Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
470417508
label
Thursday, December 19, 1991 [2]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
470417508
contentType
document
title
Thursday, December 19, 1991 [2]
citationUrl
identifierLocal
90641-008
collections
George H. W. Bush Papers
Presidential Daily Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
470417508
coverageEndDate
day
19
logicalDate
1991-12-19
month
12
year
1991
coverageStartDate
day
19
logicalDate
1991-12-19
month
12
year
1991
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
f40254af73b7b2dd
ocrText
Originally Processed With FOIA(s):
FOIA Number:
2009-0166-S
2009-0166-S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin: Office of the President
Series:
Daily Files
Subseries:
OA/ID Number:
90641
Folder ID Number:
90641-008
Folder Title:
Thursday, December 19, 1991 [2]
Stack:
Row:
Section:
Shelf:
Position:
V
0
0
0
0
Withdrawal/Redaction Sheet
(George Bush Library)
Doc. No. / Type
Subject/Title
Date
Restriction
Classification
01a. Memo
From Brent Scowcroft to President Bush (1 pp.)
12/16/91
(b)(1)
S
01b. Talking Points Points to be Made for Meeting with Ambassador to the
n.d.
(b)(1)
S
Philippines Frank Wisner (1 pp.)
01c. Talking Points Key Points for Ambassador Wisner and Points to be Made for
n.d.
(b)(1)
S
Meeting with Ambassador to the Philippines Frank Wisner [copy
of index cards] (1 pp.)
02a. Note
From George Bush to Connie H Re: Federal Maritime
12/19/91
(b)(6)
Commission [redaction] (1 pp.)
02b. Letter
From Constance Horner to Dan Rostenkowski Re: Federal
01/07/92
(b)(6)
Maritime Commission [redaction] (1 pp.)
02c. Letter
From Constance Horner to possible candidate Re: Federal
12/26/91
(b)(6)
Maritime Commission [redaction] (1 pp.)
02d. Letter
From possible candidate to Dan Rostenkowski Re: Federal
09/23/91
(b)(6)
Martime Commission (1 pp.)
03. Memo
From Rose [Zamaria] to President Bush Re: his Schedule
12/19/91
(b)(6)
[redaction] (1 pp.)
04a. Note
From Patty Presock to President Bush Re: gifts (1 pp.)
n.d.
C
Page 1 of 2
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Pinksheet Number:
dw2413
OA/ID Number:
90641-008
Date Closed:
5/1/2014
FOIA/Sys Case #:
2009-0166-S
Re-review Case #:
P-2/P-5 Review Case #:
Withdrawal/Redaction Sheet
(George Bush Library)
Doc. No. / Type
Subject/Title
Date
Restriction
Classification
04b. Check
Copy of George Bush personal check for gifts (1 pp.)
12/20/91
C
Page 2 of 2
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Pinksheet Number:
dw2413
OA/ID Number:
90641-008
Date Closed:
5/1/2014
FOIA/Sys Case #:
2009-0166-S
Re-review Case #:
P-2/P-5 Review Case #:
R2
THE WHITE HOUSE
WASHINGTON
December 18, 1991
DOMESTIC POLICY COUNCIL MEETING
DATE:
December 19, 1991
LOCATION:
Cabinet Room
TIME:
2:30 PM
FROM:
EDE HOLIDAY SAA
I. PURPOSE
The Domestic Policy Council (DPC) is meeting to provide you
and the Cabinet with an update on the America 2000
initiative and to discuss the next stage of implementation.
Secretary Lamar Alexander, Deputy Secretary David Kearns and
Assistant Secretary Diane Ravitch of the Department of
Education will make presentations.
II. BACKGROUND
On April 18, 1991, you announced the America 2000 strategy
to meet the six National Education Goals. Over the eight
months since your announcement, 30 states have launched
"state 2000" initiatives, and over 1000 communities have
agreed to become "2000" communities.
The America 2000 strategy depends on "four transforming
ideas. " They are:
developing World Class Standards for what students
should know in English, math, science, history and
geography, and establishing a voluntary nationwide
system of American Achievement Tests to measure
progress toward the standards;
establishing innovative New American Schools that can
become the best in the world;
creating the opportunity for choice of schools, giving
parents leverage to change schools; and
establishing America 2000 Communities throughout the
nation in which learning can take place.
The Department of Education will brief attendees on progress
to date on these four transforming ideas, and will discuss
the next steps in their implementation. No decisions will
be made in this meeting, but there will be opportunity for
discussion of the next phase of America 2000.
III. PARTICIPANTS
See attached list
IV. PRESS PLAN
Brief photo opportunity at the beginning of the meeting
V. SEQUENCE OF EVENTS
-- You will open the meeting (3 minutes)
--
Brief remarks by Attorney General Barr (1 minute)
--
Introductory remarks by Secretary Alexander (6 minutes)
-- Presentation by Assistant Secretary Ravitch on World
Class Standards and American Achievement Tests
(6 minutes)
--
Presentation by Deputy Secretary Kearns on New American
Schools (6 minutes)
-- Presentation by Secretary Alexander on Choice for Low
and Middle Income Parents (6 minutes)
-- Presentation by Secretary Alexander on America 2000
Communities (6 minutes)
-- Discussion (10 minutes)
-- You will close the meeting (1 minute)
VI. REMARKS
Talking points attached
Attachments
December 19, 1991
DPC Meeting
The President
Attorney General Barr
Secretary Mosbacher
Secretary Sullivan
Secretary Watkins
Secretary Alexander
Secretary Derwinski
Director Darman
Deputy Secretary Frank Bracken
(Representing Secretary Lujan)
Deputy Secretary Ann Veneman
(Representing Secretary Madigan)
Deputy Secretary Delbert Spurlock
(Representing Secretary Martin)
Deputy Secretary Al DelliBovi
(Representing Secretary Kemp)
Secretary Skinner
Governor Sununu
Chairman Michael Boskin
(Council of Economic Advisors)
Chairman Lynne Cheney
(National Endowment for the Humanities)
Chairman Michael Deland
(Council on Environmental Quality)
Director Walter Massey
(National Science Foundation)
Director Bob Martinez
(Office of National Drug Control Policy)
Administrator William Reilly
(Environmental Protection Agency)
Administrator Pat Saiki
(Small Business Administration)
Administrator Richard Truly
(NASA)
Andy Card
Phil Brady
Alan Bromley
Dave Demarest
Marlin Fitzwater
Boyden Gray
Ede Holiday
Fred McClure
Roger Porter
Dorrance Smith
Gregg Petersmeyer
Bill Kristol
Richard Porter
Drew Batavia
Deputy Secretary David Kearns
Assistant Secretary Diane Ravitch
Bill Myers
TALKING POINTS FOR THE PRESIDENT
DOMESTIC POLICY COUNCIL MEETING
CABINET ROOM -- 2:30 PM, DECEMBER 19, 1991
WE ARE HERE TODAY TO DISCUSS
C
AMERICA 2000 -- OUR COMPREHENSIVE
C 1.1
C
NATIONAL EDUCATION STRATEGY.
IMPROVING OUR EDUCATIONAL SYSTEM
C
C
IS ONE OF THE HIGHEST PRIORITIES
OF THIS ADMINISTRATION.
2
I AM VERY PLEASED AT THE SIGNIFICANT
PROGRESS WE HAVE MADE IN ADVANCING
OUR EDUCATION STRATEGY IN THE EIGHT
MONTHS SINCE WE ANNOUNCED IT.
JUST LAST MONTH, I WAS IN OHIO TO
HELP KICK OFF THE OHIO 2000 EFFORT.
AND I KNOW THAT MOST OF YOU HAVE
JOINED LAMAR IN PROMOTING AMERICA
C
2000.
C
C
C
3
ITS A SAFE BET WE'LL BE CALLING ON
YOU IN THE FUTURE.
07010101
C
I KNOW I SPEAK FOR LAMAR, AS WELL
C
AS MYSELF, IN THANKING ALL OF YOU
CI
FOR YOUR ENTHUSIASM AND STRONG
C
SUPPORT IN THIS TRULY CABINET-WIDE
CI
EFFORT.
C
AND WITH THAT, LET ME TURN IT OVER
TO BILL TO GUIDE OUR DISCUSSION.
###
C
C
C
2002
Mr. Card
Mr. Brady
Mr.
Deland
DOOR
Mr.
Sec. Skinner
McClure
Dr.
Porter
Mr.
Mr.
Smith
Darman
Dr.
Bromley
Sec.
Mr.
Demares
Derwinsky
Mr.
Boskin
Kristol
Mr.
Mr.
Petersmeyer
Mosbacher
The
DelliBovi
Sec.
Ms. Saiki
Ms.
Cabinet
Veneman
Adm. Truly
The President
Mr.
Myers
Dir.
Att. Gen.
ChéneySec.
Room
Barr
Alexander
Dir.
Adm.
Massey
Mr.
Reillysec.
Spurlock
Sullivan
Dir.
Martinez
Mr.
Sec.
Bracken
Watkins
Mr.
Gov.
Gray
Ms.
Sununu
Holiday
Mr.
Mr.
Porter
(Presenter)
Kearns
Mr. Batavia
Ms.
Ravitch
Mr.
DOOR
Fitzwater
TALKING POINTS FOR THE PRESIDENT
DOMESTIC POLICY COUNCIL MEETING
CABINET ROOM 2:30 PM, DECEMBER 19, 1991
WE ARE HERE TODAY TO DISCUSS
AMERICA 2000 -- OUR COMPREHENSIVE
NATIONAL EDUCATION STRATEGY
Economic
IMPROVING OUR EDUCATIONAL SYSTEM
IS ONE OF THE HIGHEST PRIORITIES
OF THIS ADMINISTRATION.
Bush Library Photocopy
George Bush Handwriting
Bush Presidential Library Photocopy
2
I AM VERY PLEASED AT THE SIGNIFICANT
PROGRESS WE HAVE MADE IN ADVANCING
OUR EDUCATION STRATEGY IN THE EIGHT
MONTHS SINCE WE ANNOUNCED IT.
JUST LAST MONTH, I WAS IN OHIO TO
HELP KICK OFF THE OHIO 2000 EFFORT.
AND I KNOW THAT MOST OF YOU HAVE
JOINED LAMAR IN PROMOTING AMERICA
2000.
3
ITS A SAFE BET WE'LL BE CALLING ON
YOU IN THE FUTURE.
I KNOW I SPEAK FOR LAMAR, AS WELL
AS MYSELF, IN THANKING ALL OF YOU
FOR YOUR ENTHUSIASM AND STRONG
SUPPORT IN THIS TRULY CABINET-WIDE
EFFORT.
AND WITH THAT, LET ME TURN IT OVER
TO BILL TO GUIDE OUR DISCUSSION
# # #
Bush Presidential Library Photocopy
THE WHITE HOUSE
WASHINGTON
DOMESTIC POLICY COUNCIL
Thursday, December 19, 1991
2:30 P.M.
Cabinet Room
AGENDA
I.
Opening Remarks
(3 minutes -- The President)
II. Remarks by the Attorney General
(1 minute)
III. Progress to Date on America 2000 / Four Transforming Ideas
A. Introduction
(6 minutes -- Secretary Lamar Alexander)
B. World Class Standards and American Achievement Tests
(6 minutes -- Assistant Secretary Diane Ravitch)
C. New American Schools
(6 minutes -- Deputy Secretary David Kearns)
D. Choice for Low and Middle Income Parents
(6 minutes -- Secretary Lamar Alexander)
E. America 2000 Communities
(6 minutes -- Secretary Lamar Alexander)
IV. Open Discussion
(10 minutes)
V.
Closing Remarks
(1 minute -- the President)
DOOR
Mr. Card
Mr. Brady
Mr.
DOOR
Deland
Mr.
Sec. Skinner
McClure
Dr.
Porter
Mr.
Mr.
Darman
Smith
Dr.
Bromley
Sec.
Mr.
Derwinsky
Demares
Mr.
Boskin
Kristol
Mr.
Mr.
Petersmeyer
Mosbacher
The
DelliBovi
Sec.
Ms. Saiki
Ms.
Veneman
The President
Cabinet
Adm. Truly
Mr.
Myers
Dir.
Att. Gen.
Room
Barr
CheneySec.
Alexander
Dir.
Massey
Adm.
Reillysec.
Mr. Pel
Spurlock
Sullivan
Dir.
Martinez Mr.
Sec.
Bracken
Watkins
Mr.
Gov.
Gray
Ms.
Sununu
Holiday
Mr.
Porter
Mr.
(Presenter)
Kearns
Mr. Batavia
Ms.
Ravitch
Mr.
DOOR
Fitzwater
THE WHITE HOUSE
WASHINGTON
December 18, 1991
BRIEFING ON THE ECONOMY
DATE:
DECEMBER 19, 1991
LOCATION:
OVAL OFFICE
TIME:
3:15 p.m.
545
FROM:
SAMUEL K. SKINNER
I.
PURPOSE
A brief meeting on the state of the economy.
II.
BACKGROUND
This meeting is the result of the meeting with the
President on Tuesday, December 17.
III.
PARTICIPANTS
The President
Vice President
Chief of Staff
Secretary Baker
Michael Boskin
Richard Darman
Marlin Fitzwater
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01a. Memo
From Brent Scowcroft to President Bush (1 pp.)
12/16/91
(b)(1)
S
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA)
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01b. Talking
Points to be Made for Meeting with Ambassador to the
n.d.
(b)(1)
S
Points
Philippines Frank Wisner (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act. [44 U.S.C. 2204(a)]
Freedom of Information Act [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA)
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRAJ
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01c. Talking
Key Points for Ambassador Wisner and Points to be Made
n.d.
