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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
06/13/1997
b(6)
002. list
re: Denver Summerbridge biographies [Personally Identifiable
06/19/1997
b(6)
Information] [partial] (1 page)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [1]
2013-0534-S
rc 1805
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 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
P5 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
P6 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
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
HRC
EDUCATION
BOOK #5
5 # # 5 E 1
PHOTOCOPY
Education
PRESERVATION
PHOTOCOPY
PRESERVATION
4/17/97
Brain Conference
Education: Public School Reform & Higher Education
Objective:
To strengthen quality public education for our nation's children and ensure affordable higher
education for all Americans.
Accomplishments:
Promotion of general school reform
Recipient of NEA Friend of Education Award (7/5/99)
Recipient of Albert Shanker Award for Distinguished Service (4/22/99)
Delivered inaugural address at Jill and Ken Iscol Childhood and Future Lecture Series, Teachers
College, Columbia University (4/19/99)
Qualified Teachers in Every Classroom Event with POTUS (1/21/99)
Event with POTUS announcing initiatives to end social promotion (1/7/99)
Visit to Chicago school (2/18/97)
Speech to College Boards, Chicago (2/18/97)
Little Rock speech (2/97)
Columns: Education of Teachers (4/21/99), Reform (6/17/97), Recruiting and Retaining High
Quality Teachers (3/1/2000)
Promotion of school modernization and class size agenda
School modernization event in DC, as part of National School Modernization Day, and
announcement of school reform grants (9/8/98)
Numerous events on school modernization and class size, including school modernization/class
size event in Colorado (Fall, 98)
Column: School Reform- highlighting Chicago (5/27/98)
Promotion of Affordable Higher Education
Column: Column on College Affordability (1/26/2000)
For internal use only. Updated 6/1/00.
Education: Charter Schools and Public School Choice
Objective:
To promote public charter schools to provide choice and innovation in the public school system
and to fight against private school vouchers.
Accomplishments:
Promotion of charter school movement
Remarks to the Yale Child Study Center Symposium/ School Development Programs 30th
Anniversary (4/30/98)
Visit to Vaughn Charter School, Los Angeles (9/96)
Column: Charter Schools and Vouchers (5/20/98)
Promotion of DC charter schools
Leadership role on securing adequate funds for DC's charter schools (8/98)
DC Charter School Conference in the Indian Treaty Room (8/4/98)
Meeting with Arlene Ackerman on DC schools/ charter schools (6/23/98)
For internal use only. Updated 6/1/00.
Arts Education & Youth At Risk
Objective:
To highlight the importance of the arts in education and for youth at risk.
Accomplishments:
Video greeting for Coming Up Taller 2ⁿᵈ Annual Awards Presentation at OEOB (10/26/99)
VH1 Concert of the Century highlighting music education (10/23/99)
VH1 Save the Music Today Show appearance with VH1 President, John Sykes (6/10/99)
VH1 Save the Music event at New York Public School (6/10/99)
Launched release of PCAH and Arts Education Partnership Joint Report- "Gaining the Arts
Advantage: Lessons from School Districts that Value Arts Education" (3/3/99)
Taped video for announcement of NAEP Report (11/10/98)
Coming Up Taller Awards event at the White House (10/7/98)
Hosted Arts Education Call to Action event at the White House (9/98)
VH1 Save the Music arts education event at the Marie Reed School (9/17/98)
Chicago School Principal's Luncheon (6/3/98)
Scholastic Tea at White House (6/98)
Speech at Martin Luther King Jr. Library CD-Rom event (4/98)
Poetry Slam at Johnson Junior High (4/98)
Visited programs for youth at risk at the Manchester Craftsman Guild in PA (6/7/96) and Gallery
37 in Chicago (8/20/96)
Launched PCAH report Coming Up Taller on arts programs around the country geared towards
at-risk youth (4/26/96)
Column: Arts Education (3/3/99 & 5/21/96)
For internal use only. Updated 6/1/00.
Leadership PCAH, NEA, NEH, IMLS
Objective:
To continue to provide leadership on the federal role in the arts and humanities, promote national
recognition of the arts and humanities, and advocate for continued funding and support of the
NEA, the NEH, the IMLS and PCAH.
Accomplishments:
White House leading spokesperson on arts and humanities
Chief White House liaison with Arts and Humanities Endowments, PCAH and IMLS on all
relevant matters
Hosted 25ᵗʰ Anniversary of the Hirshorn Museum (10/12/99)
Participated in dedication of Shapiro Sculpture, US Embassy in Ottawa (9/30/99)
Presented 1999 NEA Heritage Fellowship Awards (9/28/99)
Presented 1999 NEA and NEH National Arts and Humanities Medals with POTUS (9/29/99)
Hosted National Arts and Humanities Medalists' Dinner (9/29/99)
Presented 1999 IMLS National Museum Service Awards (9/29/99)
Attended National Arts Awards Gala at Lincoln Center (5/24/99)
Attended First Ladies Library Dinner (3/16/99)
Hosted Marine Band's 200th Birthday event at White House (7/98)
Announced Sara Lee donation of corporate arts collection in Chicago (6/98)
Hosted Pritzker Prize Ceremony for architecture at White House (6/98)
Speech at Living Arts Downtown event to promote downtown DC revitalization with emphasis
on cultural complex (5/98)
Speech at American Ballet Theater Spring Gala (5/98)
Speech at University of Michigan on centrality of arts and implications in public policy (4/98)
Speech at Decatur House event for First National Dallas Women's Museum (3/98)
Speech at the National First Ladies Library Website event (2/98)
Participated in transmittal of Creative America to POTUS in a press conference (1/97)
Convened meetings with cultural leaders on meeting ongoing national cultural needs (10/96,
10/97)
Hosted National Heritage Awards ceremony at the White House (9/27/95- 10/98)
Speech at 125ᵗʰ Anniversary of the Metropolitan Museum of Art (6/6/95)
Hosted Presidential Design Awards with the President to honor the best in federal design and
construction (3/9/95)
Event at State Department to mark Jefferson's Birthday (4/11/94)
Oversee MOA/MOH awards, ceremony and dinner at White House (annual)
Arts and Humanities Month Proclamation (annual)
For internal use only. Updated 6/1/00.
Hosted event to honor Nobel laureates (annual)
Presented the National Award for Museum Services (yearlong)
Supported through participation, events, and White House leadership, major cultural institutions
and their programs: National Gallery, NSO, Kennedy Center, Carnegie Hall, the
Metropolitan, Library of Congress
NYT Op-ed about the importance of public support for the arts
Worked to save USIA's International Arts Exchange program from elimination
Hosted WETA events at White House
Supported and hosted FAPE events at White House
Column: Arts and Humanities Month (9/30/97)
For internal use only. Updated 6/1/00.
PHOTOCOPY
PRESERVATION
Net Day: Goals 2000
FIRST LADY HILLARY RODHAM CLINTON
Education
1993 - 2000
1993
4/30
National Education Association Reception - White House
5/1
University of Michigan Commencement - Ann Arbor, Michigan
5/10
Hugh O'Brien Youth Ambassadors Dinner - New York, NY
5/13
Meeting with National Education Association Leadership - White House
5/17
University of Pennsylvania Commencement - Philadelphia, PA
5/20
American Federation of Teachers Reception with POTUS - White House
6/10
Johns Hopkins University Commencement - Baltimore, MD
7/5
National Education Association Annual Convention - San Francisco, CA
7/29
Education and Labor Committee Meeting - Rayburn Building, Washington, DC
Announcement of the Earned Income Tax Credit - White House
9/15
Briefing - House Education & Labor Committee - Washington, DC
12/4
Zero to Three Awards Ceremony - Washington, DC
1994
1/27
School Event with Teachers and Children - Los Angeles, California
Drop By with Facility & Board Members of the District and Elected Officials
3/10
Math and Science Teaching Awards - White House
3/31
Signing of Goals 2000 Education Bill - San Diego, California
4/18
Question and Answer Session with Students and Teachers - Baltimore, MD
5/4
School to Work Event with POTUS - White House
5/7
Satellite Feed to NYC - United Federation of Teachers - White House
5/8
George Washington University Commencement - Washington, DC
5/15
University of Illinois Commencement - Champaign, Illinois
6/15
Duke Ellington Commencement Ceremony - Washington, DC
6/27
American Association of University Women - White House
7/3
National Education Association's Annual Conference - New Orleans, LA
9/20
National Summit on Learning with Sen. Dodd - Washington, DC
10/6
National Education Association Event - All Four Principles - Washington, DC
11/1
Benning Elementary School - Washington DC
12/9
Drew Elementary School Visit - Washington DC
12/10
Symposium Children of the Americas - Education Breakout Session - Miami, FL
1995
¼
Dedication of William J. Clinton Elementary School - Little Rock, AR
1/26
Dedication Ceremony for Eleanor Roosevelt College - San Diego, California
2/13
Shaed Elementary School Event - Washington DC
3/1
School Lunch Event - Long Branch Elementary, Arlington VA
3/9
Math and Science Awards Ceremony - Washington DC
5/17
Video: Reading Recovery
6/4
John Hersey High School Commencement - Arlington Heights, Illinois
6/25
Children's Television Event - White House
8/9
Safe and Drug Free Schools Event - White House
8/11
Social Security Administrations Education Campaign - Washington DC
9/27
National Education Association Heritage Awards - White House
1996
1/11
Redbook Magazine Interview - America's Best Public Schools - White House
Interview with Education Week Magazine - White House
1/25
Address to Keene State College - Lebanon, New Hampshire
2/4
National School Boards Association Legislative Conference - Washington DC
2/8
Vaughn Learning Center - Los Angeles, California
2/25
Potter Thomas Elementary School Tour and Discussion - Philadelphia, PA
2/26
Meet and Greet with 5th Graders from Chicago - White House
3/2
Kids Plus Event - Hermantown Middle School - Hermantown MN
3/5
Driscoll Middle School Event - Corpus Christi, Texas
3/6
Buffalo Teachers Federation - Shea's Center for the Performing Arts - NY
5/3
Visit to Clark Elementary School - St. Louis, Missouri
5/11
University of Arkansas Commencement - Fayetteville, Arkansas
5/16
Drew University Commencement Address - Madison, New Jersey
5/28
Video - National Association for the Education of Young Children
5/30
Discussion at CK McClatchy High School - Sacramento, CA
6/5
Everybody Wins - End of School Year Celebration - Washington DC
6/11
Video - National Council on Education's Women President's Summit
6/21
Video - American Council on Education Conference
6/22
National Parent Teacher Association Event - Washington DC
7/26
National Association of Elementary School Principals State Leaders' Conference
- Arlington VA
8/9
Safe and Drug Free Schools Event - White House
8/11
Social Security Administrations Education Campaign - Washington DC
9/7
Visit to Zavala Elementary School - Austin, Texas
10/2
Wilmington High School Event - Wilmington Delaware
10/3
Remarks at Cheltenham High School - Wyncott PA
10/3
Ford Elementary School - Lynn, MA
10/8
DARE Event at Mott Elementary School - Flint, Michigan
10/9
Remarks to West High School - Madison, WI
10/10
Rally at East High School - Erie, Pennsylvania
1997
2/8
Remarks at the 1997 Education Awards Ceremony
2/14
Cleveland Elementary School Visit - Washington DC
2/18
Remarks at the Chicago Children's Museum - Chicago, Illinois
2/21
Briefing for Education Event with POTUS - White House
Garrison Elementary School - Washington DC
3-4
DC School Construction Announcement - Ketcham Elementary, Anacostia, DC
3/5
Meeting on Education Standards w/ POTUS - White House
3/10
Education Press Briefing - White House
3/11
"Early Literacy for All Children - Meeting the Challenge" - Little Rock, AR
4/7
Roundtable Discussion on Reading Recovery Program - Tallahassee, Florida
4/11
Cardozo High School Learn and Service Project - Washington DC
4/16
Prescription for Reading Event - White House
4/17
White House Conference on Early Childhood Development and Learning - WH
6/10
Reach out and Read Announcement - Baltimore, Maryland
6/13
Benjamin Banneker High School Commencement - Washington, DC
6/16
Washington Interfaith Network Festival - Wilson Elementary - Washington DC
6/17
Column on DC Schools
6/20
Summer Bridge Program Discussion - Kent Denver School - Englewood, CO
6/30
Washington Post Principals Leadership Institute - Washington DC
8/5
Column on the Balanced Budget of 1997
9/17
Charter School Event w/ POTUS - San Carlos Charter Learning Center, CA
10/1
Russell Elementary Roundtable Discussion - Quantico, VA
10/6
