\nPresident Bush and then further specified and adopted by the nation's governors in February\n1990. For the first time in history, there were national education goals agreed to by national\nand state leaders.\nThe National Education Goals are designed to promote lifelong learning for all Americans.\nThey declare that by the year 2000, all children will start school ready to learn; the high school\ngraduation rate will be at least 90 percent; all students will be competent in core academic\nsubjects; the United States will be first in the world in math and science; adults will be literate\nand have the skills necessary to compete in a global economy; and all schools will be safe,\ndisciplined, and drug-free.\nIn July 1990 Governor Clinton led the fight to establish the National Education Goals Panel, a\nbipartisan group comprised of governors, Administration officials and members of Congress\ncharged with the responsibility of reporting annually on national and state progress toward\nachieving the goals. At the same time, the NGA Education Task Force, co-chaired by Governor\nClinton, released a set of recommendations on strategies states could use to reach the goals. Its\nreport, Educating America, was based on a thorough examination of the lessons learned from\nsuccessful education reforms in hundreds of schools throughout the nation, the approaches\n--more--\n-2-\ntaken by other industrialized countries with which we compete, and the lessons of many\nbusinesses that had successfully restructured their own operations. This report provided a\ncomprehensive blueprint for state efforts to improve school readiness, overhaul education\nsystems, and build school-to-work, employment training, and lifelong learning systems.\nGovernor Clinton followed through on the commitment to achieve the National Education Goals\nby enacting a comprehensive education reform bill in Arkansas in 1991. Act 236, based on the\nNGA recommendations, set in motion a process to establish challenging academic standards and\nperformance assessments for students, reform teacher preparation and licensing practices,\nincrease support for professional development for teachers, provide grants to schools to stimulate\nbottom-up school reform, and establish a school leadership academy to provide training to a new\ngeneration of Arkansas school leaders.\nSoon after taking office, President Clinton transmitted to Congress the GOALS 2000: Educate\nAmerica Act to help make the federal government, for the first time, a full partner in the effort\nto reform our nation's schools. GOALS 2000 is based on President Clinton's successful school\nreform programs in Arkansas, Secretary of Education Richard W. Riley's school reform efforts\nin South Carolina, as well as the lessons learned in recent years from other states and\ncommunities. GOALS 2000 will:\nestablish the National Education Goals as national policy and makes the Congress a\nfull partner in their development;\nestablish the National Education Goals Panel to report on progress toward achieving\nthe National Education Goals and to report on efforts to achieve them;\ncreate the National Education Standards and Improvement Council and the National\nSkills Standards Board to establish challenging academic and occupational standards;\nprovide funds to support comprehensive, bottom-up education reform at the local and\nstate levels;\ngrant the Secretary of Education significant new authority to waive federal rules and\nregulations that impede local school reform efforts.\nTHE WHITE HOUSE\nOffice of the Press Secretary\nFor Immediate Release\nFebruary 8, 1994\nSTATEMENT BY THE PRESIDENT\nI would like to congratulate the United States Senate today for moving toward a\nnational framework for lifelong learning by passing both the Goals 2000 Act and the School-\nto-Work Opportunities Act on strong bipartisan votes. By approving these bills, the Senate\ngets an \"A\" in education.\nSince my days as Governor, I have been committed to education reform based on\nworld-class standards and accountability for results. Only if we demand more of our schools\nand students will we see expanded educational opportunity and nationwide excellence. From\nthe time I helped draft the National Education Goals on behalf of the National Governors\nAssociation, I looked forward to the day when the federal government would finally take the\nlead on education. Today's Senate action brings us closer to that day.