(b)(1)
S
Points
for Meeting with Ambassador to the Philippines Frank
Wisner [copy of index cards] (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile
PARTICIPANTS
The President
The Vice President
Samuel K. Skinner, Chief of Staff
Brent Scowcroft, Assistant to the President for National Security
Affairs
Timothy Carney, Director of Asian Affairs, NSC, Notetaker
Frank Wisner, Ambassador to the Philippines
Mary Knowles Fritchey, mother
Oliver Sarkhozy, stepson
FRANK G. WISNER
UNITED STATES AMBASSADOR TO THE PHILIPPINES
Frank G. Wisner was sworn in as U.S. Ambassador to the
Philippines on August 6, 1991. He replaces Ambassador Nicholas
Platt.
Frank G. Wisner was Ambassador to Egypt from August 1986 until
June 1991. A career diplomat, Mr. Wisner served as Senior
Deputy Assistant Secretary for African Affairs from April 1982
to April 1986; he was previously Ambassador to Zambia from
August 1979 to April 1982.
Ambassador Wisner joined the State Department as a Foreign
Service Officer in December 1961, and after Western Arabic
language training in Morocco, was assigned to Algiers. In 1964
he was detailed to the Agency for International Development in
Vietnam. He remained in Vietnam until 1968, serving in
succession as Staff Aid to the Deputy Ambassador, Special
Assistant to the Director of the Office of Civil Operation, and
Senior Advisor in the Vietnamese province of Tuyen Duc.
Returning to Washington in December 1968, Ambassador Wisner was
Officer in Charge of Tunisian Affairs in the State Department,
where he remained until July 1971, when he was named Chief of
the Economic-Commercial Section at the American Embassy in
Tunis. He subsequently served a brief tour as Chief of the
Political Section in Dacca from July 1973 until March 1974.
From March 1974 until April 1975, Ambassador Wisner was
Director of Plans and Management in the Bureau of Public
Affairs in Washington. He then joined the President's
Interagency Task Force on Indochina Refugees, first as Special
Assistant to the Director of the Task Force, and then as Deputy
Director. He was Special Assistant to the Under Secretary for
Political Affairs, Joseph Sisco, from August 1975 until July
1976.
Ambassador Wisner was named Director of the Office of Southern
African Affairs in July 1976, then Deputy Executive Secretary
in April 1977.
Ambassador Wisner was born in New York in 1938. He attended
Princeton University, graduating with a B.A. degree in 1961.
He is married and has four children.
MATERIALS FORWARDED TO THE PRESIDENT
December 19, 1991
ACTION
1. H.R. 1776 - Coast Guard Authorization Act of 1991 - and
Signing Statement
2.
Mail Sample
3.
Recommended Telephone Call to Governor Mickelson of South
Dakota re America 2000
4.
Request for Signature on Photograph for Congressman Chris
Cox
5.
President's Dinner Letter
6. Military Nominations: General Donald J. Kutyna and General
Thomas S. Morrman
7. S. 543 - Federal Deposit Insurance Corporation Improvement
Act of 1991 and Signing Statement
8.
Recommended Telephone Call to Boone Pickens to Thank him for
Assuming the Chairmanship of the Inaugural Gala
9.
Bateman Memo re Authorization of Home-to-Work Transportation
For the Counselor to the President
10. Governors Birthday Letters for January
11. Acceptance of Resignation Letter for Mary Kate Grant -
Speechwriter
12. Resignation Letter - Eric Garfinckel Asst. Sec. of Commerce
for Import Administration
CLASSIFIED
1.
Holiday Memo re Thailand's Copyright Protection
INFORMATION
1.
CEA numbers -- Merchandise Exports and Imports in October
2.
Boskin Memo re Auto Industry
3.
Demarest Memo re Praise from the Jewish Community for the
United Nations vote to Repeal Resolution 3379
4.
Fuller Memo re Convention Entertainment
2
5.
Gray Memo attaching Post Article on Retailers Reaching the
Disabled
6.
Kaufman Memo re College Republicans
7.
Smith Memo re Post Mortem Coverage of Satellite Tour with
the ABC Owned & Operated Stations
8.
Porter Memo re Education Spending
9.
Letter from Bobby Holt re United Negro College Fund
10. CEA numbers -- Final estimate of 3rd-quarter GDP
REMARKS
SCHEDULE
1.
And accompanying briefing papers
POTUS REMINDERS:
19 Dec 91
----
(Per General Scowcroft) The President wanted to Call
Prime Minister Ratu Mara, the Prime Minister of Fiji,
who was supposed to have a medical check up at Walter
Reed tomorrow. Unfortunately, the Prime Minister
changed the appointment to yesterday and is no longer
in the Washington area. Although the details of the
PM's trip are not certain, the Sit Room is sure that he
will RON in California tonight. He can be reached at:
Stouffers Hotel
213-216-5858
wf,
tword,
ROSE REMINDERS/NOTES:
----
Kathy Super called and wanted you to know that they are
taking 15 minutes away from the President's admin time
tomorrow for General Scowcroft to come down to the Oval
and brief the President on his 9:45 NSC meeting.
(4:00)
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02a. Note
From George Bush to Connie H Re: Federal Maritime
12/19/91
(b)(6)
Commission [redaction] (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRAJ
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA)
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
STATES THE UNITED 2011
Mi. President
F
YI
Connie
December 19, 1991
response
4
to
Pan
R
To: Connie H
Re:
(b)(6)
,
a Democrat, and the Fed. Maritime Comm.
Dan rostenkowski gave me this letter, stating that this man would
be good for the Democrat opening coming up soon.
Please send
(b)(6)
a
'spin' but telling him that Chairman
Rostenkowski did raise this matter with the Prez. Send Rosty a
personal CC.
gb
Bush Presidential Library Photocopy
my
FROM THE PRESIDENT
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02b. Letter
From Constance Horner to Dan Rostenkowski Re: Federal
01/07/92
(b)(6)
Maritime Commission [redaction] (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRAJ
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM Removed as a personal record misfile.
THE WHITE HOUSE
WASHINGTON
January 7, 1992
Dear Dan:
The President passed on to me the letter
you provided him from
(b)(6)
,
as
well as your recommendation that we
consider (b)(6) for a vacancy on the
Federal Maritime Commission. We will
certainly do that, and we thank you for
your suggestion.
Sincerely,
annie
Constance Horner
Assistant to the President
and Director of Presidential Personnel
The Honorable Dan Rostenkowski
Bush Presidential Library Photocopy
2111 Rayburn House Office Building
Washington, D.C.
20515-1308
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02c. Letter
From Constance Horner to possible candidate Re: Federal
12/26/91
(b)(6)
Maritime Commission [redaction] (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA)
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
THE WHITE HOUSE
WASHINGTON
December 26, 1991
(b)(6)
Dear
Representative Dan Rostenkowski recently shared with the
President your interest in serving on the Federal Maritime
Commission. The President has asked me to respond to your
inquiry.
Presidential Personnel is responsible for handling the
process of narrowing the list of candidates for the President's
consideration. We will begin that process for this appointment
shortly. As you know Commissioner Ivancie's term does not expire
until June 30, 1992. The Commissioner has not informed us of
whether or not he wishes to be reappointed.
Please be advised that you will be considered for this
appointment. Thank you for your interest in serving in the Bush
Administration.
Sincerely,
Bush Presidential Library Photocopy
instance Home
Constance Horner
Assistant to the President
and Director of Presidential Personnel
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02d. Letter
From possible candidate to Dan Rostenkowski Re: Federal
09/23/91
(b)(6)
Martime Commission (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM Removed as a personal record misfile
FEDERAL MARITIME COMMISSION
The Federal Maritime Commission is an Independent Regulatory
Agency charged with the administration of the regulatory provisions of the
shipping laws. The Commission is responsible for the regulation of oceanborne
transportation in the foreign commerce and the domestic off-shore trades
of the U.S. The Commission's regulatory responsibilities include:
*
- Reviewing and monitoring agreements of common carriers
and other persons engaged in the U.S. foreign commerce.
*
- Protecting shippers and carriers engaged in the foreign
commerce of the U.S. from restrictive rules and regulations of foreign
governments and foreign carriers.
* - Receipt and review of tariff filings.
*
- Protecting the rights of U.S. Flag shipping companies
in the foreign trades.
*
- Regulating rates, charges, classifications, rules and tariffs
of carriers to ensure that such matters are just, fair and reasonable in both
the foreign and domestic off-shore trades.
*
- Licensing of international ocean freight forwarders.
*
- Issuing passenger vessels certificates evidencing financial
responsibility of passenger vessels.
*
- Investigating discriminatory rates, charges and practices
of common carriers, terminal operators and freight forwarders.
In addition to monitoring relationships among carriers, the
Commission is also responsible for ensuring that independent carriers and
those acting in concert fairly treat shippers and others engaged in our foreign
waterborne commerce. The Commission adjudicates disputes involving the
regulated community and the general shipping public.
The Commission is composed of five commissioners appointed
for five year terms by the President with advise and consent of the Senate.
Not more than three members of the Commission may belong to the same
political party.
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
03. Memo
From Rose [Zamaria] to President Bush Re: his Schedule
12/19/91
(b)(6)
[redaction] (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM Removed as a personal record misfile
19 Dec 91
MEMORANDUM FOR THE PRESIDENT
From:
Rose
1) Do you want to have a budget meeting on Saturday?
If so, what time?
Yes
Time 9AM
No
2) You are scheduled to have lunch tomorrow, 20 Dec, at
Great
noon with Sec Mosbacher, Mr. Malek, and Sec Skinner.
Bob Teeter has a speaking engagement and is not
available.
Res.
3)
Due to the David Frost interview on Monday, 23 Dec, at
1030 in the Oval, your morning meetings will be
fine
\
scheduled in your dining room or den.
4) Senator Dole
(b)(6)
talled
to hn
Bush Presidential Library Photocopy
Rre
December 19, 1991
8:55 am
Mr. President
Secretary Skinner
Dr. Boskin called. Wanted you to know that the Fed cut the
discount rate 100 basis points this morning.
Bridget Montagne
or
1, THE OF SIDENT STATE THE UNITED
December 19, 1991
Brent:
The attached about the Iranian BAHA'is was giv en to me at Xmas
party last night by Mildred Mottahedeh of NYC.
Please ask staff to sheck out the suggestion (that didn't come
from her) and if it makes sense we can work it in later.
GB
or
FROM THE PRESIDENT
THE UNITED STATES AND THE RIGHTS OF THE IRANIAN BAHA'IS
For the last ten years the U.S. Government has consistently been a
champion of the human rights of the Baha'i community in Iran.
President Reagan made several statements protesting against the
persecution of Baha'is. The U.S. Congress has passed three
concurrent. resolutions in support of Iranian Baha'is. U.S.
representatives at the United Nations have been a principal force
behind the passage of several resolutions defending the rights of
Iranian Baha'is freely to exercise their religion. The Voice of
America in its broadcasts to Iran has repeatedly indicated
America's interest in and commitment to the improvement of the
status of the Baha'is and other religious minorities in Iran.
Such actions by the United States and several other nations have
resulted in the a moderate improvement of the situation. Whereas
earlier more than 200 Baha'is were executed, there have been no
killings in the last three years. The number of innocent Baha'is
held in Iranian jails has greatly decreased. International
pressure has had a very positive effect.
Last month the Senate Foreign Relations Committee unanimously
approved a resolution, cosponsored by forty-six senators, calling
for the emancipation of the Iranian Baha'i community. Approval by
the Foreign Affairs Committee of the House of Representatives is
assured, as is the passage by the full Congress.
Because of the power and the prestige ot the Presidency,
statements by the President of the United States have an enormous
influence on public opinion in this country and abroad.
The President. could make a unique contribution to the effort to
emancipate the Baha'i community in Iran by:
1. Making a statement expressing approval of the Congressional
Resolution on the Emancipation of the Baha'i Community in Iran.
2. Mentioning the Iranian Baha'is among persecuted religious
minorities when making general statements about human rights.
3. Issuing a statement next year, welcoming the convocation in
November 1992, in New York City, of the second Baha'i World
Congress which will bring together some 30,000 participants from
every country in the world.
or THE UNITED THE STATE STATE
RZ
Patty knows who keeps up family geneology around here. I know Don
is one, Jan Burmweister another.
Please send copies of this around to them
gb
Bush Presidential Library Photocopy
copy sent Jan to in son
FROM THE PRESIDENT
266
ANCESTORS OF AMERICAN PRESIDENTS
POWHATAN (Wahonsonacock),
d.1618, Tidewater Indian chief
POCAHONTAS (MATOAKA), d.1617
John ROLFE
Thomas ROLFE 1
Richard KENNON, L.1695-96,
Aree STITH
Robert BOLLING
Jane ROLFE
Henrico Co., VR.
(1646-1709) of
Elizabeth WORSHAM
Charles City and
Prince George cos.,
John BOLLING
Ya.
Mary KENNON
Martha KENNON
Robert BOLLING Jr.
Conly great-grandchild American
Robert MUNFORD
Anne COCKE
of Pocahontas)
James MUNFORD
John BOLLING, Jr.
Ehzabeth BOLLING
Ehzabeth BOLLING
Ehzabeth SUIR
(see left)
James MUNFORD
(see right)
John BOLLING
III
Mary JEFFERSON, sister of
Thomas JEFFERSON,
2
Robert MUNFORD/MONTFORT
Anne BRODNAX
3rd U.S. President
Clarissa MONTHART
Archibald BOLLING Catherine PAYNE
V
JohnSHELLMAN, Jr.
Archibald BOLLING, Jr.
Anne E. WISGINTON
It
Susan SHELLMAN
Samuel Howard FAY
Wilham Holcombe BOLLING Sallie Spiers WHITE
5
Harrit Eleanor FAY= James Smith BUSH
Samuel Prescott BUSH Flora SHELDON
Edith BOLLING Norman GALT
2
(Thomas) Woodrow WILSON,
Prescott shelden BUSH Dorthy WALKER
1856-1924
28th U.S. President
George Hubert Wasker BUSH
b. 1924
41st U.S. President
Barbara PIERCE
THE BUSH
CONNECTION
Related to Whites
Kin to Reds
THE PRESIDENT
Dear Mildred,
Thank you for you
sweet encouraging note. Don't
worry we will not let the
critics get us down.