Malcolm x Elementary School Visit/Sallie Mae Announcement - Washington DC
10/28
Remarks at the College Board National Forum - Chicago, Illinois
1998
1/23
Virtual Y Child Care Event - Harriet Tubman School - New York, NY
1/26
Education News Conference - White House
1/27
After School Care Event with the Vice President - White House
2/10
Zero to Three's 20th Anniversary Celebration - Washington DC
3/2
Prescription for Reading Event - District Heights, Maryland
3/5
Highlighting Math and Science Education/Dunbar High School - Washington DC
4/29
Adlai Stevenson Elementary School - Elk Grove Village, IL
4/30
Remarks to the Yale Child Study Center Symposium in Honor of the the School
Development Program's 30th Anniversary - Yale University School of Medicine,
New Haven, CT
5/5
Video - Educational Press Association of America's 1998 Friend of Education
Award
5/7
USAID Girls Education Conference - Washington DC
5/20
Column on Public Education and School Vouchers
5/27
Column on Chicago Public Schools
6/3
Mayor Daley School Principals' Arts and Education Luncheon - Chicago, IL
6/7
USAID Girls Education conference - Reagan Trade Building - Washington DC
6/10
PSA - Alliance for Education
6/12
La Fayette Elementary School 6ᵗʰ Grade Graduation - Washington DC
6/17
21ˢᵗ Century Learning Programs Event w/ POTUS - White House
7/16
Discussion on Child and After School Care - Ithaca, New york
8/4
Remarks to DC's Charter Schools - White House
9/8
Promoting School Modernization and Announcement of New Grants to Support
DC School Reform - John Eaton Elementary - Washington DC
9/9
Column on Education and the Budget
9/15
Arts Education Event - White House
9/17
VH-1 Announcement - Washington DC
Arts in Schools Event - White House
9/24
Colorado Education Event - Fort Logan Elementary - Sheridan, CO
10/8
AEA/Blanche Lincoln Public Education Rally - Little Rock, AR
10/15
Santa Fe Education Event - Community College Early Development Center, NM
10/16
Las Vegas Education Event - Healle Heweston Elementary School - Nevada
10/20
York For Governor Education Event - North Providence, RI
Massachusetts Education Event -Education Center - East Sommerville, MA
10/23
Education Event - Museum of Science and Industry - Chicago, Illinois
10/29
"Victory for Education" Rally - Jacksonville, Florida
10/31
Children and Education Rally - Minneapolis, Minnesota
11/5
Video: Arts Literacy for a Changing America
1999
1/7
Announcement on Proposals to Increase Afterschool Programs and End Social
Promotion w/ POTUS - White House
1/21
Education Event with POTUS - White House
2/2
Families Agenda Roundtable - Bedford-Stuyvesant YMCA - Brooklyn, NY
2/3
Column on Budget FY 2000
2/19
Video: National Arts Education Association
3/3
Column on Gaining the Arts Advantage
3/20
Safe School and Work Places Telephone Recording - White House
4/19
Jill and Ken Iscol Lecture Series Address: "Reimaging Education: A Matter of
Justice and Possibilities -Columbia University - New York, NY
4/20
Education Event - Garden City, NY
4/21
Column on the Teacher of the Year Award
4/22
Albert Shanker Award for Distinguished Service - Niagara Falls, NY
5/19
Educational Lecture with Students and Astronomers - Flagstaff, Arizona
6/2
City College of New York Commencement - New York, NY
6/3
Bethesda Chevy Chase High School Commencement - Washington, DC
6/10
VH-1 Announcement - New York, NY
7/5
NEA's Friend of Education Award Presentation - Orlando, Florida
9/15
Congressional Hispanic Caucus Institute's 22ⁿᵈ Annual Gala - Washington DC
9/25
Inauguration of President of Skidmore College - New York
10/12
Video for the Department of Education
10/22
Education Event - Washington DC
11/24
Column on Budget Resolutions
2000
3/1
Column on Teacher Training, Recruitment and Retention
3/22
Discussion on Education - White Plains, NY
6/19
U.S. Merchant Marines Academy - King's Point, NY
6/26
Forrest Hills High School Commencement - NY
6/30
SUNY Stony Brook Commencement - NY
Columns
6/17/97
DC Schools
8/5/97
Balanced Budget 1997
5/20/98
School Vouchers
5/27/98
Chicago Public Schools
9/9/98
Education and the Budget
2/3/99
Budget FY 2000
3/3/99
Gaining the Arts Advantage
4/21/99
Teacher of the Year
11/24/99
Budget Resolutions
3/1/00
Teacher Resolutions
Commencement Addresses
6/13/69
Wellesley College - Wellesley, MA
5/29/92
Wellesley College - Wellesley, MA
5/1/93
University of Michigan Commencement Address - East Lansing, MI
5/17/93
University of Pennsylvania Commencement Address - Philadelphia, PA
5/8/94
George Washington University - Washington DC
5/15/94
University of Illinois - Champaign Urbana, Illinois
6/15/94
Duke Ellington School for the Performing Arts - Washington DC
7/12/94
John F. Kennedy High School - Berlin, Germany
5/17/95
Arkansas School for Mathematics and Science, Little Rock, AR - Video
5/27/95
San Francisco State University - San Francisco, CA
6/1/95
Brooklyn College Commencement Address - Brooklyn, New York
6/4/95
John Jersey High School - Arlington Heights, Illinois
6/9/95
Alice Deal Junior High School Promotional Exercises - Washington DC
6/11/95
University of Minnesota - Minneapolis, Minnesota
5/11/96
University of Arkansas, Fayetteville Commencement Address
5/18/96
Drew University - Madison, New Jersey
5/23/96
University of Maryland - College Park, Maryland
9/5/96
University of Texas - Austin, Texas
5/22/97
SAIS School of Johns Hopkins University - Baltimore, Maryland
6/13/97
Banneker High School Commencement Address - Washington DC
6/14/97
Ohio University Commencement Address - Athens, Ohio
10/29/97
United States Secret Service Graduation - Beltsville, MD
5/9/98
Howard University - Washington DC
6/4/98
Harvard Medical School - Cambridge, MA
6/15/98
Lafayette School - Washington DC
6/2/99
City College of New York - New York City, NY
6/3/99
Bethesda - Chevy Chase High School - Maryland
6/18/99
Al-Akhawayn University - Fes, Morocco
6/19/00
U.S. Merchant Marines Academy - King's Point, NY
6/26
Forrest Hills High School Commencement - Hempstead, NY
6/30
SUNY Stony Brook Commencement - Stony Brook, NY
Finished 7/21/00 - Katie McCormick Lelyveld and Julie Ahlbrandt
PHOTOCOPY
PRESERVATION
5
THE WHITE HOUSE
WASHINGTON
April 11, 1997
MEMORANDUM FOR THE PRESIDENT
FROM:
Bruce Reed
Melanne Verveer
Elena Kagan
SUBJECT:
White House Conference on Early Childhood Development and Learning
As you know, on Thursday, April 17, you and the First Lady will host the White House
Conference on Early Childhood Development and Learning: What New Research on the Brain
Tells Us About Our Youngest Children. This memorandum provides an overview of the
Conference, as well as summarizing recommended policy announcements.
Conference Overview
The Conference will spotlight new scientific findings about how children develop, and
explore how we can make the most of this information to give children what they need to thrive.
The Conference will provide an opportunity to showcase what your Administration already has
accomplished in this area, such as increasing investments in scientific research and creating or
improving programs like Early Head Start and WIC.
The Conference will consist of two roundtable discussions, one in the morning and one in
the afternoon, with a luncheon in the State Dining Room (optional for you) in between the two.
Morning session: You and the First Lady will make remarks to open the Conference.
Yours will discuss the importance of the issue to be addressed, note past Administration
accomplishments in the area, and discuss new initiatives, principally for improving child care
and children's health (detailed below).
A panel of experts will then present an overview of the emerging knowledge, gained from
neuroscience and behavioral science, on early childhood development. Dr. David Hamburg,
President of the Carnegie Corporation, will moderate brief presentations by:
Dr. Donald Cohen, Director of the Yale Child Study Center, who will discuss what the
behavior of children shows about their cognitive, emotional, and social development;
Dr. Carla Shatz, a neuroscientist at the University of California, Berkeley, who will
explain how children's brains develop in the earliest years of life; and
2
Dr. Patricia Kuhl, Chair of the Department of Speech and Hearing Sciences at the
University of Washington, who will discuss how children learn language.
Following these presentations, three more experts will join the panel to discuss what the
scientific research suggests about protecting children's health and providing good child care:
Dr. Ezra Davidson, Drew University of Medicine, who can address the importance of
prenatal and perinatal services;
Dr. T. Berry Brazelton, Harvard University, who can discuss the pediatrician's role in
early childhood development; and
Dr. Deborah Phillips, Institute of Medicine, who can address how child care can affect
early development.
These experts also will respond to a series of questions posed by the First Lady and Mrs. Gore.
Some of these questions will come from a poll conducted by Hart Research for Zero to Three (an
early development advocacy group) that tried to discover what parents most want to know about
early childhood development. Other questions will tackle the tough issues raised by the new
research -- for example, "does this research mean that women should not work outside the
home?" or "does this research suggest that adopting an older child is a bad idea?"
Afternoon Session: The purpose of the afternoon session is to highlight model efforts
that communities are undertaking to support parents and enhance early childhood development.
This panel will be action-oriented and will give you an opportunity to highlight Administration
accomplishments and initiatives. Participants in the discussion will include:
Dr. Gloria Rodriguez, Avance Family Support Program, San Antonio, TX.
Avance is a widely acclaimed family support and education program serving
predominantly Hispanic communities.
Harriet Meyer, Ounce of Prevention, Chicago, IL.
Ounce of Prevention is a statewide program in Illinois that develops innovative early
childhood programs and runs model Early Head Start and child care programs.
Melvin Wearing, Chief of Police, New Haven, CT.
Wearing will discuss a pioneering initiative that trains community police officers to use
child development principles in their work.
Arnold Langbo, The Kellogg Company CEO, Battle Creek, MI.
Kellogg launched a community-wide effort last fall to provide practical early brain
development information to every Battle Creek parent and caregiver.
3
Rob Reiner, CastleRock Entertainment, Los Angeles, CA.
Reiner will discuss the "I Am Your Child" campaign launched this month and the
media's role in making early childhood development information available.
Governor Bob Miller, Nevada, Co-chair of the NGA Children's Task Force.
Miller will discuss what States are doing to enhance early childhood development.
Satellite Sites: The morning session of the Conference will be transmitted to at least 53
satellite sites -- mostly universities and hospitals -- in about 30 states and all 10 federal regions.
(Fifty-three is the current number; there will probably be more.) In almost all of these sites, local
organizers will put on programs of their own to follow the morning session and will report back
to you on their proceedings and recommendations. Cabinet Affairs is encouraging subcabinet
officials to attend and speak at these satellite conferences. In addition, regional administrators
from HHS, USDA, EPA, Education, and GSA are taking an active role in the satellite sessions.
Report of Proceedings: We are currently making arrangements for an official conference
report, to be issued in early June. The report, in addition to providing a summary of the
conference proceedings, will serve as a resource guide and learning tool for parents and child
care providers. We expect to print 250,000 copies and distribute them through departmental
programs, such as Head Start and Even Start, and to individuals who request information about
the Conference.
Pre-Conference Policy Initiatives
We would like to make three announcements prior to the Conference, in order to lay the
groundwork for the Conference's discussion of ways to enhance early childhood development.
FMLA Expansion for Federal Employees: In your April 12 radio address, you will
introduce the themes of the Conference and then direct heads of executive departments and
agencies to expand family and medical leave for federal employees in the ways proposed in your
legislation. This action would allow federal employees 24 hours of unpaid leave each year to
participate in activities relating to school and child care, children's health care, and (unrelated to
the Conference) elderly relatives' health needs. You will stress in your radio address how such
family-friendly policies can support parents with young children.