\nIn today's global economy, what you earn depends on what you learn. The Senate has\nnow opened opportunity for our children during school and as they begin their careers. Goals\n2000 will write the national education goals into law and will give states and local schools\nnew tools to meet them. The School-to-Work bill will significantly enhance our effort to\ncreate an effective apprenticeship system for those who don't go to college.\nThese steps are vital not only for the education of our children, but for the health of\nour economy as a whole. Our workers will only be able to cope with a world of rapid\neconomic change if they are fully trained and equipped to compete. We will only master new\ntechnologies if this training continues throughout a lifetime. World-class education is an\ninvestment in a world-leading economy. By its action today, the U.S. Senate has moved us a\nstep closer to setting national standards that will challenge our students, encourage\npartnerships between parents, schools and communities, and guarantee that our young people\nhave the skills they need to compete in the global marketplace.\nI look forward to swift agreement between the House and Senate on these critical\ninvestments in our nation's future.\n-30-30-30-\nOF\nUNITED STATES\nDEPARTMENT OF EDUCATION\nNEWS\nREPRESENTATIVE\nORIGIN\nSTATES\nof\nAMERICA\nFOR IMMEDIATE RELEASE\nContact: Kathryn Kahler\nMarch 26, 1994\n(202) 401-3026\nSTATEMENT BY\nU.S. SECRETARY OF EDUCATION\nRICHARD W. RILEY\nREGARDING FINAL PASSAGE OF\nTHE GOALS 2000: EDUCATE AMERICA ACT\nBY THE UNITED STATES CONGRESS\nToday will be remembered as the day the United States got serious about education. Three\ntimes in the last six years, Congress has attempted to pass education reform legislation and each\ntime it has been unable to resolve its differences. We have finally broken the gridlock. The\nstrong bipartisan support for the Goals 2000: Educate America Act demonstrates that we are\nready to move from a nation at risk to a nation on the move.\nGOALS 2000 is all about higher academic standards, better teachers, using new technology to\nimprove learning, and making parents equal partners in the process of education. Equally\nimportant in this time of increasing violence among our young people, GOALS 2000 will, for\nthe first time, target federal funding to make schools safer for more children.\nThe American people have said they are ready to move from the old assembly line version of\neducation to a better way of educating their children. They want their children to be part of the\nnew, emerging high-tech, high-knowledge economy of the 21st century. GOALS 2000 moves\nus in this direction by aiding in the establishment of world-class academic and occupational skill\nstandards. These voluntary national standards in the core academic subjects of English, civics,\ngeography, history, math, science, foreign languages and the arts will give parents, educators\nand business a clear indication of what constitutes a world-class education.\nThis is an historic change in how the federal government has viewed its role in the American\neducation process. GOALS 2000 puts the federal government in a position to support\ncommunity and state education reform efforts by placing a new emphasis on flexibility rather\nthan mandates, on results rather than compliance, on comprehensive reform rather than narrow\nprograms, and on fundamental improvement rather than the status quo.\nAt its core, GOALS 2000 is the first, critical step in President Clinton's effort to create a system\nof life-long learning and it serves as a framework for additional education legislation. GOALS\n2000 connects up with the School-to-Work Opportunities legislation by including the\n--MORE--\n-2-\noccupational skill standards. Additionally, many of the reforms included in the reauthorization\nof the Elementary and Secondary Education Act are linked to the higher standards, teacher\ndevelopment, and improved use of technology established in GOALS 2000.\nI am encouraged and want to thank the broad coalition of supporters who have worked to pass\nthis important legislation particularly the business community, the PTA, state legislatures,\nteachers, school board members, school administrators, and the arts community and the many\neducation associations that have worked hard for final passage. I also want to thank the\nleadership in both the House and the Senate for their tireless work on behalf of education and\nthe children of this country.