The economy is rough
but it will bounce bach,
FROM
THE WHITE HOUSE
WASHINGTON. D.C.
Mr. Meldred R. Mottahedeh
870 United Nations Plaza
14 G East Tower
New York, New York 10017
and I will keep on
trying to do my best.
Have a wondent
Chistnes ad joyous
New Year.
Barbara zends her love, too
G Burl
MILDRED R. MOTTAHEDEH
870 United Nations Plaza, New York, New York 10017
December 18,1991
Dear Wr. President,
next time you
deal with those Ironians you
interesting for your discussion,
might find the enclosed
Please don't be
down hearted about the present
you have done a splended job the
conditions. They will change.
in changing the world for live
better and you will the
forever in the history of
world.
W armest season's
greetrigs.
Your output friend,
- huedred Rmottarder
I will pray for selicess in all
your endravoro,
11/25/91
THE WHITE HOUSE
told Debbie to
WASHINGTON
call Law and ash
if it is important Pres.
November 18, 1991
to him The
not - for antions knew
MEMORANDUM FOR ROSE ZAMARIA
was todo this He were -
FROM:
DEBRA ROMASH RD
who they Rr
RE:
SPECIAL REQUEST
We have arranged a tour for Mr. and Mrs. Rick Walbridge and their
two daughters on Friday, December 20, 1991 at 8:45 a.m. Mrs.
Walbridge is the daughter of Mr. and Mrs. Bill Stetson. This
request came from Lou Walker.
Lou Walker mentioned that Mr. and Mrs. Stetson were good friends
of the President and the President may wish to greet this group.
Please let me know if you have any questions.
The Breadent paid to ask Law if he the
is important to him otherwise
would pass
Rr
12/17/91 Referred to
ann Brock in
Case BB could
do it Rg
Rose
THE PRESIDENT
December 19, 1991
Dear Peggy,
I just wanted to send along our family love. It
hurts a lot, I know, and we care.
Barbara and I loved Eth. We always felt a sense
of joy when we saw our old friend.
Heartfelt condolences from all the Bushes.
Sincerely, with Love to all
Bar - I were glad
we got to talk to
as Bl
you last night.
FROM
THE WHITE HOUSE
WASHINGTON, D.C.
Mrs. Ethan A. H. Shepley
215 Graybridge Road
Saint Louis, Missouri 63124
bc: Mrs. Bush
George Bell
Don Rhodes
Bucky Bush
C. Palm
THE WHITE HOUSE
The Honorable John G. Weinmann
and Mrs. Weinmann
George and Barbara
"Millie"
Mcrry Christmas to you both
we over so very pleased you
are at our sides- - You both
Wishing you a merry Christmas
filled with the warmth of caring,
the joy of togetherness,
and the love of friends and family.
THE PRESIDENT AND MRS. BUSH
are doing a great
job - Many Christmas.
Go But
THE WHITE
19Duc
FROM
THE WHITE HOUSE
WASHINGTON, D.C.
The Honorable Frederic V. Malek
1259 Crest Lane
McLean, Virginia 22101
THE PRESIDENT
Dear Fred,
Barbara and I are delighted to add our congratula-
tions to those of your family and friends as you
celebrate your 55th birthday. We send our warmest
wishes for a wonderful year ahead, and for many
happy returns of this special day.
Sincerely,
GBl
PRESIDENTIAL CONTACTS PERSONAL COMMENTS DATABASE
PERSONAL COMMENTS
PAGE 01 OF 01
COMMENT ID: D01
CDATE: 91-12-14
UPDATE: 91-12-14 INITIALS: CT01
NAME: MALEK, FREDERIC V.
#D# 12/22/36 Fred Malek birth date.
Des
(55)
Lits do a
birthday greeting on
FUNCTION '=>
PF1-ADD, ##(Page Num.), PF11-FUNCTION, PF12-Q(uit) notecard!
Enter desired function.
&
Thus
THE WHITE HOUSE
WASHINGTON
G.B -
Way 9 let an
nurses off an Xwas
day up up/la on Camp
David ?
Randar
/
Suil
fotus
personal
Bush Presidential Library Photocopy
N
C
-
THE SIDENT o I OF THE THE UNIT UNITED
STATE
December 19, 1991
Burt:
Somehow I will muddle through on Christmas Day- yes, I'll make
it without those special nurses. They're outta there!!
Merry Christmas.
GB
67/
FROM THE PRESIDENT
Mr. James Oberwetter
Vice President
12-19-91
Governmental & Public Affairs
Hunt Consolidated, Incorporated
Fountain Place
Rear Vim -
1445 Ross at Field
Dallas, Texas 75202-2785
Thucks for yours
of Dec. 18th
I'll shave it
The President and Mrs. Bush
with Sam
I sure enjoyed
extend their warmest wishes
that you and your loved ones
ow visit -
will share a joyous Christmas
I am so
and a peaceful new year.
grateful for your
1991
runny the big
Texas coupargir
Love to Elo
Good
IDEAS ON THE ECONOMY FROM ACROSS TEXAS
1.
Examine the full government menu of dollars available to be spent and accelerate the
spending at the earliest possible time. Consider government funds available in the
highway and airport funds. (I believe you began this today in Dallas.)
2.
Emphasize any government programs that encourage job retraining and continue to
talk about what the Administration is doing on the jobs front.
3.
If politics dictates a middle-class income tax reduction, consider rebating that tax
reduction by deducting the rebate from the employee withholding tax in April or
May of next year. A "tax cut" in this manner, in a single month or two, would
pump a significant amount of money into the system in one fell swoop. (I think
you suggested an idea similar to this a couple of weeks ago.)
4.
Since people are looking to you to get them off of this bumpy economic road, sell
the public on your economic plan and be more specific about telling them that
Congress has been the culprit. Sharpen the rhetoric by making good logical
arguments and by not talking "economic gobbledygook" that the average person
cannot understand.
5.
Lastly, as discussed earlier, a really good "salesman," who has selling the
economic plan on his or her mind from wake-up time until bed time, can help
deliver the message. Since your focus must be on many subjects, finding a
"swashbuckling salesman" who will follow the company line could be a big help.
12/18/91
thant
HUNT OIL COMPANY
James C. Oberwetter
December 18, 1991
Fountain Place
Vice President
1445 Ross at Field
Governmental and
Dallas, Texas 75202-2785
Public Affairs
(214) 978-8534
Fax: (214) 978-8888
Telex: 6829258
The Honorable George H.W. Bush
The President of the United States
The White House
Washington, D.C. 20500
Dear Mr. President:
Thanks for the ride home. That really is better than Cessna I!
I enjoyed our visit very much and appreciate the time you made for me. I am honored to be
involved in your campaign for reelection and really look forward to it. Your new chief of staff is
already making some good moves that will help in my view. One thing that I hope he will do is to
make sure that the Administration speaks with one voice on the various issues at hand without
second-guessing from outside the huddle. When you call the play, we have to move as one. The
American people are counting on your leadership on the domestic front in addition to leadership in
the swirl of international change.
You said if I had any additional ideas, such as the "economic salesman" that you and Mr.
Skinner were talking about, to send them along. I have enclosed a few which are admittedly not
my original ideas but taken from a number of discussions with friends of yours from across the
state who I have called or who have called here with their thoughts.
Lastly, thanks for indulging me as I described some of the problems of the Presidential
commission I serve on, the International Cultural and Trade Center. The concept is a great one
launched during the Reagan years to house many of the governments' international trade programs
under one roof to make the export of American goods easier. Far too complex to handle in a letter
like this, but it is hoped Mr. Skinner will give the commission a fair hearing so that the idea does
not die on the vine.
Enough of this. Merry Christmas to you and to yours. I hope you have a very successful
and joyous New Year.
Sincerely,
James C. Oberwetter
JCO/kt
enclosure
The Family Tree,
Upstairs at the White House
FROM
THE WHITE HOUSE
WASHINGTON, D.C.
Mr. Denis Heffernan
4, Dominick Street
Cashel
County Tipperary
Ireland
The President and Mrs. Bush
extend their warmest wishes
that you and your loved ones
will share a joyous Christmas
and a peaceful new year.
1991 Dec. 19, 1991
Dear Denis
Thank you, sir,
for my lovely bronze
"Roch"- - Nich Brady
passed it along. Meny
Christmas- Co Bill
Greetings
from
IRELAND
TUESDAY D&C 3no 1991
TO
THE PRESIDENT MR BUSH
AND MRS BUSH AND ALL THE BUSH
FAMILY, WISHING you ALL GOOD HEALTH
PEACE, AND CONTENMENT, FOR EVER AND EVER.
FROM THE ENERALD ISLE
DENIS D HELFERNAN
4 DONINICK CASHEL STREET
COUNTY TIPPERART
IRELAND
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
04a. Note
From Patty Presock to President Bush Re: gifts (1 pp.)
n.d.
C
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - 144 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information I(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
THE PRESIDENT
12-19-91
Rear Ed,
I in asking Lamar Alexander
to check out the education a
ideas. Ralph is such
good on man. a separate matter
FROM
THE WHITE HOUSE
WASHINGTON. D.C.
Mr. Edmond R. Haggar
Chairman of the Board
Haggar Apparel Company
6113 Lemmon Avenue
Dallas, Texas 75209
CC:
Mrs. Bush
Patty Presock
thanks for facilitating
the kids' Christmes
present- Please give
the a Haclerd check to
the accountants.
Meny Christras, my
Friend - as
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
04b. Check
Copy of George Bush personal check for gifts (1 pp.)
12/20/91
C
Collection:
Record Group:
Bush Presidential Records
Office:
Office of the President
Series:
Daily Files
Subseries:
WHORM Cat.:
File Location:
Thursday, December 19, 1991 [2]
Date Closed:
5/1/2014
OA/ID Number:
90641-008
FOIA/SYS Case #:
2009-0166-S
Appeal Case #:
Re-review Case #:
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
P.RM. Removed as a personal record misfile.
HAGGAR APPAREL COMPANY
December 16, 1991
Dear Mr. President and Barbara:
About two years ago, you and the nation's Governors
agreed to several educational goals. The first was to
insure by the year 2000, all children arrive at school
"ready to learn". I am enclosing a copy of a letter and
excerpts about education from my list of ideas sent to
you in 1988.
Before and since your election, I've given a lot of
thought and prayer to the education of children before
they reach 6 or 7 years of age. About 2 months ago, I
had a visit with our mutual friend, Mr. Ralph Rogers,
regarding higher education. We began talking about
education generally, and he told me of a project he has
worked on for a number of years. The education of
children between the ages of 2 and 6, through daycare
centers. The basis of the program is training daycare
center providers, using the tools of Public Television,
Children's Workshops, and programs like Sesame Street.
I was flabbergasted when he explained the program and I
said to myself, "my prayers have been answered". The
only new idea I brought to the table was to include
teaching children right from wrong and morality.
We need to educate children at a young age, and this
would eventually help in eliminating new generations of
welfare families.
When you and Barbara were in Dallas in November, Barbara
attended part of a testimonial dinner honoring Ralph
Rogers, about this program. Barbara had to leave before
Ralph Rogers' talk; however, he gave her material about
the program. A copy of this material is enclosed.
Seasons Greetings
6113 Lemmon Avenue Dallas, Texas 75209 (214) 352-8481
Page 2
This idea can be accomplished through the private sector
with or without financial help from the federal
government. I am sure this will be appealing to you and
if so, Ralph and I would like to discuss this with you.
Patty joins me in wishing you a joyous Christmas season
and a most blessed New Year.
Sincerely,
E. C.C R. Haggar
ERH/ce
Enclosures
President and Mrs. George Bush
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Page 3
( Excerpts from my 1988 letter. )
Incentive and morality start at an early age in the home
and unfortunately today, we have many children who are
fatherless. This includes whites, hispanics and blacks.
We must instill morality and incentive in these
disadvantaged children, through the parents; through
public television; through the public sector. we need
to teach our children there is a God, that this country
has been blessed by God and God-fearing people made it
what it is.
We need an arm such as Operation Headstart to get young
children off on the right foot, morally and
educationally. I propose to do this through the private
sector. Let me explain. The National Alliance of
Businessmen, an organization that educated disadvantaged
men and women of all races, so they could get and hold
jobs; and this has been successful. This could be
something additional for NAB - or another private sector
organization.
E. R. HAGGAR
6113 LEMMON AVENUE
DALLAS, TEXAS
February 18, 1988
Dear Mr. Vice President:
Congratulations on your great New Hampshire victory. Mo"
real comeback, and I know you got the "Big
A back on track - but we just can't be satisfied
with success, as you know.
I'm attaching some ideas that I'm sure you, your
staff and advisors have already thought of; however,
in case your folks have missed something, these ideas
may be of some help.
think the American people are interested in the
I issues and your vision of what you see for the country
and how you can get these executed.
Good luck for the balance of the campaign and with
my warmest regards, I am,
Sincerely,
Ed
ERH/ce
The Honorable George Bush
Vice President of the United States
c/o Ms. Susan Peake
P.S. I'm enclosing some pamphlets by W. A. "Tex"
Moncrief about solving today's energy problems.
I'm sure you've seen these.
Bidget handled -
12/19
Robin - to work i call Haggan
Phil Brady gave Edue a copy
- She called Hogger to let him
know Educ. well call him
PI. ask me about - NFAR. R.