Prescription for Reading: On April 16, the First Lady (and perhaps you, depending on
the status of budget negotiations) will announce an initiative to encourage pediatricians to
"prescribe" that parents read to their children. As part of this initiative, the American Academy
of Pediatrics will announce that prescribing reading to infants and toddlers should be part of
standard pediatric care. In addition, several book companies have committed to donating
hundreds of thousands of books for distribution to children through community health centers
and other medical offices across the nation. This initiative reinforces the Parents as First
Teachers portion of the America Reads program.
4
Executive Order on Environmental Health and Safety Risks: You currently have
under consideration a proposed Executive Order that would require agencies to consider and
explain the effects of certain major rules on children. This order, if you decide to approve it,
would serve as an excellent lead-in to the Conference, and we recommend issuing it on April 16.
The order gives meaning and effect to your Administration's commitment to protect children in
making regulatory decisions.
Conference Policy Announcements
The biggest news from the Conference should be the Conference itself -- that you and the
First Lady hosted a day-long meeting on this subject and that scientists, community leaders,
parents, and other experts communicated ideas and information on this issue to each other and
the American public. The Conference also should provide a vehicle to remind everyone of your
Administration's accomplishments in this area, such as increasing funding for research related to
children, expanding and improving Head Start and creating the Early Head Start Program, raising
childhood immunization rates to an all-time high, and launching a major new effort to eliminate
childhood lead poisoning.
In addition, the Conference especially your opening remarks -- will give you an
opportunity to discuss new and pending policy initiatives that show a continuing commitment to
this set of issues. We recommend that your comments focus principally, but not exclusively, on
child care and children's health and that you make the announcements discussed below.
Child Care: Child care experts believe the Defense Department's child care system is
now the best in the country and possibly the world (in large part because of legislation enacted in
the late 1980s). DoD child care is characterized by: high standards, including a high percentage
of accredited centers; a strong enforcement system with four unannounced annual inspections
and a 1-800 hot line for parents to report concerns; a wage structure that is tied to training and an
"up or out" personnel policy requiring completion of training requirements; relatively generous
wages and benefits, which reduce staff turnover; a system of linking up individual home care
providers to give them needed support; and sufficient funding to make quality child care
affordable (though there still are waiting lists).
We recommend you hold up the DoD child care system as a model for the nation and
issue an executive memorandum directing the Secretary of Defense to use the Department's
resources and expertise to improve child care across the nation. In particular, you would direct
that (1) military bases partner with state and county governments to provide on-the-job training
in child care to welfare recipients; (2) each military child development center partner with a
civilian child care center and work with it to improve quality; (3) DoD establish regional "Child
Care Masters Programs" that civilian child care managers could attend for two weeks to learn
best practices; (4) DoD publicize its model designs for child care facilities and playgrounds; and
(5) DoD issue benchmarks in the areas of standards, enforcement, compensation, and cost against
which civilian child care programs could evaluate themselves. Most civilian child care systems
5
will come up short against DoD's benchmarks, particularly in terms of compensation and
affordability, but such a comparison might help build public support for greater investment in
child care. DoD fully supports the idea of issuing such a directive.
You also might want to float some trial balloons on more ambitious -- and costly --
proposals. For example, some have suggested making the Child and Dependent Tax Care Credit
refundable (at a cost of $2-4 billion), so that families with little or no income can benefit from it.
The Blue Dog budget makes the credit refundable, but pays for it by eliminating the tax benefit
for families with incomes over $100,000. Another legislative proposal would provide a tax
credit to private companies and institutions to encourage them to build quality child-care centers
on-site. Given our budget, you cannot endorse any of these proposals, but you might want to use
this opportunity to suggest your openness to further discussion of such legislation.
Children's Health Initiative: We also recommend that you discuss in your opening
remarks the importance of insurance coverage for children's health and development,
highlighting the Children's Health Initiative in your 1998 budget proposal. Your proposal will
extend coverage to up to 5 million uninsured children by the year 2000. You can announce at the
Conference that the deans of academic medical centers -- important legitimators within the
medical community have endorsed your proposal.
We are also planning a follow-up children's health event, where you will release a study
showing the links between insurance coverage, health status and development and learning for
children from 0 to 18 years old and talk in more detail about your health proposal. Either at the
follow-up event or at the Conference itself, you can announce a project by Kaiser Permanente to
spend $100 million over the next 5 years to provide health insurance to uninsured children.
Child Victims of Violence Initiative. You can announce that the Department of Justice
will establish, with FY 97 discretionary funding, a Child Victims of Violence Initiative through
the Yale, New Haven Child Development-Community Policing Program. This program, which
Chief Wearing will speak about, trains police officers in child development, so that they can
better respond to situations arising in the field. The new initiative will extend the program to
other sites and also broaden it to include people other than police officers -- such as prosecutors,
probation and parole officers, and mental health professionals -- whose work would benefit from
knowing about early child development.
Head Start Funding: You can announce the launch of a new competition for Early Head
Start grants, which will highlight this Administration's creation of the program.
America Reads Early Childhood Kits: You can announce the release of the America
Reads Early Childhood Kits for Families and Caregivers. The kits include a developmental
growth chart and suggestions about developmentally appropriate activities for children ages 0 to
5. Everyone who looks at these kits loves them. The kits will be distributed to early childhood
programs across the nation and to individuals who call the Department of Education's 1-800 line.
To:
Milan Verveer
From: Mark Penn
I looked over some of the materials and have attached a summary of
some points related to describing the conference that I hope can be useful to
those writing the talking points.
The most significant new element is simply the idea of talking in terms of
tying the conference to achieving the full potential of all every child - of giving
every child the opportunity to develop to their fullest emotional and intellectual
potential - and of relating this to achieving our national potential. I think that the
conference is less about the intersection of science and policy, and more about
achieving the potential of all of our kids.
Early Brain Conference
Goals:
This conference is about doing the best for our children - giving every
child the opportunity to develop to the fullest of their God-given potential. For a
long time now we have known how children need proper nutrition and access to
healthcare to develop. And now we are finding out that very early on -- in the first
three years - every child needs the stimulation of learning, reading, playing,
singing and love to really reach their highest emotional and intellectual potential.
Children can lose out long before they reach even our pre-schools, and we
cannot afford to lose even a drop of the potential of our nation's children. That's
what this is all about.
The First Lady is leading this effort as an extension of her lifelong
work in the area of child and family development, highlighted in "It Takes a
Village." She has brought together the country's leading experts, pediatricians,
social workers, day care workers, business media, and the government. This is
not a problem any one of these can solve, but one that they must all cooperate
together on - and that's why she has made this a truly national conference with
sites throughout the country.
This conference highlights:
How we must turn this latest research into action by telling parents what
they need to do to nurture their children - that the time a parent spends reading,
singing and playing with their children means so much to those kids not just now,
but in later life. (ie. The prescription).
We need to extend the frontiers of research in this area, 90% of which is
federally funded, so that we have all of the expert knowledge we need to raise
our children and how this affects not just parenting, but all of our health, nutrition,
child care and educational programs.
How we need to continue to expend the programs that protect our young
children The President has secured the guarantee of healthcare for 10 million
children, now we must cover 5 million more. The President has increased
participation in Head Start, but now we must expand it, along with early head
start, to serve 1 million children by 2002. The President has increased funding for
childcare, and now we must organize nearly $3 billion in new quality childcare so
that welfare mothers can re-enter the workforce without compromising on the
development of their children. And we must continue to vaccinate all young
children and guard them from debilitating lead paint.
WHITE HOUSE CONFERENCE ON EARLY CHILDHOOD DEVELOPMENT AND LEARNING:
WHAT NEW RESEARCH ON THE BRAIN TELLS US ABOUT OUR YOUNGEST CHILDREN
"Learning begins in the first days of life. Scientists are now discovering how young children develop emotionally and
ntellectually from their very first days, and how important it is for parents to begin immediately talking, singing, even
eading to their infants We already know we should start teaching children before they start school."
--President Bill Clinton, State of the Union Address, February 4, 1997
On April 17, the President and First Lady will host The White House Conference on Early Childhood
Development and Learning: What New Research on the Brain Tells Us About Our Youngest Children. The
day-long conference will highlight new scientific findings on brain development in very young children and
point to the importance of children's earliest experiences in helping them get off to a strong and healthy start.
Applying New Findings on Brain Development in the Earliest Years. New scientific research shows that
experiences after birth particularly in the first three years of life -- have a dramatic impact on brain
development. That means that nurturing, talking to, singing to and reading to our youngest children will
improve their ability to learn and develop throughout their lives. The White House Conference will focus on the
practical applications of the latest scientific research on the brain, particularly for parents and caregivers. The
conference will also be a call to action to all members of society including the health, business, media and
faith communities, child care providers and government -- to use this information to strengthen America's
families.
Clinton Administration Commitment to Young Children. This conference builds on the Clinton
Administration's investment in children and families. The Administration has invested heavily in research to
help us better understand the importance of the first few years of life to child development and learning.
tween 1993 and 1997, funding for NIH children's research increased 25%, from $1.3 billion to $1.6 billion.
President Clinton has also strengthened efforts to support families with young children. To take just a few
examples, the Administration raised funding for Head Start -- providing low-income children and their families
with comprehensive education, health services, and nutrition -- by 43% over the last four years and created the
Early Head Start program to support families with children ages zero to three. The President's FY 1998 Budget
further increases participation to reach 122,000 more children in FY 1998 than when he took office. The
Administration also dramatically increased participation in the WIC Supplemental Nutrition Program, providing
7.4 million pregnant women, infants, and children with nutrition packages and information and health referrals -
- 1.7 million more than when President Clinton took office. And his FY 1998 Budget would achieve his goal of
full participation in the WIC program by the end of FY 1998.
Conference Program and Participants. During the morning session of the conference, leading researchers
and child development experts will discuss the new research and what it means for parents and caregivers. The
panelists for this session are: Dr. David Hamburg, Carnegie Corporation of New York (moderator); Dr. Carla
Shatz, University of California, Berkeley; Dr. Donald Cohen, Yale Child Study Center; Dr. Patricia Kuhl,
University of Washington; Dr. Ezra Davidson, Drew University of Medicine, Dr. T. Berry Brazelton, Harvard
University; and Dr. Deborah Phillips, National Research Council. The afternoon session will highlight model
community efforts to support parents and enhance early childhood development. The panelists include: Avance
Family Support and Education Program, San Antonio, TX; the CEO and Chairman of the Board, The Kellogg
Company, Battle Creek Michigan; and Ounce of Prevention, Chicago, IL.
oad Participation Across the Country. The morning session of the conference will be broadcast by
satellite to over 50 locations across the country. The satellite conferences will be co-hosted by regional federal
agencies, local officials, and children's and other organizations.
4/12/97 DRAFT
White House Conference on Early Childhood Development and Learning:
What New Research on the Brain Tells Us About Our Youngest Children
April 17, 1997
OPENING REMARKS
The East Room
10:50-11:15 am
President Clinton and First Lady Hillary Rodham Clinton frame the day,
highlight the investments and commitment of the Clinton Administration in
early childhood development, underscore the unique contributions of the
United States Government in supporting research on early childhood and
brain development, and highlight the national opportunity and
responsibility the new finding present.
SESSION ONE:
Exploration of Current Scientific Research on Brain
Development and Its Applications for Parents and Caregivers
The East Room
Moderator: Dr. David Hamburg, MD,
President, Carnegie Corporation of New York
11:20-1:00 pm
Overview of emerging knowledge of early childhood development in
neuroscience and behavioral science
Dr. Donald Cohen, Yale University, will discuss how children's behavior helps us understand
their cognitive, emotional and social development.
Dr. Carla Shatz, University of California, Berkeley, will explain how children's brains grow
and develop in the earliest years of life.
Dr. Patricia Kuhl, University of Washington, will discuss how children learn language.
11:40-12:15 pm
Presenters from the opening session address, joined by the experts below,
will address concerns of parents, particularly discussing what this
emerging knowledge means for health care, child care and early
education and parenting. Questions are generated from a poll conducted
by Zero To Three with parents across the country, and are posed by the
President and the First Lady
Dr. Ezra Davidson, Drew University of Medicine, will discuss the importance of prenatal and
perinatal services.
Dr. T. Berry Brazelton, Harvard University, will talk about the pediatrician's role in early
childhood development.