\n###\n03/25/94\n17:55\n202 523 8699\nOIPA WDC\n002/005\nNews\nUnited States\nDepartment\nof Labor\nOffice of Information\nWashington, D.C. 20210\nEMPLOYMENT AND TRAINING ADMINISTRATION\nUSDL: 94-158\nCONTACT: Mary Meagher\nFor Release: Immediate\nOFFICE : 202-219-8211\nFriday, March 25, 1994\nEDUCATION REFORM BILL PASSES\nCREATION OF NATIONAL SKILL STANDARDS BOARD TO BEGIN\nPassage today of the Goals 2000: Educate America Act\nby Congress paves the way for creating a blue ribbon coalition to\nspur development of workforce skill standards to assist employers\nand employees throughout the nation, Secretary of Labor Robert B.\nReich announced today.\n\"Skill standards are the cornerstone of this Adminis-\ntration's commitment to global economic competitiveness,\"\nReich said. \"This landmark legislation will enable businesses to\njoin hands with educators, labor and community leaders and others\nin the creation of a world-class workforce.\n\"Passage of the bill is our signal to begin formation of a\nnational Skill Standards Board that will bring together voluntary\npartnerships of business, labor and education in industries\nacross this country,\" Reich said. \"For the first time,\nemployers, workers and educators will be able to speak a common\nlanguage about the skills needed in the workplace.\n\"A national, voluntary system of skill standards will\nbenefit employers and employees alike. The Skill Standards Board\nwill be a catalyst in identifying and classifying common sets of\nportable, recognizable skills needed for high-performance work\norganizations and the training needed to master them, Reich\nadded. \"I wish to commend Secretary of Education Richard Riley\nfor his dedication and commitment to this bill.\"\nThe new board will be comprised of 28 individuals\nrepresenting government, business, organized labor, human\nresource professions, education, community-based organizations\nand state and local governments. Members will also reflect\nthe racial, ethnic and gender diversity of the country, to\nthe extent feasible; half the appointments will be made by\nthe executive branch of government and half by Congress.\n-erom-\n03/25/94\n17:55\n202 523 8699\nOIPA WDC\n003/005\n-2-\nThe board will adopt and promote national skill standards\nthat can be used by industry, employers, labor organizations,\ntraining providers, government, students and workers. The work\nof the board will also help increase opportunities for women and\nminorities, as well as links between job training programs\nand secondary and post-secondary vocational-technical work-based\neducation. Assessment and certification of attainment of skill\nstandards will also be required.\nThe National Skill Standards Board is authorized by Title V\nof the Goals 2000: Educate America Act. The Secretary of Labor\nis permitted to award grants to those voluntary partnerships that\ndevelop the standards. The legislation authorizes $15 million\nfor these activities in fiscal year 1994 and such sums deemed\nnecessary for fiscal years 1995 through 1999.\n###\nThis information will be made available to sensory impaired\nindividuals upon request. Voice phone: 202-219-8211; TDD\nMessage Referral phone: 1-800-326-2577.\nNATIONAL\nENDOWMENT\nFOR\nTHE\nARTS\nThe Federal agency\nthat supports the\nvisual, literary and\nperforming arts to\nbenefit all Americans\nSTATEMENT BY JANE ALEXANDER\nREGARDING \"GOALS 2000: EDUCATE AMERICA ACT\"\nMarch 31, 1994\nArts in Education\nChallenge a\nAdvancement\nWe owe a debt of gratitude to President Clinton and\nSecretary Riley for offering the best education to our\nDance\nchildren -- education that includes the arts. Goals 2000\nDesign Arrs\nincludes the arts as a vital part of learning, as\nimportant as math, science, English, history and\nExpansion Arts\ngeography. Arts in the curriculum will cultivate\ncreative thinkers and artistically literate citizens, as\nFolk Arts\nwell as inspire artists and audiences of the next\nInternational\ngeneration, offering skills which enhance all learning\nthroughout life.\nLiterature\nLocals\nMedia Arts\nMuseum\nMusic\nOpera/Musical\nTheater\nPresenting &\nCommissioning\nState do Regional\nTheater\nVisual Arts\nThe Nancy Hanks Center\n1100 Pennsylvania Ave NW\nWashington, DC 20506\n202/662-5400\nNational Endowment\n1100 Pennsylvania Ave., N.W.