2/11/92
this -
Brudget
THE WASHINGTON WHITE HOUSE
Rose,
per is of
of
theSecretary
a
the
Bridget
Garland
Theresa1--3067
ocument Originally
Attached to
Following Page
Robin
3PM 2/5/92
Ed Hagger (619)346-3095
lorate the to the Dres. on
education. - Think the ares. sent
it to Lamar alexander. Hagger
called Patty - - wants to talk
to alixander. Ck. to see
where th, stands and
jerhaps someone should
Call Hazzar ( not ahxander)
Rz
Wednesday
February 5, 1992 (1330)
PHONE CALL FOR THE PRESIDENT
FROM: Patty Presock
Called to let you know that she talked with Don Johnson and
Melanie Griffith, and they accepted the invitation to spend the
night at the White House on Thursday, 6 February. They expect to
arrive at 6:15 p.m.
Robin
THE WHITE HOUSE
WASHINGTON
Feb. 6, 1992
TO:
Daniel Casse
FROM: EDE HOLIDAYAA
FYI
X
Action
Comment
Please see the attached note
from the President's Office
and follow-up accordingly.
Thank you.
THE WHITE HOUSE
WASHINGTON
DATE:
02/06/92
NOTE FOR: EDE HOLIDAY
The President has reviewed the attached, and it is
forwarded to you for your:
Information
Action
XXXX
PLEASE SEE ATTACHED NOTE.
Thank you.
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
(x2702)
cc:
THE WHITE house
WASHINGTON
02/06/92
Attached is a letter to the President
from E. R. Haggar from 12/16/91. The
President wrote a note back to Mr.
Haggar on 12/19/91 telling him that he
was asking Lamar Alexander to 'check
out the education ideas.
Apparently this request was not sent;
Education has no record of it.
Please dispatch to Education now for
someone, not necessarily the Secretary,
to call Mr. Haggar this week (per the
President's office) to let him know
his letter is at Education and that
it will be looked into. Mr. Haggar,
who is also a friend of the President's,
is now in CA and can be reached at
619 346-3095. Also, please followup
by letting Rose Zamaria know that
Mr. Haggar was in fact called.
Thanks.
12/19/ile
THE WHITE HOUSE
WASHINGTON
February 9, 1992
MEMORANDUM FOR ROSE ZAMARIA
FROM:
DANIEL CASSE Dac
SUBJECT:
Correspondence from Mr. E.R. Haggar
In response a note I received on February 6, Steve Danzansky,
Chief of Staff to Secretary Alexander, called Mr. Haggar on
February 7. He spoke with him for more than 30 minutes and
apologized for the delay in responding to his December 16 letter
to the President.
Danzansky said he would set up a meeting at the Department of
Education with Mr. Ralph Rogers. He also agreed to stay in touch
with Mr. Haggar to keep him posted on some department projects on
encouraging private sector efforts directed at pre-school
education.
Please let me know if you require any more follow-up on this
matter.
OFFICE OF CABINET AFFAIRS
CORRESPONDENCE/ACTION TRACKING SHEET
GENERATED: 02/07/92
Control No
: 938
10
Entry Date
: 02/07/92
Due Date : 02/14/92
Assigned to : DANIEL CASSE
Action
: APPROPRIATE ACTION
Requestor
: BRADY, PHIL
Subject
: HAGGAR LETTER: EDUCATION IDEAS
Comments:
PLS. SEE NOTE FROM PRESIDENT'S OFFICE AND FOLLOW UP
Daniel, let's turn
This around in a
couple oFdays.
AN
Arlington, VA 22204
Suite 2710
1000 Wilson Boulevard
New American Schools Development Corporation
DESIGNS FOR A NEW GENERATION
OF AMERICAN SCHOOLS
Request for Proposals
"Imagine a new generation of American schools
that are light years beyond those of today...."
New American Schools Development Corporation
BOOK RATE
SPECIAL FOURTH CLASS
POSTAGE AND FEES PAID
Education Advisory Panel
Board of Directors
New American Schools Development Corporation
New American Schools Development Corporation
Saul Cooperman (Chairman). President of Educational Programs,
Amelior Foundation; Former Commissioner of Education, New Jersey
Mary V. Bicouvaris, Teacher, Hampton Roads Academy, Newport
Thomas H. Kean (Chairman). President of Drew University; Former
News, Virginia
Governor of New Jersey
Bruce Brombacher, Teacher, Jones Middle School, Upper Arlington,
James K. Baker, Vice-Chairman. Chairman and CEO of Arvin
Ohio
Industries, Inc.
Ramon C. Cortines, Superintendent of Schools, San Francisco Unified
Louis V. Gerstner, Jr., Vice-Chairman. Chairman and CEO of RJR
School District
Nabisco, Inc.
Wilhelmina R. Delco, Speaker Pro Tempore, Texas House of
Frank Shrontz, Vice-Chairman. Chairman and CEO of The Boeing
Representatives
Company
Therese Dozier, Teacher, Irmo High School; Coordinator of
W. Frank Blount, President and Chief Executive Officer. Group
Professional Development Schools, University of South Carolina
Executive, Communication Products of AT&T
Jill A. Eaton, Principal, Walter Jackson Elementary School, Decatur,
Robert E. Allen, Chairman and CEO, AT&T
Alabama
Walter H. Annenberg, Publisher, Diplomat, and Founder of The
Joseph A. Fernandez, Chancellor, New York City Public Schools
Annenberg Foundation
Peter R. Greer, Professor and Dean of the School of Education,
Norman R. Augustine, Chairman and CEO of Martin Marietta
Boston University; Superintendent ad interim of Chelsea Public
Corporation
Schools, Chelsea, Massachusetts
Gerald L. Baliles, Partner, Hunton & Williams; Former Governor of
Sister Caroleen Hensgen (Retired); Former Superintendent of
Virginia
Schools, Diocese of Dallas
John L. Clendenin, Chairman and CEO of BellSouth Corporation
Franklyn G. Jenifer, President & CEO, Howard University
Joan Ganz Cooney, Chairman, Executive Committee of Children's
Sharon Lynn Kagan, Senior Associate, Bush Center in Child
Television Workshop
Development and Social Policy, Yale University
Earl G. Graves, CEO and Publisher of Black Enterprise Magazine
Michael W. Kirst, Professor of Education, Stanford University
John R. Hall, Chairman and CEO of Ashland Oil, Inc.
Judith E. Lanier, Distinguished Professor and Dean of the College of
Education, Michigan State University
James R. Jones, Chairman and CEO of American Stock Exchange
William L. Lepley, Director, Iowa Department of Education
John D. Ong, Chairman of BF Goodrich Company
Herbert J. Walberg, Research Professor of Education, University of
Lee R. Raymond, President of Exxon Corporation
Illinois at Chicago
James J. Renier, Chairman and CEO of Honeywell, Inc.
James R. Walker, Superintendent, North Branch School District,
Paul Tagliabue, Commissioner of the National Football League
North Branch, Minnesota
Linda J. Wachner, President and CEO of WARNACO
Stephen S. Willoughby, Professor of Mathematics, University of
Arizona
Stanley A. Weiss, Chairman and CEO of Ralstan Trading and
Development Corporation
Deanna G. Woods, Teacher, Wilson High School, Portland, Oregon
Kay R. Whitmore, Chairman, President, and CEO of Eastman Kodak
DESIGNS FOR A NEW GENERATION
OF AMERICAN SCHOOLS
A Request for Proposals
issued by the
New American Schools Development Corporation
Arlington, Virginia
October, 1991
Appendix C
Budget Format
Please Show Budget by Task and Year for Each Phase
Days if
Total
Donated
Cost Element
Applicable
Costs
Costs
A.
Staff (List Individually
Within Category)
1.
Design Team Personnel
Project Director
Key Non-School Personnel
Key School Personnel
Other Senior Staff
Total Senior Personnel
2.
Other Personnel
Technical Support
Secretarial/Clerical
Others
Total Salaries (1 + 2)
3. Fringe Benefits (if charged as direct costs)
Total salaries, wages and fringe benefits
(1 + 2 + 3)
B. Travel Expenses
C. Computer Services Costs
D.
Subcontract Costs (provide detail for each)
E.
Consultant Services
F.
Other Direct Costs
Materials and Supplies
Equipment
Instructional Materials
Software
Other
Total Other Direct Costs
G. Payments to Schools
Released Time
Staff Development
Other
H. Construction/Renovation
I.
Overhead
J. G&A
Total estimated costs (A through J)
K. Fee or Profit
TOTAL ESTIMATED COSTS AND PROFIT
59
A New Generation of American Schools
TABLE OF CONTENTS
5.
School-based staff have a major role in
making instructional decisions.
I.
Preface
5
II.
Call for Proposals
7
6.
Major emphasis is placed on staff
development.
III.
Introduction
13
IV.
Statement of Work
17
7. A high-quality pre-kindergarten program is
Background
17
established, at least for all disadvantaged
Objective of the RFP
19
students.
Proposal Requirements
22
8.
Health and other social services are
Expected Approach and Costs
25
sufficient to reduce significant barriers to
Project Duration
27
Products
28
learning.
V.
Selection
31
9.
Technology is used to raise student and
Process
31
teacher productivity and to expand access to
Criteria
32
learning.
VI.
Requirements and Conditions
37
Non-governmental Contract
37
Governing Law
37
Decision of NASDC
37
Key Personnel
37
Liaison With NASDC
38
Termination for Default
38
Intellectual Property
38
Funding
40
VII. Instructions to Bidders
41
General Proposal Submission Information
41
Timetable
41
Inquiries
42
Proposals
42
Appendices
A Issues Raised at Design Conferences
47
B. Business Roundtable Principles
57
C. Budget Format
59
From: Essential Components of a Successful
Education System: The Business Roundtable
Education Public Policy Agenda
58
A New Generation of American Schools
Appendix B
Business Roundtable Principles
The Business Roundtable, representing some 200
corporations, supports the national education goals
developed by President Bush and the nation's governors.
The achievement of those goals is vital to the nation's
well-being.
The Roundtable believes the following
characteristics are needed to provoke the degree of
systemic change that will achieve the national goals
through successful schools:
1. The new system is committed to four
operating assumptions:
- all students can learn at significantly
higher levels;
- we know how to teach all students
successfully;
- curriculum content must reflect high
expectations for all students, but instruc-
tional time and strategies may vary to
assure success; and
- every child must have an advocate.
2. The new system is performance or outcome
based.
3.
Assessment strategies must be as strong and
rich as the outcomes.
4. School success is rewarded and school
failure penalized.
57
A New Generation of American Schools
I. PREFACE
This Request for Proposals (RFP) calls for designs
for a "New Generation of American Schools" and is
issued by the New American Schools Development
Corporation (NASDC). Proposals, postmarked no later
than February 14, 1992, should be submitted to:
New American Schools Development Corporation
1000 Wilson Boulevard, Suite 2710
Arlington, Virginia 22209
A "bidders conference" to discuss this RFP will be
held at the Capital Hilton Hotel, 16th & K Streets, N.W.,
Washington, D.C. on November 14, 1991. Individuals
and organizations interested in submitting proposals are
invited to attend the conference at which all bidders will
be offered the opportunity to ask questions about the
requirements of this solicitation. NASDC intends to
make all information explaining or interpreting the RFP
available in identical form to all potential bidders SO that
none will be at a disadvantage. To that end, NASDC will
supply a transcript of the discussion at the bidders
conference to all potential bidders who request it.
The bidders conference will also provide an
opportunity for individuals and organizations to
familiarize themselves with the capabilities and plans of
potential partners. Interested bidders who wish to share
information about their proposals for purposes of
networking or creating alliances should submit a one-page
summary of their capabilities and interests to NASDC by
November 8, 1991. As a service to potential bidders,
NASDC will distribute these summaries at the bidders
5
A New Generation of American Schools
A New Generation of American Schools
conference and in a public access data base. Bidders are
Teams are encouraged to design distinctive schools
not required to submit such a summary.
and need not cater to all tastes or instructional
preferences. Designs may contemplate voluntary student
Individuals or organizations interested in responding
enrollment, involving random or unbiased selection of
to this RFP are asked to assist NASDC in planning its
students from among the whole pool of applicants to a
selection process by submitting a letter announcing their
school. Designs may also entail enrollment contracts, in
intent to the address above by December 15. Bidders may
which students and parents agree in advance to codes of
submit proposals as late as the February 14 deadline even
conduct, levels of student effort, and extracurricular
if they have not submitted a letter of intent.
participation. But designs may not require a hand-picked
student body or enrollment practices that discriminate on
the basis of income, race, sex, ethnicity, country of origin,
or handicapping condition.
NASDC assumes that every student can learn and
that good schools can work for all of them. Designs
focused on at-risk students are fully acceptable; however,
such proposals should clearly explain why they are SO
targeted and how they address the unique needs of the
disadvantaged.
Once design team contracts are established, NASDC
will assess design teams' enrollment practices and student
attrition experience. These assessments will be
considered in the decisions to re-negotiate teams'
contracts after the first and third years.
6
55
A New Generation of American Schools
A New Generation of American Schools
responsibilities that are necessary for schools to operate as
II. CALL FOR PROPOSALS
contemplated by its design.
Think about every problem, every challenge we
Teams whose designs require variances in public
face. The solution to each starts with education.
policies, regulations, or contracts, should identify the
For the sake of the future-of our children and
necessary waivers in their proposals. Teams need not
the nation-we must transform America's
obtain those waivers until after Phase 1 contracts with
schools. The days of the status quo are over.