Dr. Deborah Phillips, Institute of Medicine, will discuss how child care can affect early
development.
CLOSING REMARKS
The President
WORKING LUNCHEON
State Dining Room
1:20-2:30pm
Conference guests here have a chance to visit informally with one another
(Tables are hosted by a White House or Administration official)
Informal Format
SESSION TWO: Applying the Knowledge
Exploration of Model Efforts Communities Are Undertaking
To Support Parents and Enhance Early Childhood Development
The East Room
3:00-4:30pm
Various Sectors of society discuss how they are using new scientific
findings to support families and enhance early childhood development and
learning
Dr. Gloria Rodriguez, Avance Family Support Program
San Antonio, TX
Avance is a widely acclaimed family support and education program serving predominantly
Hispanic communities.
Harriet Meyer, Ounce of Prevention
Chicago, IL
Ounce of Prevention is a statewide program that develops and tests innovative early childhood
development programs for replication, and runs model Early Head Start and childcare
programs.
Melvin Wearing, Chief of Police
New Haven, CT
Will talk about a pioneering initiative that trains community police officers to use child
development principles in their work.
Arnold Langbo, The Kellogg Company CEO
Battle Creek, MI
Kellogg launched a community-wide effort last fall to provide practical early brain
development information to every Battle Creek parent and caregiver.
Rob Reiner, CastleRock Entertainment
Los Angeles, CA
Will talk about the "I Am Your Child" campaign launched this month, and the media's role in
making early childhood development information available.
Bob Miller, Governor of Nevada
Co-Chair of the National Governor's Association and co-chair of the National Governors'
Association Children's Task Force
CONCLUDING REMARKS
The First Lady
The President
RECEPTION
South Lawn
Tented South Lawn reception draws together a broad range of local advocates and association
leaders.
Remarks by the President and the First Lady
THE WHITE HOUSE
OFFICE OF MEDIA AFFAIRS
FOR PLANNING PURPOSES ONLY
April 10, 1997
NOT FOR RELEASE
Contact: 202/456-7150
WHITE HOUSE CONFERENCE ON EARLY CHILDHOOD DEVELOPMENT
AVAILABLE ON SATELLITE AND IN SITES ACROSS THE COUNTRY
Washington, D.C. -- On April 17, parents, caregivers and other interested parties across the
nation will view the White House Conference on Early Childhood Development and
Learning's morning session by satellite. The full day event, being held at the White House,
will highlight recent research on the brain, and what it means to early childhood development.
Scientists and physicians will discuss the current state of knowledge and answer some of the
questions most frequently asked by parents.
The following are some of the sites that plan to broadcast the morning session. Many will use
the broadcast as a way to organize local events.
Live and unrestricted satellite feed available beginning 10:30 am, April 17, EDT
Expected to end approximately 12:30 pm
Coordinates:
KU Band
Galaxy K-4
Transponder 21 Horizontal
Downlink frequency 12110 MHZ H
Orbital slot is located at 99' west
Audio 6.2/6.8(Satellite coordinates follow.)
Sites will include:
Boston University Medical Center
West Newton St.
Boston, MA
Holly Newman (617) 534-3643
Boston Federal Executive Board
O'Neill Federal Building
10 Causeway St.
Boston, MA
Kim Ainsworth (617) 565-5823
Brown University
Providence, RI
Brenda Mussei (401) 274-9548 ext. 240
University of Rhode Island
Kingston, RI
Dr. David Byrd (401) 874-2581
Stamford Public Schools
888 Washington Blvd.
Stamford, CT
Sarah Arnold (203) 977-4105
New Haven Public Schools
East Rock Elementary School
133 Nash St
New Haven, CT
Dr. Verdell Roberts (203) 946-7871
University of Vermont
School of Education
Burlington, VT
Dean Jill Tarule (802) 656-3424
NH Division of Children, Youth & Families
6 Hazen Drive
Concord, NH
Joy Tinker, HHS
University of Maine at Fort Kent
25 Pleasant St.
Fort Kent, ME
John Martin (207) 834-7568
University of Maine at Orono
Orono, ME
Judy Grahm Cobarm, USDA (207) 581-3104
Manhattan Borough Community College
199 Chamber Street
NY, NY 10007
Bill Caldararo (212) 346-8185
Cornell University Cooperative Extension Center
Marten Road
Albany County
Voorheesville, NY
George Hecht (518) 765-3500
Cornell University Cooperative Extension
Faculty Commons
Ithaca, NY
Susan Miles (607) 255-2246
Cornell University Cooperative Extension
Education Center
12690 Million Dollar Highway
Albion, NY
Shirley Bright (716) 589-5561
Cornell University Cooperative Extension
Education Center Community Campus
Dillion Drive
Middletown, NY
Patricia Claiborne (914) 344-1234
PBS TV Affiliate WXXI
289 State Street
Rochester, NY
Sharon Conheady (716) 428-6400
St. Christopher's Hospital for Children
Bell Atlantic Training Center
Erie Avenue at Front Street
Philadelphia, PA
Site Contact: Carol Norris (215) 427-5525
HHS Contact: James Mengal (215) 596-0504
Egleston Children Hospital
1405 Clifton Road, NE
Atlanta, GA
HHS Contact: Pat Ford-Roegner (404) 331-4159 or 331-2442
Arkansas Childrens Hospital
Sturgis Building
800 South Marshall
Little Rock, AR
Jeanette Wagner (501) 320 6441
North Carolina Cooperative Extension
North Carolina State University
302 Ricks Hall
Raleigh, NC
Site Coordinator: Dr. Karen DeBord (919) 515-2770
Press Contact: Ellen Devlin (919) 515-3173
Roper Mountain Science Center
504 Roper Mountain Road
Greenville, SC
Press Contact: Dr. Scarlette Owens (864) 241-3159
Illinois Institute of Technology
10 West 31st Street-Stuart Building
Chicago, IL 60616
Site Contact: Charles Scott (312) 567-5167
Press Contact: Bret Hoffman (312) 886-8217
Texas A&M Agriculture Experiment Station
2415 E Highway 83
Weslaco, TX
Location Contact: Jose Amador (210) 968-5585
University of Texas Arlington
Netteman Hall
211 Cooper St.
Arlington, TX
Margie Barret (817) 272-3954
Patricia Montoya (214) 767-3301
University of Texas Arlington
Thomas Rivera Conference Center
Union East 3rd Floor
Union Ave.
El Paso, TX
Dr. Arturo Pacheco (915) 747-5572
Childrens Hospital of Oklahoma
Nicholson Tower
900 NE & 13th
Oklahoma City, OK
Kurt Snodgrass (401) 530-3484
Albuquerque Technical Vocational Institute
Jeanette Stromberg Hall
2000 Coal Ave. SE
Albuquerque, NM
Patricia Buehler (505) 224-4414
University of Missouri-Kansas City
5100 Rockhill Road
Kansas City, MO
Sandra V. Walker (816) 880-4000
Dr. Eugene Eubanks (816) 235-5270
Epworth Family Learning Center
207 N Washington St.
East Prairie, MO
Dr. Martha Ellen Black (573) 649-3731
Saint Louis-TBA
Enterprise Community Service Projects
330 North 15th St.
Saint Louis, MO
Donna Dailey (314) 622-3400
Child Care Resource and Referral "Childnet"
1200 University Ave., Suite H
Des Moines, IA
Janet George (515) 286-3366
Kansas Department of Education
120 SE 10th St.
Topeka, KS
Phyllis Kelley (913)296-3069
NW Kansas Education Service Unit
703 West 2nd St.
Oakley, KS
July Rodger (913) 672-3125
Creighton University
1819 Farnam St. #1100
Omaha, NE
Scott Knudson (402) 444-5381
Nebraska Department of Education
301 Centennial Mall South
P.O. Box 94987
Lincoln, NE
Polly Feis (402) 471-5025
Alliance Public Schools
1604 Sweetwater
Alliance, NE
Lonie Sherlock (308) 762-1580
Colorado Department of Health
4300 South Cherry Creek Drive
Denver, CO
Dr. Hugh Sloan HHS (303) 844-6163 ext. 340
Colorado Department of Health Laboratory
Training Facility
8100 Lowry Boulevard
Denver, CO
Lary McNatt (303) 692-2116
Auraria Media Center/Library
Lower Level, Video Classroom AU 008
11th and Lawrence Streets
Denver, CO
Jim Straub (303) 556-4729
Mabel Smyth Auditorium
510 Beretania St.
Honolulu, Hawaii
Emory Lee (415) 437-8500
Phoenix College
1202 West Thomas Road
Phoenix, AZ 85013
Bret Garrett (602) 285-7483
San Francisco State University
425 Market Street, 2nd Floor
San Francisco, CA
Jennifer Peck (415) 437-7526
Sacramento State University
Room 11, Library
Sacramento, CA
Ginny Monroe (916) 668-2045
Fresno State University
Cedar & Shaw Streets, Room 200 (upstairs in cafeteria)
Fresno, CA
Ginny Monroe (916) 668-2045
UCLA, Northwest Corner
Sunset Village Commons, Salon 306 A
Los Angeles, CA
Dierdre Nurry (415) 744-1156
High Desert Conference & Training Center
3200 East Cheyenne Ave., J1E
North Las Vegas, NV
Vince Juarasti (702) 687-5670
Central AZ College
8470 N. Overfield Road
Coolidge, AZ
Diana Jennings (602) 280-8754
GSA Regional Headquarters
400 15th Street, SW
Auburn, WA
Rick Desimone (206) 931-7020
CLINTON ADMINISTRATION EFFORTS TO SUPPORT THE
DEVELOPMENT OF AMERICA'S YOUNGEST CHILDREN
"Learning begins in the first days of life. Scientists are now discovering how young
children develop emotionally and intellectually from their very first days, and how important it is for
parents to begin immediately talking, singing, even reading to their infants We already know we
should start teaching children before they start school."
-- President Bill Clinton, State of the Union Address, February 4, 1997
Preparing our children for the 21st century is among our most important national priorities. Over
the past few years, scientific research has demonstrated that the earliest years of life -- before
children reach school age -- are critical to their cognitive, emotional, and physical development.
President Clinton is meeting the challenge to improve those years by investing in research,
supporting parents and caregivers, and strengthening programs that provide early intervention to
disadvantaged families.
Increased participation in Head Start, created Early Head Start for 0-3 year olds, and
improved program quality. For more than thirty years, Head Start has been one of our nation's
best investments. By ensuring that low-income children start school ready to learn, Head Start
can pay for itself. For that reason, President Clinton has made expanding and improving Head
Start a priority of his Administration. Over the past four years, funding for the program has
increased by 43%, and in fiscal year 1997 Head Start will serve 800,000 low-income children
four years old and younger. Initiated in 1994, there are now 142 Early Head Start programs
across the country, expanding the proven benefits of Head Start to low-income families with
children under three. Over the last three years, the Clinton Administration has also invested
significantly in improving program quality, providing local programs with the resources they
need to attract and retain high quality teachers and ensuring the safety of Head Start centers. The
President's 1998 budget proposal provides a $324 million increase in Head Start's budget so that
it will remain on course to serve 1 million children by 2002.
Increased participation in WIC program. WIC Supplemental Nutrition Program provides
nutrition packages, nutrition education, and health referrals to low-income pregnant women,
infants, and children. Over the past four years participation has expanded by 1.7 million from 5.7
to 7.4 million women, infants, and children. The increase in the President's budget proposal
fulfills his commitment to achieving full participation in WIC by the end of 1998. Research
shows that WIC prenatal services save Medicaid much more than they cost by reducing health
care expenses in the first 60 days after birth.
Raised Childhood Immunization Rates to an All-Time High. The President's Childhood
Immunization Initiative focuses on five areas: 1)improving the quality and quantity of
vaccination delivery services; 2) reducing vaccine costs for parents; 3)increasing community
participation, education and partnerships; 4)improving systems to monitor diseases and
vaccinations; and 5) improving vaccines and vaccine use. This initiative has achieved notable
success: in 1995, seventy-five percent of two-year olds were fully immunized -- an historic high.
Funding for childhood immunization has doubled since fiscal year 1993.