\nNEWS\nfor the Humanities\nWashington, D.C. 20506\nA Federal Agency\n202/606-8449\nFor more information contact:\nGary Krull\n202/606-8446\nJames Turner 202/606-8449\nNATIONAL ENDOWMENT FOR THE HUMANITIES HAILS GOALS 2000\nWASHINGTON, March 31 - - The National Endowment. for the\nHumanities (NEH), which since 1991 has been involved in the\nnational effort to devclop and disseminate academic standards for\nsubjects taught in the nation's public schools, applauds\nPresident Clinton's signing today of the Goals 2000: Educate\nAmerica ACE.\n\"This legislation goes a long way toward upgrading the\nnation's ailing education system,\" NEH Chairman Sheldon Hackney\ncommented about the new law. \"Through our support of efforts LO\ndevelop content and achievement standards in the disciplines of\nhistory, geography, foreign languages and the arts, NEH has\nnelpod pave the way to meet our nation's brainpower needs for the\n2180 century. We are pleased to be a participant in this\nlandmark legislation, which provides schools and the entire\nnation with a clear and motivating vision of how we can instill\nin our children a realization that what they know and can do with\ntheir knowledge matters.\"\nNEH has been the lead federal agency in developing history\nstandards, having contributed more than $700,000 to this effort\nsince it began in 1991. NEH has also provided support to the\nefforts to develop standards in geography, foreign languages and\nthe arts.\nCreated by Congress in 1965, the National Endowment for the\nHumanities is an independent agency that supports research,\neducation, preservation projects and public programs in the\nhumanities.\n####\nClinton Presidential Records\nDigital Records Marker\nThis is not a presidential record. This is used as an administrative\nmarker by the William J. Clinton Presidential Library Staff.\nThis marker identifies the place of a publication.\nPublications have not been scanned in their entirety for the purpose\nof digitization. To see the full publication please search online or\nvisit the Clinton Presidential Library's Research Room.\nIn troducing Gools 2000\n[2 pages]\nINTRODUCING GOALS 2000\nA WORLD-CLASS EDUCATION FOR EVERY CHILD\nelcome to the new world of education-welcome to GOALS 2000!\nW\nGOALS 2000 is the landmark school reform effort that delivers\non the American people's call for dynamic change in our educa-\ntion system.\nFor students teachers parents education\nand community leaders business and labor and every citizen, GOALS 2000\nholds the promise of a brighter future.\nGOALS 2000 is based upon an\nunderstanding of why our education system isn't working as well as it should.\nIt builds upon what we have learned in recent years about what needs to be\nchanged. And it gives us a real plan for making big improvements.\nIT THREATENS ALL OF US\nWhile many of our schools are doing a good job, too many others aren't\npreparing our children for the challenges of tomorrow. The National\nEducation Goals Panel recently declared that most American students are new\nleaving school \"without having gained the tools and skills they need to survive\nand prosper.\" In math, science, reading, and other basics of knowledge, many\nA world-class education for every child\nof our children simply aren't learning as much as they need to know to suc-\nU.S. Department of Education\nceed. And that threatens the future prosperity of all of us.\n1-800-USA-LEARN\nOFFICE OF THE EXECUTIVE CLERK\nTRACKING SHEET FOR PRESIDENTIAL DOCUMENTS\nTITLE:\nH.R. 1804\nGoals 2000\nTYPE DOCUMENT:\nPROCLAMATION\nLETTER (S)\n*EXECUTIVE ORDER\nMESSAGE TO THE CONGRESS/SENATE\n*MEMORANDUM\nSTATEMENT BY THE PRESIDENT\nDECISION MEMORANDUM\nSIGNING STATEMENT\nDETERMINATION (numbered)\nTREATY/CONVENTION/AGREEMENT, etc.\nOTHER:\n(Advance:\n/ /94\nTime:\na.m./p.m.)\nRECEIVED:\nIn final:\n/ /94\nTime:\na.m./p.m.\nSENT TO CORRESPONDENCE FOR TYPING IN FINAL:\n(Advance:\n5/29/94\nTime:\n5:00\na.m.p.m.\nIn final:\n/ /94\nTime:\na.m./p.m.\nTO JOHN PODESTA'S OFFICE:\n(For staffing:\n/ /94\nTime:\na.m./p.m.)\nIn final:\n/ /94\nTime:\na.m./p.m.\nINFO, INCLUDING STENCIL AND DISC, TO PRESS OFFICE:\nDate:\n/ /94\nTime:\na.m./p.m.\nPOSTED:\n/ /94\nTime:\na.m./p.m.\nNOTIFICATIONS:\n*Copies of all signed EOs or Memos to\n(initials)\nBernard Nussbaum, W.H. Counsel, 2d, WW\nNSC, when appropriate -- Desk Officer;\n(Person/time)\nW.H. Situation Room -- x2585.\n(Person/time)\n(Other)\n(Person/time)\n(Other)\nOTHER INFORMATION:"
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