NASDC are established, but the proposal should suggest a
strategy for obtaining such waivers. Teams may, of
With those words on April 18, 1991, the President of
course, arrange local cooperation in advance. In
the United States unveiled an ambitious new education
subsequent years of the contract, the design team must
strategy, AMERICA 2000. The strategy is the linchpin
identify any permanent changes in applicable laws,
of a nine-year effort to close the gap between where we
regulations, or contracts necessary for widespread
are today and benchmarks established by six national
implementation of its design. NASDC may also assist
education goals. At the heart of AMERICA 2000 lies a
design teams by advocating necessary changes in
bold challenge: Reinvent American education by
educational governance, regulation, finance, and the roles
designing new schools for a new century. This request
of other institutions.
for proposals launches that design effort so that
communities across the country can re-create their own
Teams may, if they find it essential, suggest re-
schools.
definitions of the responsibilities of adult groups that
At the request of President Bush, leaders in
traditionally operate outside the school itself: parent
American business have created the New American
groups, businesses, school boards, superintendents, and
Schools Development Corporation (NASDC), an
teachers' unions; colleges, libraries, and community
independent, non-profit organization, as a catalyst for
cultural institutions; churches, civic groups, and charitable
educational change. The mission is straightforward:
organizations; and other public service agencies such as
NASDC intends to underwrite the design of new high-
hospitals, health clinics, welfare departments, and
performance educational environments to jump-start
counseling centers.
learning in America.
TARGET POPULATIONS
Business, education, and political leaders have come
to understand that fundamental institutional change
NASDC's goal is to develop designs that work for all
depends on the existence of four conditions:
students, particularly those who are not served well by
Dissatisfaction with the Status Quo. The
today's schools. Most designs should contemplate
institutional culture in an organization cannot be
serving a cross-section of all the students in a racially,
uprooted if most people are satisfied with the
ethnically, and economically diverse community.
familiar and the comfortable.
54
7
A New Generation of American Schools
A New Generation of American Schools
A New Shared Vision. Of critical importance is
The design may entail major changes in community
the need to create a new shared vision of where
governance structures and the functions of other
to go and strategies to get there. Without both,
institutions such as public health agencies and welfare
frustration triumphs.
departments. Alternatively, designs may adopt
conventional arrangements for any of the above.
The Capacity for Change. Visions and
strategies are fragile. The capacity to change an
Some issues are definitively resolved by the RFP.
organization is critical, particularly the ability to
Designs must involve instructional services in at least the
reshape what people do, how they do it, and how
core group of five subjects. Designs should also enhance
they are rewarded for performance.
students' higher-order thinking skills, ability to take
Concrete Practical First Steps. Revolutions
initiative and use judgment, and ability to work
begin in fits and starts. The important thing is
productively with others. But designs may not focus on
that they begin. Practical, measurable first steps
only one subgroup of students within a school or on only
are essential to overcoming institutional inertia.
one subject, even a broadly defined subject such as
They build a sense that fundamental change is in
science.
the wind.
American education is caught in the flux and flow of
"Systemic" Dimension of Design
these conditions. Dissatisfaction, building for a decade, is
Designs that make education a community enterprise
profound and growing. A new vision is embedded in the
and break the boundaries between schools and other
national education goals. AMERICA 2000 outlines the
institutions are encouraged. Design teams may consider
strategy. The capacity for change is being built every day
the implications of their ideas about schooling for
as reformers shed new light on systemic school barriers
educational governance and finance and for the roles of
blocking performance. With this RFP, the New American
other institutions that serve students and their families.
Schools Development Corporation takes one concrete first
However, designs that include changes in finance,
step. Subsequent steps will be taken by the designers who
answer this RFP and the communities that adopt new
regulations, governance, structures, and the roles of other
institutions must explicitly demonstrate how those
ideas for schooling.
changes are linked to improvements in student instruction
This document represents a call to all who care about
and outcomes.
the nation's educational future to become architects of a
new generation of schools-schools that set the pace for
A design team's first focus must be on students:
the nation and the world. Dreamers and doers from all
What instructional experiences should they have, what
walks of life-educators, analysts, community leaders,
outcomes can be expected, and how can the work of
legislators, business executives, inventors, professionals,
teachers, staff, parents, and other adults be organized to
and entrepreneurs-are invited to submit their vision of a
provide the experiences and ensure the outcomes? Once
new generation school. NASDC intends to help make the
these features of the design are established, a team should
best of these visions a reality.
identify any changes in extra-school actors' roles and
8
53
A New Generation of American Schools
A New Generation of American Schools
designs that sweep aside school buildings in
The best proposals will start from scratch to respond
favor of distance-learning techniques in
to the following challenge: Assume that the schools we
homes or community centers;
have inherited did not exist, and design an educational
environment to bring every child in this community up to
suggestions to integrate parent education,
world class standards in English, mathematics, science,
child care, and adult literacy services with
history, and geography, prepared for responsible
educational services for children and youth;
citizenship, further learning, and productive employment.
residential programs for the children of the
No question about schooling should be off-limits; no
answer assumed.
poor and the middle class that rival the best
available to the children of the well-to-do;
NASDC's interest lies in the comprehensive re-
formation of entire schools or sets of schools. NASDC
employment preparation programs
believes that all aspects of the school need to be
integrating education, vocational programs,
integrated into a coherent, high-performance learning
apprenticeship training, and workplace skill
environment, a new American school.
development; or
De Tocqueville once described the United States as a
schools run by all manner of community and
"land of wonders" in which "what is not yet done is only
institutional and entrepreneurial entities,
what [we have] not yet attempted to do." That
including public-private hybrids.
description was a prophecy. Over the generations,
American creativity has helped erase natural boundaries
The answer is that NASDC is willing to consider
and push back the frontiers of technology. Bidders are
these and other proposals that call for bold and dramatic
invited to breathe new life into that prophecy by
changes in schooling. What is required is that proposals
imagining a new kind of American school-public or
embody a strategy for integrating all facets of a school's
private-in which:
life-instruction, curriculum, social climate, opportunity
assumptions, about how students learn and what
for artistic expression, extracurricular activities, staff
students should know and be able to do, are
development, and administration-in pursuit of high
completely re-examined;
levels of student learning.
visions of the nature and locations of school are
Design teams should define the scope and focus of
reconsidered; and
their own work. Student age-grouping may be
the manner in which communities create,
unconventional, and designs may serve students younger
govern, and hold their schools accountable is
than five years of age and older than 18; students need not
redesigned.
all be assembled in a single building or at a particular
time of day; the school day and school year may be
The RFP that follows provides the detail of what
redefined. The duties of administrators, teachers,
NASDC has in mind. NASDC intends to fund proposals
volunteers, parents, and all other adults may be changed.
52
9
A New Generation of American Schools
A New Generation of American Schools
in three successive stages: (1) a one-year planning and
establish the manner in which the schools and sets of
design phase for approximately 30 "design teams;" (2) a
schools using its design will assess whether or not the
two-year testing and implementation phase for the most
objectives are being met. The assessments may be based
promising of the original design efforts; and (3) a two-
upon existing or new tests or may use quite different
year technical assistance effort to help communities
forms of assessment. Whatever is chosen, the designer
across the nation adapt the best of the implemented
must make it possible for NASDC to audit and understand
designs to meet their own needs for new schools serving
the basis on which the team assesses the performance of
their purposes. Each phase will be funded by contract.
its design.
The general requirements can be stated simply and
As noted above, NASDC's goal is that the designs
directly:
enable all students to acquire the skills and knowledge
Explain what you hope to accomplish.
necessary to be effective members of American society.
NASDC recognizes, however, that in the short time that it
Describe your basic concept and how you will
is in existence, the designs may not be able to
develop it.
demonstrate that they have fully met this goal. Moreover,
Identify who will be involved.
the time in which this goal can be achieved will differ for
Explain what research or experience supports
populations starting from different baselines. The design
your design.
team is asked to specify interim goals or benchmarks it
expects to meet as it works toward the achievement of the
Provide a credible budget for your work.
performance standards. Its assessments should be keyed
Indicate how you (and NASDC) will know if it
to these benchmarks.
works.
Explain how you will persuade others to put your
FOCUS OF THE DESIGN EFFORT
design in place.
A major topic of discussion in the design conferences
We impose only two constraints: Your design must
concerned the nature of what is to be designed. Above
help all students meet world class standards in at least five
all, there appeared to be widespread agreement with a
core subjects and help these students leave school
comment from one participant who observed, "NASDC is
prepared for responsible citizenship, further learning, and
itself uncomfortable with the risk of its own request."
productive employment. Second, putting aside initial
With respect to the extent to which NASDC is willing to
costs of development, the design should operate on a
consider high-risk, break-the-mold thinking, in the course
budget comparable to conventional schools.
of the design conferences participants asked if NASDC
When all is said and done, the success of the
would consider:
American adventure in every generation can be attributed
to the skills, talents, and invention of our people.
proposals to abandon the conception that
mandatory schooling starts at age 5 or 6 and
ends at age 17 or 18;
10
51
A New Generation of American Schools
A New Generation of American Schools
Rather, NASDC feels that it is likely that many designers
Americans invented the idea of a common school, freely
will choose to start with existing standards frameworks
available to all. The schoolhouse door has been the portal
created by various national or professional organizations,
to prosperity for our society and for millions of its
modifying them if necessary. The designers may wish to
citizens. That invention is over one-hundred years old.
investigate these proposed standards to see if they have
Born in the last century, it has served us well in this one.
been created by processes that are likely to make them
But now a new century beckons. We should enter it with
demanding in the spirit of the term "world class."
A New Generation of American Schools.
A number of efforts are now underway to develop
national consensus standards in the core subject areas.
To Kean
The National Council on Education Standards and
W. Frank Blount
Thomas H. Kean
Testing, created by an act of Congress, is to report on the
President and CEO
Chairman of the Board
desirability and feasibility of establishing voluntary
national standards and tests. The National Assessment of
Educational Progress is developing tests that are based on
a national consensus process sponsored by the National
Assessment Governing Board. Similarly, a number of
professional organizations have sought to establish
frameworks that might be the basis for national standards.
These include such groups as the National Council of
Teachers of Mathematics, the National Council of
Teachers of English, the Bradley Commission (Building a
History Curriculum), the Joint Committee on Geographic
Education, the American Association for the
Advancement of Science (Project 2061), and the National
Science Teachers' Association.
The establishment of standards for the designs is the
responsibility of the designers and schools implementing
the designs. NASDC has prepared a brief listing of such
standards efforts, which is available upon request; bidders
may want to review their suggestions and
recommendations. The list constitutes an aid to design
teams, not an endorsement of the various proposed
standards.
In addition to establishing performance objectives for
students in its programs, the design team is expected to
50
11
A New Generation of American Schools
of the central office functions is one of the systemic
changes required to implement the design.
The burden of demonstrating that the costs of a
design are roughly equivalent to conventional schools lies
with the bidder. In the later phases of the program,
NASDC expects to develop cost models that will assist it
and its contractors to determine the costs of the developed
designs and help potential users of the designs to judge
their cost-feasibility in their own settings.
WORLD CLASS STANDARDS
Many participants at the design conferences raised
questions concerning the meaning of "world class
standards" in the RFP. What subjects are involved? How
should we assess performance? What standard has
NASDC set?
The intent of the RFP should be clear: When fully
implemented, a design should enable virtually all students
to acquire the skills and knowledge that they need to
function and compete effectively in a world that is
becoming more complex and demanding. Moreover,
designers should recognize that world class standards are
dynamic and can be expected to change through time.
Designs should be capable of accommodating such
changes.
In terms of this competition, the RFP requires that
designers set high performance objectives (standards) for
their designs and that these objectives include-but not be
limited to-the five core subject areas of English,
mathematics, science, history, and geography. It is not
required that each design team should define these
performance objectives themselves or provide an
empirically based justification that they are "world class."
49
A New Generation of American Schools
A New Generation of American Schools
design should be attractive, from a cost standpoint, to
III. INTRODUCTION
schools in many jurisdictions. But costs also reflect other
differences including the student/teacher ratio, the level of
supporting staff in a school (e.g., counselors and aides),
the size and function of central office staff, the levels of
This is a request for proposals for designs of new
funding for students with special needs, and specialized
American schools-public and private-that will help our
equipment in schools with a heavy emphasis on science or
people and the nation grow and prosper in the 21st
on vocational education.
century. Successful proposals will contain a strategy for
Bidders should justify their expected costs in light of
integrating all facets of a school's life, including teaching,
the spirit of the requirement-that the designs be capable
curriculum, and administration. Proposals must deal with
of implementation in the real world. This would mean,
all five core subjects, not just one or two subjects; all
for example, that designs feasible only in districts with a
grades within a school, not just one grade. The design
must be for the whole school environment and not for a
high-SES population and expenditure levels of $8,000 or
more per pupil are unlikely to be judged to be attractive
single program or aspect of that school.
for widespread implementation. On the other hand,
The New American Schools Development
designs involving such cost levels, but capable of being
Corporation, a limited-lifetime, non-profit corporation
implemented in urban schools with high levels of special
funded by American businesses, intends to support a
needs students, might be deemed feasible and attractive
number of design teams organized to: (1) create and test
since school expenditure levels in urban schools often
designs for schools that achieve national education goals
approach such levels. Designers may also want to create
and meet world class standards for all students and help
designs adaptable to a variety of settings with costs that
these students leave school prepared for responsible
vary from one setting to another because of changes in the
citizenship, further learning, and productive employment;
pedagogy and services required by the students in those
and (2) assist communities across the nation adopt and re-
settings. Other designers might choose to focus on the
create these designs for their own purposes.
problems of poorly funded schools. For example, given
the large numbers of rural schools funded at low levels, a
This request for proposals was developed over the
designer might want to work on designs that are
past five months by staff of NASDC with assistance from
particularly appropriate to such settings.
a number of consultants and advice from the Education
Advisory Panel, a committee of outstanding educators and
Treatment of costs of the central offices poses other
education policymakers from across the country. A draft
problems. Some designs may require that some functions
of this RFP was presented at three conferences, and on
traditionally funded and performed at the district level
television in over fifty cities, in August and September,
(e.g., staff development) be performed at the school level.