Improved Support for Infants and Toddlers with Special Needs. Under the Individuals with
Disabilities Education Act (IDEA), the Infants and Families Program supports the continuing
efforts of States to implement high quality statewide early intervention services for infants and
toddlers with disabilities. Over the past four years, funding for the program has increased by 48%
or $102.5 million. During the same period, the number of children served increased by 21.5
percent. An estimated 191,000 children will be served in fiscal year 1998.
Enhanced Family Literacy Program. Even Start Family Literacy is a family-focused grant
program to improve the educational opportunities for children and their parents in low-income
areas by integrating family literacy activities, including early childhood education, adult
education, and parenting education. Since 1993, funding for Even Start has increased by over
40% to support programs in every state and the District of Columbia.
Improved Child Care in Public Housing. The Early Childhood Development Program helps to
provide quality child care for families living in public housing communities, as well as families
who are homeless or at risk of becoming so. The program allows parents or guardians who live in
public housing to get and keep jobs by ensuring that their children are cared for. In 1996, $21
million was awarded to public housing sites across the country -- three times more than in 1994.
Providing Funding for Parent Resource Centers in 42 States. In addition to involving parents
in the development of state and local education plans, the President's Goals 2000 program
provides funding to establish parent resource centers that help parents learn how to help their
children meet high standards. The centers provide training, distribute resource materials, and
support a variety of programs that strengthen family involvement in education. In fiscal year
1997, funding is available for support centers in 42 states, 14 more than in 1996.
Promoting Parents as First Teachers. The President's America Reads Challenge, a campaign to
ensure that every child can read well by the end of the third grade, includes Parents as First
Teachers Challenge Grants to fund proven local, regional and national programs that provide
assistance to parents to help their children become successful readers. The grants can be used to
expand successful programs such as the Home Instruction Program for Preschool Youngsters
(HIPPY) and the Parents as First Teachers (PAT) program. They will also fund national and
regional networks to share information on how parents can help children to read.
Supported Over 90% of all Children's Research. In fiscal year 1995, the federal government
spent an estimated $2 billion on research and development directly related to children and youth.
Spending at The National Institutes of Health (NIH) alone increased 25% between 1993 and
1997. This research has contributed to the recent advances in understanding early learning and
language development.
Maintained the Commitment to the Medicaid Guarantee for 10 Million Children Under 6
Years Old. This Administration has protected and, preserved -- and now will improve on -- the
guarantee of Medicaid coverage for 36 million Americans, including 9 million children under the
age of 6. In 1995, the President vetoed the Republican Medicaid block grant proposal that would
have ended the guarantee of coverage for up to 4 million children by 2002. At the same time, the
President worked with states by granting 15 comprehensive Medicaid waivers and approving
many more state plan amendments that improve and expand coverage for children.
Seeks to Extend Health Coverage to Up to 5 Million Children. Although this Administration
has made great strides in protecting the health of America's neediest children, there is still much
to be done. In 1995, more than 10 million American children, 80% of whom have working
parents, had no health insurance. The President's budget takes three important steps to address
the problem of children who lack health insurance coverage:
1)
Provides annual grants to states to cover health insurance premiums for families of
workers who are in-between jobs;
2)
Utilizes state partnership grants to help working families who are not eligible for
Medicaid to purchase private insurance for their children; and
3)
Expands Medicaid coverage by allowing states to continue Medicaid coverage for up to
one year even if family income changes, intensifying outreach to children who are
currently eligible but not enrolled, and continuing current law expansions of coverage to
reach poor children between the ages of 13 and 18.
Increased Child Care Funding. Since 1993 federal funding for child care has increased by 22%,
providing quality services for over 660,000 children of whom 65% are under 5 years of age.
The newly established Child Care and Development Fund (CCDF) has made available $2.9
billion to states. This new program, authorized by the new welfare law, will assist low-income
families and those coming off welfare to obtain child care so they can work or attend school.
Eliminating Childhood Lead Poisoning. The Administration has launched a major new effort
to eliminate childhood lead poisoning. The campaign includes notification and disclosure to
parents who buy or lease older homes so that they get the information they need to protect their
children, grants to states to control lead-based paint hazards in low-income privately-owned
dwellings, development of a consensus on lead safety standards, and technical assistance to
ensure that lead hazard control work is done safely and efficiently.
THE WHITE HOUSE
Office of the Press Secretary
Embargoed For Release
Until 10:06 A.M. EDT
Saturday, April 12, 1997
RADIO ADDRESS OF THE PRESIDENT
TO THE NATION
THE PRESIDENT: Good morning. Today, I want to talk
about the toughest job any person can have. It's not a job you can
quit, show up late for, or do just enough to get by. In every way,
it's a lifetime commitment -- it's being a parent.
In our times, parenting has become an even greater
challenge. The world moves faster, and parents rightly worry more
about how to protect their children's health, their safety and their
future. Jobs place more demands on mothers and fathers. Finding a
balance between home and work takes more effort than ever.
Parents can use some help. And while government doesn't
raise children, it can sometimes give parents the tools they need to
make their jobs easier. That's why we fought for and won the V-chip
and a ratings systems for TV, so parents can better protect their
young children from unsuitable shows. That's we fought to keep the
tobacco industry from advertising their products to children. And
why we're fighting to keep streets safer and to reduce juvenile
crime. All these help parents to do a better job with their
children.
But there is still work to be done. Parents want to do
right thing by their children from the very start. And giving our
youngest children what they need to thrive from the very first days
of life is something the First Lady has studied for a long time. In
her book, "It Takes a Village," Hillary called on our nation to give
its attention to new findings about the early years of children's
lives that so often are overlooked in intellectual, social and
emotional development.
Our administration has worked hard to better understand
these early years. Since 1993, we increased funding for children's
research at the National Institutes of Health by 25 percent -- or
$322 million -- and my balanced budget plan promotes further
increases in funding. We expanded and improved Head Start, and we
created an Early Head Start Program for children age three or younger
so that they could get the stimulation they need at those critical
times.
From our research, we know that from the very first days
of life a child is developing emotionally and intellectually, and how
he or she does in those first three years of life will help to
determine how a child does later in school and in life. That's why
we need to begin teaching and nurturing our children before they go
to school.
We want to sort through our research and get it to
parents and to care givers who work with children. So next week
Hillary and I will bring together researchers, parents and other
experts for the White House Conference on Early Childhood Development
and Learning: What New Research on the Brain Tells Us About Our
Youngest Children.
We will meet for a full day at the White House, with
satellite hook-ups to more than 60 sites around our nation. This
conference is an exciting and an enormous undertaking. It is a call
to action to parents, to businesses, to care givers, the media, the
faith community and the government, each to do their part to enhance
the earliest years of life. It grows out of our commitment to find
new ways to support parents and to help their children reach their
God-given potential.
As part of that commitment, I also want to call today on
the members of Congress to do their part to come to the aid of our
families. They can do that very simply by passing my expansion of
the Family and Medical Leave Act.
This bill would allow workers up to 24 hours of unpaid
leave each year to fulfill certain family obligations. It could
allow a worker to attend a parent-teacher conference, or take a child
to the pediatrician, or to find quality child care, or to care for an
elderly relative.
Families occasionally need these small pieces of time to
take care of their own. More than 12 million American workers have
taken leave for reasons covered by the Family and Medical Leave Act
since it became the very first bill I signed into law in 1993. It
was needed then, it's needed now and we need to improve on it. So I
urge the Congress to act soon on this legislation. Don't ask people
to choose ever between being good workers and good parents. We can
help them to do both. Pass the expanded Family and Medical Leave
Act.
I think this bill is so important that today I am asking
all federal departments and agencies to make expanded Family and
Medical Leave available to their workers immediately. Wherever
possible, I want workers to have access right now to essential time
off for family obligations.
I am committed to doing all we can to support families
as they struggle to do right by their children. We know that the
very earliest years will decide whether children grow up to become
healthy and happy people. That's why we're giving parents time off
to care for them, why we should extend the family leave law so
millions more parents can have that opportunity and why we must focus
all our science, education and public efforts to give our children
the very best start in life.
Almost a century and a half ago, Oliver Wendell Holmes
said, "A child's education should begin at least a hundred years
before he was born."
What we do now can benefit generations of Americans to
come. We can start with the smallest community -- the family. And
from there we can rebuild and renew the best in America by beginning
with the best of America, our children
Thanks for listening.
END
PRESS BRIEFING ON THE BRAIN CONFERENCE
APRIL 14, 1997
HRC: We are, this week, going to have a conference about the latest on brain development in
young children and implications of that for every sector of society; starting with parents and
family members, including educators, community leaders, political and business leaders, and the
like. This is an issue that we believe has absolutely profound implications for how we view and
treat our youngest children. And it certainly has such implications for how families perceive
[inaudible] of their babies, and what it must mean, we hope, for them in terms of the parenting
that goes on. But it also has implications, for the larger society, in terms of public policy
grounds.
At the conference on Thursday, you'll be hearing from only a few of the experts and leaders in
this field as well as people from various organizations that are attempting to implement what this
research means for young children. We are fortunate to have two experts with us today, who
have been involved in this research and the policy implications of it for many years, and will be
speaking to that.
Dr. Alexander is the Director of the National Institute of Child Health, it is, I think fair to say,
Dr. Alexander, the premier institution in the world for research into child development. It is a
federal government agency, funded by the federal government, without which it would not exist,
could not have done the ground-breaking work that has flowed from the years of investment in
this kind of work. And Dr. Alexander is one of the members of a broad committee that has put
together a report that you're getting an advance copy of, in the material in front of you, called
'Rethinking the Brain'. There's just an enormous amount of information in here that you'll get a
chance, at least to review, later.
Dr. David Hamburg is the current President of the Carnegie Foundation, he's a psychologist [?],
he started his career at the National Institute of Child Health and Development. He has served on
the faculties of premier universities in our nation. He has been a leader in the effort to try to take
what medicine and scientific research tells us, and put it into practice. Most recently, through his
leadership at the Carnegie Corporation, he has been sounding the alarm, if you will, but also
providing the data, about what we need to do for our youngest children. In your material also,
you'll have a copy of the Carnegie Corporation's report called "Starting Points', which I believe
is one of the best explanations of this material for lay people, like me, that there is anywhere in
the country.
Part of the reason why I'm SO excited about this, and why I think it's so important, is that for so
many years, I've worked on behalf of children's issues, and worked to take what scientists like
Dr. Alexander and Dr. Hamburg have done, and put it into usable form for policy. It has been, I
think, an ongoing challenge to try to take scientific research and translate it into usable form.
When I wrote my book, 'It Takes A Village', it was shortly after 'The Bell Curve' had come out,
and there was a lot of talk, and quite a bit of hype about 'The Bell Curve." And the message of
'The Bell Curve' that was being translated by the media was that, you were born with whatever
kind of brain you had, the capacity you had, and there wasn't much anybody could do to reshape
that intellectual potential. So, why spend all this time worrying about things like prenatal care
and early childhood education. It was, in many ways, a very pessimistic message about human
capacity that looked like it was all dressed up in science.
When I wrote my book, I deliberately wrote a chapter, which I've given you a copy of, that in the
best way I knew how, and in as simple terms as I understood it, takes some of this scientific
research, and explains why we are the result of both nature and nurture. The debate about are we
the result of genetics or the environment should really be called a draw, we are the results of
both. And, what we're finding out is how each is shaped and what we can do to try to maximize
our potential development both by the environment and using the information that we have now
from genetics.
I wrote this chapter saying that the bell curve is curve ball because I thought the implications of
that message would be ultimately counter-productive both to parenting, because if parents
believe that there is nothing they can do, that genetics is the primary motivating force of a child's
development, than they would not be as engaged as a parent. And if the rest of us thought that it
didn't make any difference what our public policy was, than we'd essentially be leaving parents
to their own devices. While I'm grateful that my efforts were not a single, tiny voice, because
shortly after that, Starting Points, and this cascade of research began. Research was just pouring
out in ways that I think are going to be very hard to ignore.
We think there are some common sense steps that individuals and institutions can take, and we'll
be laying some of those out on Thursday at the conference. Before the conference, on
Wednesday, I'll be having a press event, announcing the extension of a program I've talked
about before called 'Reach Out and Read', a Prescription for Reading program. To reach as
many parents and adults as possible that reading to children, singing to children, all these old-
fashioned ways that we used to relate to children are not only a good way to create a good feeling
in children, to develop a warm relationship, but they actually build the brain of a child.