1991. Suggestions offered during these events are
In justifying the costs of such designs, the designer could
reflected in this document, and major issues raised in
take credit for the portion of the central office costs
these meetings are discussed in Appendix A.
devoted to that function, while noting that a restructuring
48
13
A New Generation of American Schools
A New Generation of American Schools
NASDC envisions a three-phase program:
Appendix A
Phase 1
Develop Design
Issues Raised at the Design Conferences
Spring 1992-Spring 1993
NASDC selects
During August and September 1991, thousands of
approximately 20-30
educators, business leaders, and citizens commented on
successful bidders who
an initial draft of this RFP at three design conferences
receive contracts for a 12-
(two in Washington, D.C. and one in Los Angeles,
month effort to develop
California) and a nationwide television presentation
their designs.
carried on the Public Broadcasting Service in over 50
Phase 2
Implement, Test, and
cities.
Refine Design
In the course of these meetings, participants raised a
Spring 1993-Spring 1995
NASDC evaluates design
number of questions about specific issues treated in the
efforts and selects the
RFP. Additional comments on several of these major
most promising for a two-
concerns follow. These include:
year contract to test and
implement the design in
treatment of costs;
school settings.
world class standards;
Phase 3
Assist Many
Communities to Adapt
focus of the design effort; and
and Use Design
target populations.
Spring 1995-Spring 1997
Following evaluation of
testing and initial
TREATMENT OF COSTS
implementation, NASDC
supports technical
The designs are to involve recurring costs
assistance efforts to help
approximately equivalent to the costs of conventional
communities across the
schooling. The reason is straightforward. The designs
nation adapt, re-create,
should be useful to a large number of schools; if the
and put the new designs in
designs involve costs significantly higher than current
place. NASDC anticipates
levels, it is unlikely that most schools will seriously
that this effort will begin
consider them.
with the AMERICA 2000
communities identified by
The recurring costs of current schooling vary widely.
the AMERICA 2000
In part this variation is associated with differing prices or
strategy.
salary levels across jurisdictions. To the extent that cost
differences are due largely to prices and salaries, a given
14
47
A New Generation of American Schools
At the end of the five-year period, NASDC
anticipates that a proven capacity will be in place to
support communities as they seek to develop the high-
performance educational systems that America needs.
15
A New Generation of American Schools
APPENDICES
45
A New Generation of American Schools
IV. STATEMENT OF WORK
BACKGROUND
In 1990, the President and the governors of the 50
states established six national education goals. They
agreed that by the year 2000:
1.
All children in America will start school
ready to learn.
2.
The high school graduation rate will
increase to at least 90%.
3.
American students will leave grades four,
eight and twelve having demonstrated
competency in challenging subject matter
including English, mathematics, science,
history, and geography; and every school in
America will ensure that all students learn to
use their minds well, SO that they may be
prepared for responsible citizenship, further
learning, and productive employment in our
modern economy.
4. U.S. students will be first in the world in
science and mathematics achievement.
5. Every adult in America will be literate and
will possess the knowledge and skills
necessary to compete in a global economy
and exercise the rights and responsibilities
of citizenship.
17
A New Generation of American Schools
A New Generation of American Schools
6. Every school in America will be free of
4. The proposal must contain the names, titles,
drugs and violence and will offer a
addresses, and phone numbers of all
disciplined environment conducive to
principals.
learning.
5. The proposal must contain the resumes and/
The six goals are broad statements of national
or description of qualifications of key
purpose. Each goal includes several objectives to clarify
personnel who will be responsible for the
how progress toward the goal can be measured.
work, and an integrated description of the
design team.
In April 1991, the President and the Secretary of
Education announced AMERICA 2000, a nine-year
6. If applicable, the proposal must name one
strategy to achieve the six goals. The strategy was
lead contractor who bears primary
developed to honor local school control, create
responsibility for managing the team's work
partnerships between local government and the private
and executing its contract with the NASDC.
sector, and build on the conviction that improvements in
American education should develop community by
7. The proposal must provide the bidder's
community.
name and complete address, including street,
city, county, state, zip code, and telephone
AMERICA 2000 consists of four tracks, pursued
and facsimile numbers. It must also identify
simultaneously: (1) better and more accountable schools;
a principal contact.
(2) a new generation of American schools; (3) a nation of
students, learning throughout their lives; and (4)
Application materials will not be returned.
communities where learning can happen.
This RFP focuses on the second track of the America
2000 reform effort. The private sector has created the
New American Schools Development Corporation to
launch, support, and monitor the design work that will
lead to a New Generation of American Schools. NASDC
proposes to contract in 1992 for the development of
designs for new schools and sets of schools. Once the
design work (Phase 1) is completed, NASDC will support
testing and implementation of the designs for two years
(Phase 2), followed by a two-year effort (Phase 3) to
promote widespread adoption of the designs by
communities across the country.
18
43
A New Generation of American Schools
A New Generation of American Schools
On or before May 31, 1992, NASDC intends to begin
NASDC anticipates that many proposals will relate
announcing design teams with which it will commence
to a single school, either an existing school or a plan for
negotiations toward mutually agreeable final contracts
an entirely new school. NASDC, however, is also
within the scope of this RFP.
interested in considering proposals to redesign sets of
schools (e.g., entire local education agencies, groups of
INQUIRIES
schools serving a particular neighborhood, or feeder
patterns of schools serving students of different ages).
Inquiries concerning any areas which, in the bidder's
Bidders concentrating on individual schools must address
opinion, require clarification or correction should be
how they propose to deal with problems of governance,
directed to NASDC as soon as possible at the address
finance, teacher preparation, and accountability likely to
above. Inquiries should be in writing, and, on major
affect their design. Bidders interested in sets of schools
matters of substance or process, identical written
must address the means by which individual schools re-
responses will be supplied to all prospective bidders.
create themselves. All bidders must address the relation-
ship of the design to student achievement of world class
PROPOSALS
standards and the preparation of students for responsible
citizenship, further learning, and productive employment.
Proposals must meet the following description:
OBJECTIVE OF THE RFP
1.
A one-page abstract, including name,
address, and telephone number of bidder.
The objective of this RFP is to create and support
design teams capable of designing new schools or sets of
2. An executive summary of not more than five
schools. The design teams will do two things: (1) design
(5) pages, double-spaced (approximately
new educational institutions that provide superb learning
1,250 - 1,500 words).
environments for all students; and (2) help communities
3. The main body of the proposal itself should
adapt and use these designs across the country.
be no longer than fifty (50), numbered,
NASDC defines a "learning environment" as the
double-spaced pages (approximately 12,500
entire set of instructional and social experiences students
- 15,000 words). Supporting materials, if
encounter in the course of a defined period of formal
desired, may be added; these materials may
education (e.g., a day, a week, or a year). A school is the
be reviewed if necessary to clarify the
institution that provides these experiences by organizing
proposal, but judgments about the proposal
the work and time of students, teachers, and
will depend largely on the quality of the
administrators and designing space, instructional
main body of the proposal itself. Ten (10)
materials, and technology to support that work. Under
complete copies of the proposal and all
these definitions, a school need not be a single building.
supporting materials (including the abstract
It may include an extended learning environment (e.g., a
and the executive summary) must be
provided.
42
19
A New Generation of American Schools
A New Generation of American Schools
school without walls), or feature distance-learning or
VII. INSTRUCTIONS TO BIDDERS
other novel institutional arrangements.
GENERAL PROPOSAL SUBMISSION
Schools obviously do not operate in a vacuum.
INFORMATION
Throughout this RFP, NASDC refers to "systemic" issues
in education, i.e., the school's relationships with other
The New American Schools Development
entities and institutions, including other schools,
Corporation, a private non-profit corporation formed at
governing boards, community groups, and social welfare
the request of President Bush, issues this RFP to contract
organizations.
for the design, development, and implementation/testing
of new high-performance learning environments. The
The design teams should understand that
work is in three phases as defined under Call for
NASDC's intentions go far beyond the expectations of
Proposals and Statement of Work above.
prior education reform efforts.
Proposals are invited from organizations (both profit-
This is an effort to integrate all elements of a
making and non-profit) and individuals. Individuals
school's life. Proposals to explore teaching and learning
might include teachers, administrators, and others
in limited settings will not satisfy the requirements of this
interested in creating design teams. Organizations might
RFP. NASDC expects bidders to outline designs for
include research and development institutions, businesses,
schooling that promise to accelerate learning
community organizations, state and local education
dramatically. The designs must be for whole schools, not
agencies, schools of education, or others.
for a single grade or program within a school; they should
integrate all facets of the school's life (including
NASDC is the only point of contact for this
instruction, curriculum, and social climate) in pursuit of
solicitation. Proposals and inquiries concerning this
high levels of student achievement.
solicitation should be directed to:
This is a design effort, not a research program.
New American Schools Development Corporation
Although designs should be based on research or cutting-
1000 Wilson Boulevard, Suite 2710
edge practice, the objective of this effort is the creation of
Arlington, Virginia 22209
highly effective schools, not the development of new
knowledge.
(703) 908-9500
The designs will be "benchmarked" against
TIMETABLE
demanding goals and achievement standards. NASDC is
not interested in incremental changes that promise, at
To be considered, proposals must be submitted to
best, modest improvements in student achievement
NASDC no later than February 14, 1992. Proposals will
compared to conventional classrooms or schools. The
be deemed to be submitted when deposited with the U.S.
achievement of students in the New Generation of
mail or other delivery service or otherwise transmitted.
American Schools will be measured against world class
standards.
20
41
A New Generation of American Schools
A New Generation of American Schools
owner of such intellectual property to license its use by
This is not a request to establish "model" schools.
schools or sets of schools at variable fees based upon
NASDC does not seek to develop "cookie cutter" designs.
ability to pay.
The designs must be adaptable so that they can be used by
many communities to create their own new schools. A
FUNDING
design team must have an effective plan to generate the
energy required for local communities to create their own
Unless otherwise agreed, NASDC will advance funds
high-performance, break-the-mold schools. The
to the contractor according to the milestones specified in
important thing is that long after NASDC has disappeared
the contract, providing funds for the succeeding milestone
from the scene, its legacy of new designs will remain.
as one milestone is accomplished. Payments shall be
made in response to invoices from the contractor and in
The designs must be for all students, not merely for
accordance with the agreed project budget.
those students most likely to succeed. NASDC's goals
will not be met if the designs it helps create produce high-
performance learning environments only for the well
motivated or children of the middle class and the well-to-
do. Perhaps as many as 40 percent of American
youngsters under the age of 18 can be considered "at
risk," including children from low-income or single-
parent families, children with disabilities, and children
with limited ability to speak and use the English language.
Design teams must be explicit about the student
populations they intend to serve and about how they
propose to raise achievement levels of "at risk" students
to world class standards.
This is a request for break-the-mold designs, not for
fixing up the design already in place. Many exemplary
reform efforts are already at work improving selected
aspects of existing schools-innovations in curriculum,
teacher training, calendar modifications, "one-stop"
centers for social services, and accountability
mechanisms. Although some of these considerations will,
of necessity, be a part of bold new designs, most belong
more appropriately in Track 1 of AMERICA 2000
(Better, More Accountable Schools) than in the new
generation schools contemplated under Track 2. This
request is for comprehensive designs for very different
21
40
A New Generation of American Schools
A New Generation of American Schools
schools or sets of schools that (1) provide learning
to this RFP. Proposals will not be released by NASDC to
experiences not now generally available to students; and
the public, to other bidders, or to persons not directly
(2) produce dramatically better outcomes.
involved in the process of selection and/or contract
negotiation unless such release is authorized by the
PROPOSAL REQUIREMENTS
bidder. Proposals will be duplicated and circulated only
to the extent considered necessary by NASDC to evaluate
Each proposal must include specific attention to
and compare offers and to negotiate agreements.
several fundamental requirements. Proposals should:
Proposals which do not lead to an agreement between
NASDC and the bidder will be destroyed.
1. Explain what you hope to accomplish. The
description of the preliminary design in each proposal
As a tax exempt organization, NASDC must act in
should include a definition of what graduates of the
the public interest. In addition, it is central to NASDC's
school should know and be able to do. Whatever the
purpose that designs developed pursuant to this RFP be
design's focus, it should specify the outcomes which its
widely disseminated and used. These principles will
students are expected to attain. Bidders are reminded that
govern contract terms related to intellectual property.
the national education goals call for students to leave
Accordingly, intellectual property developed with
grades four, eight, and twelve having demonstrated their
NASDC funds will be the property of NASDC, and
competence in challenging subject matter, capable of
design teams will agree that they will assert no common
using their minds well, and prepared for responsible
law, equitable, or statutory rights in such property.
citizenship, further learning, and productive employment.
NASDC will not itself market property or services to end-
NASDC expects that designs will explicitly address how
users, but will encourage the widespread dissemination
the competencies expected of graduates relate to the
and use of designs through licensing or other
national goals and world class standards.
arrangements with schools, and school systems, design
teams, consultants, and others.
2. Describe your basic concept and how you will
develop it. Here, NASDC is interested in a detailed
With respect to intellectual property not developed
description of what the bidder's break-the-mold school
with NASDC funds but incorporated in the material
will look like and how it will operate. Substantively,
furnished under the contract or in the design that is the
NASDC expects bidders to both describe the learning
subject matter of the contract, NASDC, in making awards
environment they propose to create and consider any
for Phases 2 and 3, will consider the following: (1)
changes necessary in school organization, governance,
whether, in application of the design, such intellectual
finance, administration, and the use of other community
property is interchangeable with other property with
resources.¹
different ownership; (2) the importance of such
intellectual property in the overall design; (3) the extent to
which the owner of such intellectual property agrees to
1 The Business Roundtable's nine principles, reproduced in
license such property at no or nominal cost for the use of
Appendix B, illustrate the community strategies and resources
schools or sets of schools; and (4) the agreement of the
relevant to systemic reform.
22
39
A New Generation of American Schools
A New Generation of American Schools
sufficient detail to permit evaluation of the impact of such
With respect to learning environments, NASDC
substitution on the program. No such reduction shall be
wants to encourage design teams to focus on both the
made without written consent of NASDC.
experiences they propose to provide to students and on
how all aspects of the school's life will be integrated to
LIAISON WITH NASDC
support learning. With respect to governance issues,
design teams should explicitly address federal, state, and
In addition to the work products specified in Section
local regulations, contractual agreements, and how the
IV, the contractor will provide status reports on the work
design team proposes to proceed in the face of existing
in progress as requested by NASDC, provided that such
constraints. NASDC encourages bidders to consider the
requests will normally be made no more frequently than
teaching implications of the changes they propose, and to
twice a year. Such progress reports shall include a
address issues related to teacher preparation and training.
quantitative description of overall progress; an indication
of any current problems which may impede performance,
Specification of the proposed learning environment is
and proposed corrective action; and a statement of
an important aspect of the proposal and of Phase 1.
cumulative dollar expenditure and cumulative effort
Bidders are expected to specify the main elements of the
expended. The contractor will make its personnel
proposed learning environment in the proposal, along
available as reasonably required to permit NASDC, and
with a detailed plan for proceeding with Phase 1 of the
its research and analysis contractor, to both remain
design effort. The proposal should also incorporate a plan
informed as to the status of work and obtain information
for proceeding with governance issues in Phase 2, along
for comparison across teams.
with a preliminary concept for the Phase 3 effort to
encourage widespread use of the design.
TERMINATION FOR DEFAULT
3. Identify who will be involved. Proposals will not
If the contractor refuses or fails to prosecute the
be considered unless members of the design team, and the
work, or any separable part of the work (including failure
leader or coordinator of the effort, are clearly identified.
to attain any specified milestone) with such diligence as
Their experience, background, qualifications,
will ensure completion according to the established
contributions to the design effort, and ability to
schedule, NASDC may, by written notice, terminate the
implement the proposal successfully should be explicitly
contractor's right to proceed with the work or such part of
described. Similarly, the proposal should describe the
the work as to which there has been a delay. In such
institutional qualifications of organizations involved.
event, NASDC may take over the work and take
possession of and use such materials as may be on the site
4. Explain what research or experience supports
of the work and necessary therefor.
your design. Despite the corporation's interest in
encouraging bold thinking, it will not support wildly
INTELLECTUAL PROPERTY
speculative ideas with little grounding in reality or
convincing evidence. Here bidders should support their
Bidders will not waive any rights to intellectual
vision of new learning environments with research,
property incorporated in proposals submitted in response
analyses, lessons drawn from prior or existing reform
38
23
A New Generation of American Schools
A New Generation of American Schools
efforts, or solidly reasoned "think pieces." The proposal,
VI. REQUIREMENTS AND CONDITIONS
in short, must contain a justification for the bidder's belief
that the proposed learning environment will lead to
NON-GOVERNMENTAL CONTRACT
desired student outcomes.
5. Provide a credible budget for your work.
Awards under this RFP will constitute agreements
NASDC understands that definitive cost justifications for
between private parties. Therefore, the provisions of the
Phases 2 and 3 of the design effort, are at the outset,
Federal Acquisition Regulation ("FAR") are not
difficult. Nevertheless, each proposal should incorporate:
applicable. In particular, FAR provisions relating to bid
(1) detailed costs for Phase 1; and (2) preliminary cost
protests, changes, and contract disputes do not apply.
estimates for Phases 2 and 3.
GOVERNING LAW
6. Define how you (and NASDC) will know if it
Agreements formed as a result of this RFP will be
works. NASDC will be concerned with the quality of the
interpreted according to the law of Virginia.
bidder's plans for self-assessment. The design effort must
be outcome-oriented and the design teams are expected to
DECISION OF NASDC
establish benchmark measures by which they will assess
their progress toward those outcomes.
The selection of successful proposals will be at the
sole discretion of NASDC, based upon considerations set
With respect to "world class standards," NASDC
forth in Section V. Decisions of NASDC will be final.
wants to stress that they represent a dynamic, moving
NASDC has no obligation to negotiate a specific number
target. Bidders should be able to define plausible, short-
of contracts or to award contracts totalling any specific
term benchmarks for such standards as well as ultimate
sum of money under this RFP. If all contemplated awards
goals for student achievement. In the proposal, bidders
have not been made, NASDC may, in its discretion,
should describe what they hope to measure, and establish
permit unsuccessful bidders to revise and re-submit
benchmarks against which to assess student progress
proposals, or it may issue a new solicitation.
through a variety of assessment techniques such as local
tests, portfolio evaluations, national examinations, or
KEY PERSONNEL
international assessments.
The personnel identified in the proposal as "key
7. Explain how you will persuade others to put your
personnel" are considered essential to the work to be
design in place. One of the key distinctions between this
performed. All key personnel need not be full-time
effort and previous reform strategies is the commitment of
employees/members of the design team; however, the
NASDC to help many communities combine their unique
amount of their time or energy devoted to the work of the
perspectives with these designs in order to create their
design team must be stated. Prior to reducing the
own outstanding schools. These designs are
commitment to the project of any specified individuals,
commissioned not to sit on the shelf but to be put in place
the design team shall notify NASDC in advance and shall
with real students, teachers, and administrators.
submit justification (including proposed substitutions) in
24
37
A New Generation of American Schools
A New Generation of American Schools
4.
Appropriateness and Realism of the
Nobody can design a school for someone else.
Proposed Costs to NASDC.
Bidders will be expected to demonstrate their
understanding of the complexities of implementing their
NASDC expects to fund a wide spectrum of design
design, outline initial strategies for proceeding, and
efforts with a range of costs. This range promises to
provide at least a general idea of how they plan to
make choices among proposals difficult. In reviewing the
encourage adaptation and use of the design following
proposals, NASDC will judge them in terms of their costs
initial testing and implementation. In this regard, design
for the five-year design effort including:
teams may, from the first day, begin to work with schools
and communities interested in their efforts.
1. the prudence and reasonableness of costs;
EXPECTED APPROACH AND COSTS
2. the appropriateness of proposed
expenditures for capital equipment or
NASDC anticipates that contractors will wish to
building renovation; and
undertake a wide variety of activities in support of the
3.
whether or not costs are justifiable in light of
design, development, and implementation of New
the promise of the design for achieving the
American Schools, and has no desire to be overly
national goals.
prescriptive. NASDC encourages designs involving
imaginative use of time, space, resources, and
instructional organization. Design teams may develop
new curricula or rely upon existing frameworks and
materials. They may develop software and make
extensive use of communications and computer
technology. They may design completely new
approaches to organizing instructional time and to the
location of instruction. The only constraints on the
designs will be that they help all students reach world
class standards, and that they operate on a budget
comparable to conventional schools.
Most designs will undoubtedly require schools or
school systems to make "front end" investments in areas
such as materials and staff development. The funds
provided by NASDC are appropriately used for these
investments both in the development and testing of the
designs, and in schools participating in the design effort.
36
25
A New Generation of American Schools
A New Generation of American Schools
Bidders should recognize that in selecting
2. Quality of the plans to assess the design's
contractors, NASDC will make judgments concerning the
performance
promise of the design compared with the cost of
developing and testing that design. All other things equal,
Credible self-assessments by design teams will be
a proposed design that costs more to develop and test will
important to NASDC's monitoring of design efforts and
be less likely to be funded than a less expensive effort. In
to providing information to communities that contemplate
this regard, NASDC is more inclined to support the
implementing the design. NASDC will also sponsor
innovative use of existing facilities than to fund new
continuing independent assessment of the teams'
construction.
progress.
Bidders should describe their proposed activities for a
Does the proposal contain an approach to assessment
five-year effort, divided into the three phases described
of student performance that appears likely to satisfy the
earlier. NASDC anticipates awarding up to 30 contracts
needs of the designers themselves, communities
for the Phase 1 design effort with costs ranging from
considering adopting the design, and NASDC? Is the
$500,000 (or less) up to $3 million. NASDC then will
approach keyed to the ultimate achievement of one or
negotiate new contracts with the most promising design
more of the national education goals? Are the assessment
efforts (or possibly combinations of the most promising)
methods and instruments aligned with the designs' goals,
for the second phase of work. At the end of the three
and do they cover all the student outcomes sought?
years, further contracts will be negotiated with the design
teams whose work demonstrates the greatest promise.
3. Potential for widespread application and
The final contracts will support fostering the adaptation
the quality of plans for fostering such
and use of the designs in additional communities across
application.
the nation. In no case should the total amount requested
NASDC intends to do all that is possible to assure
from NASDC for the five-year effort exceed $20 million.
that the efforts it supports do not result simply in a few
isolated model schools or sets of schools in unique
In general, NASDC expects that each proposal will
include:
localities. While detailed plans for fostering wide-scale
implementation are not required until the third year, the
a well developed and supported preliminary
designs themselves must be created with an eye to the
design concept;
strategies to be used to promote their wider adoption.
Proposals will be assessed on the quality and promise of
a detailed plan (with milestones and budget)
their strategies for promoting the use of designs by other
for Phase 1; and
communities. Do the strategies deal with the changes
needed in the policy environment to permit the designs to
preliminary plans and budgets for Phases 2
succeed? Are the recurring costs of implementing the
and 3.
design reasonable? Do the strategies effectively consider
the continuation of the effort after NASDC funding ceases
in five years?
26
35
A New Generation of American Schools
A New Generation of American Schools
more individuals with a proven record of design
It is anticipated that awards will be in the form of
innovation in education or elsewhere? Does the team
fixed price contracts. The proposed budget should be
include leaders and teachers from schools and
presented in the form shown in Appendix C. As noted in
communities that will participate in the development
the section on Selection Criteria, NASDC will consider
process, or (if the schools and communities have not yet
the potential promise of the design effort relative to its
been identified) does the proposal provide persuasive
cost to NASDC.
evidence that the team will be able to develop needed
partnerships with such people?
PROJECT DURATION
Quality of the Team's Plans
Initial contracts will be for one year. In that year,
each design team is expected to develop the basic design
The likelihood of a design's success will also depend
it proposes. This represents a period during which the
on the quality of the strategies and plans to refine the
design team should refine and expand its initial
design and implement it in real communities. Plans
conception and explore the best combinations of
should, at a minimum, show what is to happen, when it is
approaches, systems, technologies, and personnel needed
to happen, and who will make it happen.
to make the design a reality. A crucial part of the work
during this phase will be defining the standards against
In assessing the initial proposal, NASDC will be
which the design will be assessed in the course of
concerned with whether the proposal appears likely to
implementation.
yield a practical design that will pass rigorous scrutiny
and be capable of implementation in other sites. Does the
Following evaluation of the developed design,
bidder demonstrate an understanding of the complexities
NASDC plans to negotiate a second round of two-year
of implementing its design? Do the initial strategies for
contracts with those design teams whose work produces
developing the design incorporate at least a general idea
the most original and plausible designs. The objective of
of how the bidder plans to encourage adaptation and use
this second phase is to demonstrate that the design can be
of the design following initial testing and
adapted and used in real communities The designs must
implementation? Does the plan consider changes in
be tested and refined in more than one site. Difficulties
school organization and governance that are essential to
will undoubtedly arise during initial implementation.
dealing with excess regulation? If the plan assumes that
Phase 2 offers design teams the opportunity to experience
the delivery of other services for children (e.g., health
these difficulties firsthand and make the necessary
screening or counseling) will change, is the plan clear
adjustments. During this phase as well, the teams must
regarding the changes required and how they will be
develop the capability to help communities re-create and
accomplished? Does the plan effectively address working
implement the designs during Phase 3.
relationships within schools and sets of schools? Does
the plan adequately address requirements for teacher
A third, two-year phase will follow initial testing-an
preparation?
implementation effort to provide technical assistance to
many communities. Further problems are likely to arise
34
27
A New Generation of American Schools
A New Generation of American Schools
when several different communities, with different needs
hold the promise of leading to programs that will achieve
and capabilities, attempt to adapt particular designs to
relevant national goals-particularly preparation of
their own needs. Here the design team will be asked to
students for responsible citizenship, further learning, and
demonstrate that there are realistic, viable, cost-effective
productive employment, combined with demonstrated
solutions to the various difficulties associated with
competence in challenging subject matter including
implementation and operation.
English, mathematics, science, history, and geography?
Will the design result in schools significantly different
For each of these phases, the bidder is expected to lay
from, and radically better than, those currently in
out a series of milestones for its work-times at which
existence? Is the design relevant to the diverse
NASDC can expect to see some specific kind of progress,
populations in the nation's communities? Does the design
and some specified level of results.
address the systemic issues surrounding implementation
in communities-including required changes in rules,
PRODUCTS
regulations, and administrative practice-and continuing
costs of operation?
The work product for the initial one-year contract
shall include:
NASDC is interested in understanding the bidders'
basis for believing their designs will achieve high levels
1. A comprehensive design for creating new high-
of performance. Thus, in assessing the potential of the
performance learning environments. Contractors will be
design, NASDC will be concerned with the research and/
expected to create and present to NASDC one or more
or experience that supports the design. As noted in
comprehensive designs or coherent, integrated,
Section IV, bidders should support their design vision
educational approaches deemed highly effective in
with research, analysis, and lessons drawn from prior or
promoting learning in the five core subjects as well as
existing reform efforts or solidly reasoned "think pieces."
preparing students for responsible citizenship, further
NASDC supports bold ideas and understands that some
learning, and productive employment. These designs
proposals will not be built on a research base. However,
shall be presented to NASDC in written form and may
if this is the case, a reasoned justification should be
also incorporate other media as necessary and appropriate
provided.
to assist in understanding the design and how it will be
adapted, re-created, or used by communities. Each design
Quality of the Design Team
team shall specify, in its proposal, the date by which its
initial design(s) will be presented to NASDC.