So with that, building the brain, I want to turn to our two experts to explain, far better than I,
what all that means, and what we should be talking about. And those of you who report on big
issues that affect the news everyday, might be thinking about this, which is not SO easily
understood to be as dramatic as it is, can have more impact on how we live, and what kind of
country we have, and what kind of capacity our children have, than what passes for news on a
day to day basis. So with that, I would like Dr. Hamburg to take the floor.
Dr. Hamburg: Thank you very much. From my background in biomedical research and
education and patient care over many decades, with a boost coming from NIH in the 1950's, and
stints on the faculties of Stanford and Harvard, I increasingly came to feel that it's very, very
important, in a democracy, for people to understand very broadly, what is the latest, up to date,
scientific information with respect to any important issue that affects peoples lives, as far as
healthy child and adolescent development, education, getting a good start on life.
So, when I came to be President of the Carnegie Foundation, technically called the Carnegie
Corporation in New York, because Andrew Carnegie ran out of names by the time he got to the
Foundation, but anyway, I felt that one of the main things we could do, would be to prepare from
time to time, an intelligible, credible census on our knowledge of each phase of child and
adolescent development. That is to look at the emerging scientific and professional consensus.
What do we know about the essential requirements for healthy development in early childhood,
middle childhood and early adolescence and later adolescence? So, I hoped, in my time, that we
could cover the first two decades of life, in a reasonably systematic way. These [inaudible] were
meant to be credible because they were based on the scientific research to the maximum extent
possible. And also on community innovations that tried to put the knowledge to use for the
benefit of children on a wide scale. And that they would be intelligible, because we would try
and translate them from technical language to the language that would be meaningful to educated
readers.
That's what we've tried to do with a series of reports, each of which is prepared by a
distinguished body that's composed in the following way: About half are experts on the subject
matter, albeit in different disciplines and backgrounds, and the remainder are from powerful
sectors of the society that had a stake in the problem, or a reason to be concerned about it, even
though they are not technically experts on the subject matter. People from business and from
media, and from various other sectors of the society, the military and what not. They're carefully
vetted and reviewed, these reports are, before they come out. There have been a series which
we're trying to oppose now, they wanted to take it chronologically, the one on 0-3 is called
Starting Points, and what we claim for it is that it has the most attractive picture of a baby on the
cover as any of these. There's a little competition going between Time and Newsweek and
Carnegie and the brain research report about who has the best picture of a baby on the cover.
Aside from that, our Foundation has been very actively cooperating with all of these efforts to
build public understanding of what the research says. The kind of thing coming out of Dr.
Alexander's institute and other institutes around the world.
First of all, you get the facts straight, and then to try and consider what it might mean for parents
and for community organizations. The way of structuring the problem in this developmental
strategy, from conception through adolescence, is to ask what it is that people need to
understand, to get the facts straight, and then to say, well, who could do something about that.
Who could put that knowledge to use? And so we come to look at a set of pivotal institutions,
sort of front line institutions, who everyday, have an impact, for better or for worse, on child
development. That starts with the centers on strengthening families, but it also has to include the
schools, in this case, early childhood education, pre-school schools, and it includes community
organizations, including religious ones, it includes the media, whose impact, everyday, on
parents and children, is very significant. Of course, it includes the health care system.
Surrounding that set of front-line institutions, are other, powerful institutions in society, that can
make their job easier or harder. I mean by that, government at all levels, business, scientific
community, various relevant professions. So, we're saying that it takes a village and then some,
really the whole society, as a set of institutions that bear on child development, whether we like it
or not, they do have that bearing. We've tried to ask, how can each institution strengthen it's
contribution to health child development? That is the framework we used on the case of Starting
Points. First we looked at, which came out just three years ago this month by the way, that
report looks at brain development, but it looks at the development of the whole child. The brain
is a very important part of the child, and it looks at it from conception on up. It's a very dramatic
time from development from just two cells, to a zillion cells in utero, and the transition from
being in utero, to being outside and then the first human attachments which are the
underpinnings for decent human relationships throughout the life span. And that fantastic
exploratory curiosity which needs to be nurtured if you're going to look toward life-long
learning. So, it's a very dramatic period, perhaps the most dramatic period, that 0-3.
We try to lay out what science has to say in an intelligible fashion, and then, we took four thrusts
to try to make use of the knowledge for the benefit of children everywhere. One thrust has to do
with preparation for responsible parenting. That is not only after pregnancy, but before
pregnancy. We lay out a whole array of possibilities, ways in which people can be ready for
responsible parenting. The second thrust is in health care, and primarily comprehensive prenatal
care, and comprehensive primary care. We try to spell out how preparation for responsible
parenting can be done, how comprehensive prenatal and primary health care can be done. The
third thrust is on child care, early childhood education. What constitutes quality child care?
How do you recognize it when you see it? How can quality be strengthened, and quality care
made available throughout the country? It certainly is not at the present time. There is a new
study on this from the NICHD released just last week. The fourth thrust of Starting Points is on
community mobilization. That is the community, the village. How do you get the resources of
decent, well meaning people, parents and community organizations, media and business in a
community, coming together to assess what our needs are with respect to young children. And,
how can we mobilize in this community to meet those needs? There are a lot of different ways
of doing it all across the country.
My last point would be that although these four thrusts of making use of the knowledge are
subject to evaluative research so we can tell what works for whom under what conditions, that's
not always the case, evaluative research lags behind. You have to make the best judgement you
can about what's the best set of measures to take. The thrust of it is to pool our strengths and
share the burdens in communities to provide the necessary conditions for healthy childhood
development to stimulate brain and other development in the most constructive ways.
There are working models around the country. We tried to evaluate the working models as best
we could. We tried not to just stick with hypothetical ideals. 'Wouldn't it be nice if you could
do so and so.' That can be useful but we tried to say, here are communities in which working
models exist. For example, in which community organizations are reaching out to their families
and young children in ways that get poor children taken care of better than we've done in the
past. The many, many examples scattered all through Starting Points, we tend to put in boxes.
It's all about taking the research, as it evolves, and trying to understand it, have it largely
understood, and putting it to use for the larger benefit of children everywhere.
Dr. Alexander: Thank you. I'm going to talk primarily about research, and I do this from the
perspective of a developmental pediatrician whose entire career has been at the National Institute
of Child Health and Development at the National Institutes of Health. It's been my good fortune
for the last ten years to serve as Director of that institute. Research is really the underpinning for
this conference. It's in recognition of the importance research, of what it's contributing, and
what it's telling us, that has really been the impetus for this White House conference. The
Carnegie Corporation has done an enormous service by bringing together this research and
pointing out how important it is for public policy. What we're trying to do with this conference
is give increased visibility and enhanced attention to the importance of what that research is
telling us.
That research has largely been funded by the federal government, mainly through the National
Institutes of Health. Research in other areas, such as transportation or the environment, is funded
more by the private sector than by the government. Even research on adult health is funded
50/50 by the government and the private sector. When you get to research on children, the
government is almost the only game in town. Probably 95% of the research on children, child
health, their development, their education, justice issues, and so forth, is funded by the federal
government. And the importance of that work to the Clinton Administration is evident by the
increase in funding that research has received in the last four years. Most of the research that
you're going to be hearing about at this conference on Thursday has been funded by various
institutes of the NIH. Lots of it will be reporting on discoveries from the last 20 years, during
which time we have learned more about the brain and it's development than all previous time put
together.
Much of this research has policy implications. Some of it, unfortunately, is ignored by policy
makers at the government level, but it's also often unknown by parents, by educators and others.
It's important for us to be reaching all of those audiences with that information. The conference
really focuses on the convergence of two areas of science. First is basic studies of the anatomy
and physiology of brain development, and second is basic behavioral studies of child
development. If we look at these behavioral studies, it's amazing what we've had to learn, and
sometimes unlearn in what we thought was the case. For example, we thought that newborn
babies couldn't see, and we have discovered that in fact they do see, and they see quite well.
And in fact, within a few weeks, they're able to differentiate between their mothers' face and a
strangers' face. We thought they couldn't hear very well, and we've found that is also incorrect.
Within a very short time, babies are able to discriminate their mothers' voice from the voice of
someone else. We thought that they were not able to feel pain, but in fact they do feel pain.
They are able to experience emotion and show that in ways other than just crying. They learn
very quickly, especially in the first three years.
Their positive or negative experience in the environment that provides stimulation to them is
extremely important, and, in fact, there may be critical periods for particular stimuli to have
occurred or they do not make particular gains in development. We've [inaudible] a critical
period from animal research, it's not so clear in human studies, it may be more like prime times
rather than critical periods, but it is an important concept for us to understand. We have also
learned that stimulation children receive in their first three years is so important, that children
that receive that stimulation do better in the long term than those who do not.
Now, what have we learned from brain studies that relates to this. What really gets people
excited in this area is not only what we've learned, but what we've been able to see from our
studies of brain development. We can actually see the difference that environmental stimulation
makes in brain development, physiologically and anatomically. The human is unique in the
amount of brain development that occurs after birth. If you consider animals, I don't know how
many of you have ever witnessed the birth of an animal like the horse, the birth process is pretty
incredible. But what is absolutely mind boggling is that within 15-30 minutes, that horse is
standing up, walking around, and within an hour or so it's trotting. It takes humans 5 months to
sit up and 6-8 months to crawl, and 12 months to be able to walk. So, we're so different from the
rest of the animal kingdom in the amount of development that occurs after birth.
It's an extremely important time. Much of this development occurs in the first three years of life.
By age 3, the brain has reached 80% of it's adult weight, compared to 20% or 25% of the child's
overall weight being the portion of the adult. We have also learned that we are not born with all
the nerve cells we will ever have. Some multiplication of nerve cells continues after birth, but
the most important process is that of pruning of nerve cells, that is a selective loss, or selective
dying off of nerve cells, and the ones that are stimulated are the ones that are maintained. The
process after birth more than the process that involves nerve growth, is the process of
proliferation of connections between the different nerve cells.
These connections are what's so important for our physical mobility, for our learning, for our
memory, for emotional function, for basic bodily function. It is this proliferation of connections
that you can actually see. And, you can tell the difference between an animal that's been placed
in a stimulating environment, and one that has not, by the number of connections that develop,
and the ways in which they are developed and maintained.
What we have learned from these studies is that this proliferation occurs in response to
stimulation. The unstimulated animal, whether it's an intact animal or whether we use human
tissue nerve cells in culture, develops far less of these connections that are SO important, than the
stimulated animal does. We have also learned that these connections are maintained in response
to stimulation. It's important that not all of these connections are maintained. Like an apple tree
that has too many branches for it's healthy production of apples, the brain cells develop far more
connections than they actually need. So there is a very active pruning process, much of which
occurs in the first three years of life, that eliminates, selectively, some of these connections. The
ones that are maintained, again, are the ones that tend to be stimulated. These connections then
become the basis for facilitated action. Motor skills, speech, language and communication skills,
emotional responses, memory skills, sensory skills, whatever.
It's also important to understand that 0-3 is time of the most rapid pruning that occurs at any time
throughout life. We can develop, and do develop, more of these connections during a lifetime,
and this is probably the basis of further physical training, memory development, and so forth.
But, it's less easy to develop these after the first three years of life. That's the basic message I
think you're going to hear from the neuroscientists that will be speaking at the conference on
Thursday.
This information does, obviously, have some policy implications. First of all, it tells us that the
ages of 0-3 are critical in child development, with life-long implications. Now, this isn't the only
important time,so parents can't sit back after they've made it to age three and relax from there
on. Nor should they feel that if there wasn't maximum stimulation during this time, that the
game's over. The game goes on. Obviously middle childhood, adolescence, are times of
important developmental processes as well. But there is never again a time that this learning is
as rapid and there is as great an opportunity as there is in those first three years of life.
The primary policy implications here are for parents. We often don't think that parents are
policy makers or implementers, but they are. And the implication is that their interactions with
and stimulation with their child is extremely important during this period of time. So most of
their activities that relate to this children and much of the thrust of the conference is to get this
message to parents. That their interaction with the child in the first three years of life is
extremely important, the twig is bent early.