The quality of the design, and the ability to
implement and test it, obviously depend on the quality of
2. A plan to guide work through the second phase
the design team. Does the design team possess the array
of testing and implementation. This plan must spell out
of talents needed to design, develop, test, and promote
how and where the design team will test the feasibility of
widespread use of school designs? Are the individuals
implementing its designs, including a detailed description
making up the design team backed up by organizational
of the communities with which the design team will work.
capabilities needed for their support? Are the team's
The plan must, in addition, lay out a series of milestones
financial plans viable? Does the team include one or
28
33
A New Generation of American Schools
A New Generation of American Schools
documentation of their ideas in the time remaining on
over the two-year period-checkpoints at which, and
their contract.
criteria by which, the performance of its designs and work
can be judged by NASDC. The plan will be presented to
For selection for Phase 2 and 3, NASDC will also
NASDC in writing and through such other media as the
consider (1) the factors listed in Section VI under
design team deems appropriate.
"Intellectual Property," and (2) reasonableness of costs
and availability of alternative sources for any consulting
3. A revised strategy for Phase 3. The Phase 3
services that may be necessary to implement the design.
strategy and associated analysis should demonstrate that
the design can be adapted or re-created by many
CRITERIA
communities, that the design team has thought through
the difficulties likely to arise and how they can be solved,
The criteria for Phase 1 selection include: (1) the
and how the design team plans to help many communities
likelihood that the design will enable all students to reach
simultaneously to adapt, re-create, and operate its
the national education goals and attain world class
design(s).
standards; (2) the quality of the plans to assess the
performance of the design; (3) the plans and potential for
Products for the second and third phases will be
fostering widespread application and (4) the
defined when contracts for these phases are awarded. In
appropriateness and realism of the proposed costs. The
general, however, bidders can anticipate that NASDC will
slate of selected proposals will be chosen to provide
seek documentation and products generated during the
designs addressing a wide variety of educational needs.
testing and implementation efforts of Phase 2, along with
evaluation results and a plan for Phase 3.
1. The likelihood that the design will enable
students to reach the national education
goals and to attain world class standards.
The most important concern of the selection process
is identifying proposals with the greatest likelihood of
leading to implemented designs that enable students to
achieve world class standards. That likelihood is a
product of the design concept itself, the quality of the
team that is developing and implementing the design, and
the plan of action proposed.
Promise and Originality of the Design
NASDC is looking for designs that clearly break the
mold of existing education and schooling practice. Does
the proposed preliminary design do so? Does it clearly
32
29
A New Generation of American Schools
V. SELECTION
PROCESS
NASDC intends to create a selection process that is
fair, consistent, and capable of identifying truly original
and effective designs. The details of the selection process
will depend on the number, complexity, and diversity of
proposals received. Under present plans, proposals will
be categorized by concept and/or type of performer,
screened, and reviewed by panels of experts who will
provide advice on the proposals' strengths and
weaknesses. Based on this advice, the President of
NASDC, NASDC management, and the Education
Advisory Panel will prepare a preliminary slate of
proposals. The president of NASDC will submit his
recommendations on the slate to the NASDC board,
which will make the final selection. The final slate will
be chosen to assure that the needs of all children and
communities are addressed and that design efforts
represent a broad spectrum of approaches and performers.
The initial awards should not be seen as simply
planning grants, with the real work to begin in Phases 2
and 3. Phase 1 is intended to be a significant design
effort. While the process to be used in choosing among
the initial designs at the end of Phase 1 has not been
decided, bidders should assume, for planning purposes,
ongoing monitoring and technical assistance from
NASDC during Phase 1, and a selection based on site
visits and review of documents produced in the first
phase. This review will take place approximately eight
months after the initial contract and decisions will be
made in time to permit a smooth flow from design into
Phase 2. If the design is not chosen for continuation,
design teams will be expected to complete the
31
THE PRESIDENT
December 19, 1991
Dear Fred,
Barbara and I are delighted to add our congratula-
tions to those of your family and friends as you
celebrate your 55th birthday. We send our warmest
wishes for a wonderful year ahead, and for many
happy returns of this special day.
Sincerely,
GaBl
FROM
E WHITE HOUSE
WASHINGTON. D.C.
The Honorable Frederic V. Malek
1259 Crest Lane
McLean, Virginia 22101
fan
White House News Summary
Thursday, December 19, 1991
10:30 A.M. NEWS UPDATE
GATT TALKS/PRESIDENT (Tokyo/Reuter) -- President Bush has asked
Japan's Prime Minister Miyazawa for immediate intervention to
settle three issues delaying agreement in world trade talks. Bush,
in a letter dated Dec. 7 and made available to Reuter by government
sources, said he would find it hard to withstand protectionist
pressure in the U.S. without Japan's assistance. He asked
Miyazawa's help in solving problems over the dumping of goods,
protection of intellectual property and liberalization of financial
services, during the GATT talks in Geneva.
TRADE DEFICIT (AP) -- America's merchandise trade deficit improved
slightly in October as record export sales helped cut the deficit
to $6.73 billion, the government said. The Commerce Department
said the october deficit marked a 2.9 percent improvement over
September's revised $6.93 billion imbalance.
JOBLESS CLAIMS (AP) -- Jobless claims surged a sharper-than-
expected 79,000 during the first week of December as the number of
Americans filing for first-time unemployment benefits nearly
reached the half-million mark, the Labor Department said.
SOVIET REPUBLICS/RECOGNITION (Brussels/Reuter) -- NATO countries
agreed they could recognize independent Soviet republics soon,
provided they respect international commitments and the rule of
law, Belgian Foreign Minister Eyskens said.
(Nicosia/Reuter) -- [President Rafsanjani said Iran] was ready
to recognize Russia and other republics emerging from the collapse
of the Soviet Union.
(Stockholm/Reuter) -- Sweden decided Thursday to recognize the
three Slav republics of Russia, Byelorussia and Ukraine, saying the
Soviet Union would soon no longer exist and they qualified as
sovereign states.
SOVIET NUKES/BAKER (Brussels/AP) -- Secretary Baker said he
received "very, very firm assurances" from Soviet authorities on
the control of their 27,000 nuclear weapons during his visit to the
collapsing superpower.
GORBACHEV (Moscow/AP) -- Mikhail Gorbachev was quoted [by the
Komsomolskaya Pravda] as saying he will "decide his destiny" after
a weekend meeting of republic leaders, and an aide denied a report
the Soviet president he has already drawn up his resignation.
HAWKE OUSTER (Sydney/AP) -- Prime Minister Hawke, his popularity
plummeting after eight years in power amid the worst unemployment
since World War II, was deposed by his former treasury minister in
a party vote.
PALESTINIAN FATAH (Beirut/UPI) --- The 5,000-strong Palestinian
Fatah group of Yasser Arafat in Lebanon was being dissolved by the
PLO chief, an Israeli military source said
Demoralized Fatah
members shifted to Iran and Syria to secure sponsorship, the
anonymous source told the Voice of the South, operated by the
Israeli-backed South Lebanon Army militia.
###
White House News Summary
Thursday, December 19, 1991 -- 1
5:00 P.M. NEWS UPDATE
NEWS CONFERENCE (Rita Beamish, AP) -- President Bush pledged to
"relentlessly pursue our mission to create jobs" when he and a
delegation of top U.S. business leaders head to Asia later this
month. "Exports are our strong suit, Bush told a news conference
as he previewed the 10-day trip that will take him to Japan, South
Korea and Singapore. "The Asian market is growing and largely
untapped." The Bush Administration, stung by criticism that the
President spends too much time on foreign policy and not enough on
domestic affairs, is billing the Far East trip as primarily a trade
mission.
(Helen Thomas, UPI) -- President Bush vowed to get tough with
Japan during his trade mission next month to Asia, promising to
press "very, very forcefully" for more American access to Japanese
markets. At a news conference called to discuss his upcoming trip
to the strategic region, Bush said he had been told "the time was
right to move forward in terms of open markets" and that he would
be taking along a high-powered business delegation to help him make
the case. "The trip is to break down intransigence where we find
it and to have freer and fairer trade," said the President. "And
that message I will carry very forcefully. We've shown a lot of
forbearance and I want to see fair play."
(Laurence McQuillan, Reuter) -- President Bush said that U.S.
recognition of republics in the crumbling Soviet Union and a new
commonwealth designed to bind them together depends on their
willingness to contain nuclear weapons on their soil. Bush, noting
that Secretary Baker visited several key Soviet republics this
week, said "he has made clear that certain steps have to be taken,
particularly in this nuclear question, which is vital. Contending
that "the United States is uniquely qualified to lead" in matters
of nuclear arms, Bush told a news conference of mostly foreign
correspondents that Washington was in no rush to establish formal
ties with the republics that are replacing the Soviet Union.
ECONOMY/OECD (Reuter) -- The Organization for Economic Cooperation
and Development said it has cut its forecast for U.S. economic
growth next year and is concerned that America's recovery from
recession might be weak and fragile. The OECD said it lowered its
projection for U.S. growth in 1992 to 2.2 percent.
FOREIGN POLICY/ASPIN (Reuter) -- Rep. Aspin accused President Bush
of failing to follow up victories in the Cold War and military
action in Iraq and Panama. "The President's penchant for decisive
action is not matched by ability to follow up victories to secure
his gains," Aspin said. "It's not foreign policy the President
seems to be preoccupied with, it's foreign adventure."
CROATIA, SLOVENIA/GERMANY (Bonn/Reuter) -- Germany's cabinet agreed
to recognize the breakaway Yugoslav republics of Croatia and
Slovenia by next month and possibly before Christmas, a government
spokesman said.
-
White House News Summary
Thursday, December 19, 1991 -- 2
MIAs (Reuter) -- U.S. and Lao officials Friday will begin a joint
four-day investigation in search of missing American servicemen in
Laos, the Defense Department said. "The United States welcomes and
appreciates this positive step by the Lao government," Pentagon
spokesman Bob Hall said.
LIBYAN SOLDIERS/U.S. (Cairo/Reuter) -- Libya accused the U.S. of
holding prisoner hundreds of former Libyan soldiers reported by an
Arab newspaper to be training against Muammar Gadhafi at a camp
near Washington. The London-based al-Hayat newspaper said
Wednesday that one of its correspondents had visited a camp in
Virginia where 400 Libyan soldiers who had been serving in Chad
were being trained to topple the Libyan leader.
McCLURE (UPI) -- President Bush accepted the resignation of Fred
McClure, his chief congressional lobbyist, the White House said.
McClure, 37, is resigning Feb. 1 to become a director and member
of the management committee of First Southwest Co., a Dallas
investment banking firm. Bush praised McClure for directing
"enormous victories in legislative efforts" and said he has been
a "crucial member" of my team in ensuring that none of my 24 vetoes
have been overridden" by Congress. No successor has been named,
though an appointment is expected shortly.
###
Bush Presidential Library Photocopy
December 19, 91
George Bush Presidential Library
Transfer Sheet
COLLECTION:
ACCESSION NUMBER:
Bush Presidential Records
1993.0001
FOIA/SYSTEMATIC
Office of the President
PROCESSING CASE
NUMBER (if app.):
Transferred During Accessioning
Transferred During Processing
2009-0166-S
The following material was transferred to:
>
Audiovisual Collection
Book Collection
Museum Collection
Other
Other (Specify):
DESCRIPTION:
White House Photographs: P27355-13A OEOB steps after interview w/WMUR-TV, Manchester, NH];
P27355-03A [Barbara Bush and President Bush Interview with WMUR-TV]; P27381-12 [Economic Briefing];
P27361-08 [lunch with Dan Quayle]
When transferring
Donor:
material to the
museum
Donor Org.:
collection,
complete the
Address:
following.
Telephone:
Book Location:
Map Case Location:
Row:
Section:
Shelf:
Position:
Series:
Box Number:
Daily Files
142
Folder Title:
OA/ID Number:
Thursday, December 19, 1991 [2]
90641-008
Transferred by:
Deborah Wheeler
Date of Transfer:
5/2/2014
Received by:
Mary Finch
Date Received:
5/2/2014
Go to Database
Go to Accession
Go to Withdrawal Sheet
Print Record
Navigator
Register
Bush Library Photocopy
WMUR TV
from
marchester
nH.
Interview
⑉⑉
⑉⑉
II 101121
posted
THE
Bill
aváin
:-
BIG
will
Economic Briefing
OFFICIAL WHITE HOUSE PHOTOGRAPH 19 DEC 91 P27381-12 DV
Bush Library Photocopy
George Bush Presidential Library
Transfer Sheet
COLLECTION:
ACCESSION NUMBER:
Bush Presidential Records
1993.0001
FOIA/SYSTEMATIC
Office of the President
PROCESSING CASE
Transferred During Accessioning
NUMBER (if app.):
Transferred During Processing
2009-0166-S
The following material was transferred to:
Audiovisual Collection
Book Collection
Museum Collection
Other
Other (Specify):
DESCRIPTION:
White House Photographs: P27376-03A [Press Conference w/Foreign Journalist in 450 EOB]; P27380-11A
[Domestic Policy in Oval Office]; P27379-16A, P27379-06A [Domestic Policy Meeting]; P27385-09 [Sam
Skinner]
When transferring
Donor:
material to the
museum
Donor Org.:
collection,
complete the
Address:
following.
Telephone:
Book Location:
Map Case Location:
Row:
Section:
Shelf:
Position:
Series:
Box Number:
Daily Files
142
Folder Title:
OA/ID Number:
Thursday, December 19, 1991 [2]Thursday
90641-008
Transferred by:
Deborah Wheeler
Date of Transfer:
5/2/2014
Received by:
Mary Finch
Date Received:
5/2/2014
Go to Database
Go to Accession
Go to Withdrawal Sheet
Navigator
Print Record
Register
Press Couf with Foreign
Journalist in 450 EOB
Ac
Domestic Policy
OFF IDIAL WHITE HOUSE PHOTOGRAPH 19 DEC 91 P27380 11A DV
Bush Library Photocopy
[
will