This also holds for care givers other than parents. It holds for grandparents, for baby sitters, for
day care providers or whoever else is interacting with the child during that time. Now, just one
word about day care. Mrs. Clinton made reference to the study of day care that was released just
over a week ago by the National Institute for Child and Human Development, here at the Society
for Research and Child Development meeting in Washington. Lots of press attention was paid to
that story at the time, and I think it reflected the enormous interest and impact on American
families that information has.
What that study showed was that the greatest influence by far, in a child's cognitive and
language development, is the family and the home environment. There is no substitute for that.
Day care did play a significant role, but it was a smaller role. Good quality day care had a
positive impact, not a negative impact, and it was an add-on impact, if anything. Now, the policy
here is that increased emphasis on the quality of the home environment is extremely important.
Day care, even when good, is not a substitute, but it may well add-on to the impact of the home
environment. The time that is sufficient for child development and stimulation in home in the
evening is at least equal and greater in importance than the day care environment during the day
outside the home.
It also emphasizes the need for that day care to be good quality. There's an opportunity for it to
play an enriching and supplementary impact in child development above and beyond what is
provided at home. And this holds whatever level of functioning the mother and family have. It
also suggests the need for quality standards for day care and the importance of early Head Start
types of programs in child development. I think these are the kinds of messages that you are
going to get from the scientists who make presentations at the conference on Thursday. And I
think that you'll enjoy attending that and the messages that they have provided in far greater
detail and amplification than I've done in this short time.
HRC: Thank you Dr. Alexander. Well, one of the best examples we have recently of early
stimulation is Tiger Woods' father putting a putty in his crib. He apparently didn't need
neuroscience to do that but the results speak for themselves. And I hope that we are able through
a concerted effort certainly using the media and every other means of communication to get these
messages out to parents, because as I point out in chapter of the book that I wrote, I've often in
the past, and still do today run into parents who have not yet learned what Dr. Alexander was
saying about what babies actually know and are capable of doing. So they will say to me when I
say I bet you are having a good time talking to that baby in a quizzical voice the parent might
respond "Why would I talk to her, she can't talk back?" And so we are not yet at a point where
we have even conveyed this information to a critical majority of the parents in the United States
and certainly around the world, I'd think you'd find it even at a smaller percentage.
So as both Dr. Alexander and Dr. Hamburg said our primary audience for this conference
happens to be parents both because we think that what parents will do and can do is the most
significant form of early stimulation. And also because we believe that educated parents,
informed parents will be more likely to demand the kind of policy changes that influence quality
child care, adequate pre-school education and all of the other issues that will help to supplement
their efforts in their own homes. So with that, we'd love to throw it open.
Q:
assume that the earliest childhood development conference, you know within this to age
period, maybe up to 5?
Dr. ?: I think that we've often believe that was an extremely important period of life. What we
have now is reinforcement of that concept both from the behavioral sciences area and then the
neural sciences area. We can document anatomically, the importance for brain development of
what happens to the child during those years.
Q: What do you see, do you see an enhanced government role in this issue? and if so what are
some of the things that
HRC: Well Rita, I think that's the really challenging question for those of us who believe there
is a reason for bringing the entire community to awareness to support parents and family. Let me
just mention a few things that I think should be looked at more closely.
If we believe that the home environment is the most important influence in this early stimulation
and as the research shows and as common sense would suggest. Then what does that say for
something like Family Leave? Don't we want there to be an opportunity for mothers and so far
as possible, fathers to have the time to really spend in those early months connecting with that
new baby. One of the interesting findings from the research on child care that came out a little
over a week ago is how when children are put into care at a very age, there does seem to be some
weakening of the bond between the mother and the child. So that if you're a working mother,
and you are told you have to go back to work at two weeks as so many women in our country
are, how do you emotionally prepare yourself for that kind of separation?
Well, one of the things I think, and this is not from the research, this is my personal observation
and opinion. I think you have to in a sense emotionally distance yourself from that baby in order
to deal with the feelings that are created as you drop that child off at whatever substitute care
setting is available to you. We now know that leads to a weakening of the interaction between
the mother and the child. I mean, if you have to steal yourself day after day to drop your baby
off as you go back to punch the clock or work at the computer or whatever your allowable leave
has been. Then, you may be creating a situation, albeit unknowingly in our society where we
have large numbers of parents who are less engaged because they don't get to spend the time
with their children, than is best for the child, and is best, I would argue, for society, by creating
more engaged, stimulated, effective youngsters. So, that's just one area that I think this research,
perhaps, is going to cause us to review, the relationship between family leave and the impact on
children in those early years. The President, on Saturday, in his radio address, extended the
definition of family leave to federal employees to try to keep creating opportunities for more
stimulation and attachment.
Q: Are you saying that women shouldn't work?
HRC: No, that's not what we're saying. Let me ask Dr. Hamburg if he wanted to say
something, then we'll respond.
Dr. Hamburg: The Starting Points panel looked at this question about family leave and basically
expressed a view similar to what Mrs. Clinton has just expressed and said that 3 months, which
has become sort of the norm, is useful, that probably double that would be much better, as is
done in most European countries. They recognize that there are a lot of questions about that,
economic questions, management questions, as well as interpersonal relationships. They lay out
in that report, some options for handling how you would get from here to there. They also, in the
child care piece of the report, basically talk about the complimentarity of care outside the home
and inside the home. Care by the parents, and care by others, it is the same essential properties
of what goes into good child care, whether it's the biological mother or not the biological
mother, an initial stranger, whoever it is, on the basic problems of responsive care so you're
really trying to get around the adequate contours of adequate care during the full span of time.
Some of that at home, and some of it outside the home, typically today. We have to bear in mind
as a practical matter, that over half of mothers are working, even with infants and toddlers, it's a
revolutionary change, it's a very recent change historically. And I think we, as a nation, are still
groping with how to deal with that kind of transformation. But, one of the things we have to
consider is, can we work out a more time for one or both parents to be at home early on and be a
better conjunction of what they do at home with what happens in child care settings outside the
home.
Q: The question that I was going to ask originally was not so much directed at the middle class,
but we know that most of the children in our country now are being born into poverty, we know
that we have this explosion of teenage births and we know that most of these people have almost
no resources to help them with anything. And I wondered whether that've been a cause of doing
this research sort of suggests that there is a need for the government to offer some kind of help in
terms of education, some kind of help in terms of care, I mean, or do you just say, well we are
going to hope these media messages are getting to the 16 year old girls having the babies. The
same medium that was sending out the messages to them not having the babies in the first place
when they were 16?
Dr. Hamburg: Yeah, well I think that is a very fundamental question. Let's put it this way. It is
certainly a national problem, not a federal government problem alone. Although the federal
government just can't cop out As I was saying before, the home approach of the Carnegie
developmental strategy has been through these various panelists to find ways in which different
institutions can play a part. The federal government is certainly a part of that. But I think we as
a society have got to consider that. And I do believe your immediate coverage is essential to
getting a serious thoughtful discussion about how we can meet these fundamental needs. The
fact is that these young babies have to have a great deal of nurtureance, protection, the right kind
of stimulation. The nature and the scope of the stimulation is very important. They have to
begin to get the skills of language and even the skills of coping with adversity. All that comes in
the first few years of life. Not finished, but it comes very importantly there and it is a big
demand. It's a big care taking demand. And some how or other some set of people will have to
meet those demands.
Otherwise, we're going to be turning out larger and larger numbers of people with shattered and
empty lives and no prospects. That is a fact. I mean, it's just an empirical fact. And somehow
or other we've got to meet those needs. What that says about what the federal government
should do and what other institutions should do is wide open for public discussion and obviously
the configuration of response is different in this country than it is in Western Europe.
HRC: Let me just follow up on that, and then Dr. Alexander wants to as well. There are lots of
things that we know work, as effective interventions. One of the frustrating aspects of being
involved in this field for many years is that we don't take what we know works and adequately
implement it on a broader scale. Now one of the things that this whole research on the brain will
demonstrate, throughout the next several weeks over a variety of settings, there will also be
congressional hearings, there will also be a big tv special we have already had the Newsweek and
the Time publications. And, in each of those there will be examples about what works, and the
examples are not all uniformly cut from one mold. I think the television show that Rob Reiner is
producing.
END OF SIDE A
SIDE B
HRC, cont.: young parents, to try and get the message across Rita that you are referring to. So
they have a variety of strategies, other communities have adopted other ways of intervening such
as home visitors, something I believe in strongly. You know one of the main reasons I was so
supportive of the maternity stays in hospitals wasn't just for physical reasons, but to try to
encourage more hospitals, HMO's, community groups to take that time when you've got a new
mother - whether she's 16 or 40, and get somebody in there to talk to her and try to make a
connection, and then sending people out, home visitors, visiting nurses, a concept used widely in
western Europe. And we just have to acknowledge that there are certain kinds of investments
that will save us money. If we invested on the front end in some of these early intervention
strategies, I honestly believe we would not be spending so much money on prisons on mental
health and drug abuse treatment and some of the other symptoms of the breakdown of this
development that we are trying to maximize. So what are trying to say is there is not one over-
arching federal government solution -- that is not what any of us is advocating, but this is a
national problem as Dr. Hamburg said, and there are potential national solutions that can be
implemented at the local level, the private sector, not for profit, business, -- there are a lot of
things that can be done that would work.
Q: Given the political and fiscal constraints Clinton has, what can Clinton do, other than making
it easy for people to take time off without pay?
HRC: Well, I think that there are a number of things that the President and the Administration
are trying to do that can make a difference and let me just mention a couple cause I believe they
are important.
The early Head Start program that was passe din the first term and is now being implemented is
really a very significant change -- you know we started Head Start in the 1960's when the best
research we had was that we could really make a difference working with 4 and five year olds
Well, we know that if we could find a way to work with 0 to 3 year olds, we could make an even
BIGGER impact. so staring in the first term we started putting resources in the early Head Start
and we now have some model programs out there working. So that will give us, I hope, some
information about how to intervene in this very important early stage. We've been working to
increase the child care money available particularly to those coming off welfare and for those
who are the working poor coming off of subsidies and we will have to look very closely about
what is the quality of that child care and how we use those federal funds to leverage good child
care.
When I was in Florida with Governor Lawton Chiles speaking at an advocacy week program that
was put on for children issues - both of us made that point that the states now have this huge
responsibility for child care -- so how can the federal government, through the research of people
like Dr. Alexander who accumulates it - get that information out to the states so the states and the
federal government can be partners in creating better quality child care.
So those are two things that are already ongoing that I hope this research can make a convincing
case to members of congress and others that we need to be working on.
Q: So far, we've been talking about applying the research to solve existing problems [inaudible].
Given the explosion of information about the brain that you've been talking about, and the rapid
pace, knowing more in the last 20 years than in all previous times, if we continue to learn about
the brain at that pace and find effective ways to turn the research into policy, we are talking about
a future generation of children that are like no other, because we will have learned ways to
stimulate, and ways to get through to them, and ways to nurture them that could potentially be a
huge break with the past. Or, are we really only learning things that our great grandmothers
knew, and we'd forgotten some of that?
HRC: I think we have the capability,as we learn more about how people learn and how early we
are capable of learning, of having a greater proportion of the population more capable than it has
ever been before. If we take advantage of the knowledge that we are acquiring. We are also
probably going to learn how to provide that stimulation in a more effective way than we ever
have done it before. But the basic things that we're talking about, learning, nurturing, caring, are
probably nothing that different from what we thought from our grandmothers, and experienced
from our grandmothers. What we're probably going to be capable of, id greater intellectual
growth and stimulation that we've had in the past.
HRC: You know, I think that's a really interesting question because a lot of what science is now
proven many parents and grandparents going on back kind of instinctively knew, but many
others didn't. What makes that division? Why do some people, and even people who two
generations ago were in impoverished conditions-- somehow the magic happens-- and through
stimulation and encouragement of learning or whatever the combination of factors might be, they
grow up to be parents who stimulate their own child. You know, my mother, as I write in my
book, had no stimulation to speak up from her own parents. I mean, she was born to a 15 year
old mother and a 17 year old father who were totally neglectful. Now, she had some other adults
around her always through her life who did whatever one does to create the conditions for
somebody to love learning and to love language and then to be able to pass it on to her own
children. But if you had looked at her profile, of when she was born, you would have said, "well
you know, destined to be kind of not very affective, not very successful".
You don't want to get to the point where we say that there's only one way of doing this because
we know too much about human nature and we know too much about examples that defy our
expectations to do that. But what we want to do is sort of increase the odds so that no matter
who that child is, and who the parents of that child may be, in where in America, we are going to
try to increase the odds of that child's God-given potential will be stimulated so that he or she
can develop. And that is really what we are talking about. You know, a lot of people will just
continue to do what their grandparents did and other adults will intervene where necessary to
help out and to provide support for a child who might not get it from the parents But we want
to increase the odds so even more children will have that opportunity.
Q: Mrs. Clinton could you talk about how this conference fits in with your own attempt to define
an agenda in a vision for what you're going to be doing in the second Clinton term?
HRC: It's just the same thing I've done for 25 years and that I am going to keep doing because I
think these issues that we're talking about here today, and that I've tried to talk about concerning
children and families, need to be on the forefront of the political agenda. They are not marginal
issues, they are not issues that should be left to science or educators, or people who already have
an existing interest in them. They ought to be in the forefront of our national debate because
they, more than so much of what is talked about here in Washington, will determine the quality
of life we have in our country. I think that there is a growing awareness of that. I've made a
speech that some of you have heard on several occasions, where I put it in context of the '96
presidential election, because a lot of what the President talked about, leading up to that election,
and during the campaign, was the stuff of how we live our life. And, it was part of his vision
how together we can really change how we perceive our own possibilities, how we treat each
other, how we live with one another, and most importantly, how we raise our children. I think,
initially, there were some who thought, 'What on earth does family leave or uniforms in schools
or curfews or brain research have to do with a presidential campaign? That's not what we should
be talking about.' And, I've tried to say, repeatedly, that there is an element of politics that has
always been there and in some ways is more determinative as to how people feel about
themselves and their country than the big macro issues that dominate political discourse.
And if you want to think about it in those terms, think about how those of us who have followed
politics, who have been students of political science, we have talked often about real politic. You
know, the relationships between nations and those are essential, I mean it's critical. You know
we have a strong defense and an engaged foreign policy and that the big issues are dealt with.
But, there's also what I call real life politic, 'how do we live our lives?' How do we maximize
the opportunity for each child born in the United States to be successful in school, be an
effective, functioning citizen? That's what I hear a lot about as I travel around the country, these
sort of 'kitchen table' issues. And that's what I've been concerned about ever since I became
interested in these issues many, many years ago. So this is a continuation of my own personal
concern, but also of the President's understanding of what it's going to take to create our political
life, and to keep our democracy going. David Hamburg has done as much work on this issue as
he has on these others. Maybe, before we go on, you'd like to add something David.
Dr. Hamburg: I do think it's absolutely fundamental in the future of a democracy, that these
issues be awfully well understood. There's been some tradition in the scientific community, of
not talking to the public. To some degree, one of the worst charges you could make against a
scientist 30 or 40 years ago, was that he was a 'popularizer'. I think Carl Sagan is a case in
point. That was considered to be a bad thing to do. It just seems to me, if we're really serious
about democracy, that it's just terribly important to have increasingly reliable methods for
translating all this archaic stuff that goes on under Dr. Alexander's auspices, into language that
everybody can understand.
Q: Inaudible. paid maternity leave. Dr. Hamburg has said that the average is 6 months, and
that's because they get subsidized maternity leave, I mean is it because it's not really realistic, or
because it really wouldn't make a difference?
HRC: Well, speaking just personally, not for the Administration, I think it's because people
believe that in our current political climate, and given the characteristics that mark the American
political character, that it's not realistic. We fought for 8 years to get unpaid leave for people
who worked in employment settings of 50 or more, and that left out a huge number of people
who are not even eligible for unpaid family leave, But, I think that, it was huge step forward for
our country to adopt family leave legislation at all. And, what I'm hoping, is that over time,
more and more business and political leaders will understand how it is in our long- term, and I
would argue, medium and short term interest, to support family leave and eventually paid family
leave for as many workers as economically feasible. I think it's a kind of horse and cart issue,
we have to make the case and part of what this brain research is doing, I believe, is making the
case of the importance of those years because then over time, we could make the case that if
we're hoping to produce effective citizens and employees, we need to start where it starts, which
is in those early years. And we need to make sure that parents have the supports they need to be
as fully engaged with their children as possible. [inaudible] Of course I'd be for it if it were
feasible. If it were economically and politically feasible, though I don't know what the terms or
the specifics, or the contours of it would be, but I think it's the kind of policy that would make it
possible for many more parents to take time to become attached to their child early on and to do
some of the work in stimulation in child care that they know their child needs.
Q: Mrs. Clinton, what would Hillary Rodham Clinton's five tips for stimulation be?
HRC: Besides reading and singing and talking, well, those are really important. I'll just tell you
what I believe, and then I'll let the expert, Dr. Alexander chime in. The time spent, verbally, in a
positive tone of voice, interacting with a baby, is time spent building those nerve cell connections
called synapses, and that can be done in a lot of different ways. Some of the easiest ways are
singing to a child, even if you have a terrible voice, sing until they know any better, I mean,
Chelsea stopped me singing when she realized I couldn't sing. I can remember that day like it
was yesterday
I used to sing to her every single night, and when she was about 18 months
old, she reached up, put her hand on my mouth and said 'no sing mommy'. Now, her father kept
singing because he wasn't tone deaf.
Reading to a child, even if your not a good reader. I've visited lots of GED programs, welfare
reform employment training programs, and I've urged the parents there, predominantly mothers,
to read to their children. Often times, they'll say, well I'm not a good reader, and I'll say, before
the age of three, your child doesn't know if you are a good reader. Hold the book, and tell a
story. Just make sure it's the same story you tell, every time, holding the book, because the child
will remember what the story is. I think that making up stories for a child is very stimulating.
Doing all those old fashioned games that again, parents and grandparents did, peek-a-boo games,
the itsy bitsy spider game, all of that is not just some way to be engaged with your child, it really
does stimulate brain growth. I think exposing your child to the out-of-doors, I mean taking your
child outside and just pointing out the things that you see. Putting the child in the basket in the
supermarket, and talking as you go down, pointing out what you see, I mean, there's so many
opportunities that don't cost anything, that don't require you to go very far from home, that you
can do, just within your own environment that will make the difference.
It is something to stress again, that it doesn't break down if you are a person who works outside
the home, or inside the home, to get back to Helen's point, because as Dr. Alexander says, as a
report that I write about in my book called Meaningful Differences says, you can be a terrifically
engaged, stimulating parent staying home all day, or going to work and coming home. And you
can be an unstimulating, depressed, uninvolved parent staying home all day, or going out to work
all day. That is not the determinative criterion. It is what you do, and how you engage with that
child, our attentiveness, and awareness of what your child needs, picking up the messages and
signals that your own child sends you, that really determine the quality of your parenting. Let
Dr. Alexander respond, too.
Dr. Alexander: Those sound like 5 pretty good ones to me. Just a couple things I might add, we
have also learned from research, the importance of physical movement kinds of stimulation.
Whether it's swinging or tossing or interacting with a toy, whatever, so the physical movement
kinds of stimulation are important. And any other just, close body contact. You never outgrow
your need for hugs. And, the more, the better, and that kind of physical contact, is certainly
important. From mother, father, anyone.
Q: Could somebody look at this data and say, 'gosh, I really should stay home for the first three
years. I've always thought my thing would be to go out in the work world, but now I've changed
my mind because of this data.' Would that be a reasonable conclusion?
HRC: Yes, I think that a person could draw that conclusion. And a person could also draw the
conclusion that I don't need to stay home for the first three years of life an attentive involved
parent, and that requires that I do the following things with my child. I think that we have to be
careful not to send any sort of uniform, cookie - cutter, one size fits all message because parents
come in all sizes, shapes, and experiences, so do babies. And I started out in my work years and
years ago when I was in law school. And I saw so many different settings of parent - child
interaction.
Let me just give you just two quick examples. I can remember working with Dr. Sally Province
who was one of the early pioneers in the work of infant behavior. And she could look at a little
infant interacting with her mother or her father and tell you so much about how those two people
spend time together. And then she could help the parent understand what they were doing either
right or wrong, because usually the only kids she saw were kids who were being under
stimulated with some kind of presenting problem. And SO often, you know, you hear from the
mother this anguished voice: 'I'm with her all day. I do everything I think I'm supposed to do,
but it just isn't working.' So that mother needed some help. She thought she was doing the right
thing. She was home all day. Maybe that wasn't the right thing for that parent and that child.
That there were some other strategies that were going to be workable.
On the other hand, you've got a lot of parents who need to work. They should not be made to
feel any more guilt about their need to work and their child-rearing, than the society already puts
on them. What they need to be given is some useful tips about how they can make sure they're
the best parent they can be. And that includes looking for what makes good child care, because a
lot of parents still don't know what it is that they want to find when they go into that child care
center. Knowing what they can do with their child when they are at home, understanding this
research. And so there's just a lot of different elements to this and I don't think that what would
be a reasonable conclusion for one parent to draw, should then be generalized so that every
parent should do this. I think we have to be much more thoughtful I how we approach this.
David, were you going to say something?
Dr. Hamburg: Basically, the Starting Points panel looked at this in term of options, and it is
certainly an option that ought to be preserved. It should in no way be discouraged for the mother,
or by the way, the father. One of the things the Starting Points panel looked at to some extent
was the issue of cooperation and the extent to which fathers are compensating for time now not
being spent at home by mothers. The answer is not much so far, but maybe there's a little trend
in that direction, with both parents involved as care givers. But in any case, that option of doing
it yourself at home to the extent you possibly can, is an option that ought to be preserved.
Although realistically, the panel had to face the fact that in over half the cases, both parents are
out working, and therefore, you simply have to come to terms with that reality as best you can,
and, as Mrs. Clinton said, adopt an array of strategies that will meet different kinds of situations.
Q: We're not saying that women should necessarily stay at home, or not stay home or whatever,
probably the other one biggest policy other than family leave that's affected a lot of young
mothers, is the welfare bill that was signed last year which had the effect of making a lot of
women who don't necessarily want to leave their homes, [inaudible], put them into child care.
How is that consistent?
HRC: I've thought a lot about this Peter. I mean, I think this is a very fair question, and I can
just sort of relate how I've thought about it. First of all, as Dr. Hamburg said, most women are
now in the work force, even mothers of infants and toddlers. So there are a lot of women in
minimum wage jobs, low paying jobs, working as hard as they can to either help supplement
their husbands salaries, or as a single parent, being the sole support of their children. They are
now coping with all of these challenges in how they raise their children. I have never understood
or thought it was fair that those women would get themselves into the work world, do the best
they can, while we would support other women to stay at home when the women in the work
world didn't have that choice.
I think everybody who has to work to support themselves should be on the same playing field in
the sense that everybody should have to be responsible and do their part for themselves. But,
that doesn't answer what we're going to do with these millions of women coming off of welfare
an into the work world. And I think there are a number of strategies that the states are
developing, and the federal government is encouraging. One is to train some of these women to
be child care workers. There is a shortage of quality child care, I would like to see a significant
effort undertaken so that we could create more effective child care settings using the money
that's in the welfare reform bill and the child care appropriations to help fund that kind of
training and to find subsidies so that families can afford those subsidies. There are a lot of job
opportunities in this field if it is seen as a priority.
Also, I think that all parents of any kind of economic background right now can use this
information to be better parents. And so, the fact that welfare mothers are being encouraged, and
then will be eventually required to seek work, should not be the determining factor in the quality
of their parenting. Just like women who have worked have had to make the trade-offs and
understand how to be the best parent possible while you work in the home and outside the home.
These women will also have to face up to that, and it has been my experience in many years of
working with and talking with women on welfare that there is a sense of pride and
accomplishment which accompanies moving off of welfare, becoming self-sufficient--which is a
very good message to send to children.
I mean, one of the results, and I'd like Dr. Alexander just to say a word about this, one of the
results of the child care study which reinforces everything we know about child development is
that a depressed, lethargic, uninvolved mother, whether she is living in a housing project or in a
palace, has a detrimental effect on the quality of parenting and interaction with her child. And so
we have to be more, we have to be more thoughtful about this. There have been many women on
welfare who have done a terrific job raising their children against unbelievable odds. And there
are those who have not. Just like in any zip code with the highest income in America, you can
find mothers who have done a terrific job and those who have had problems. So what we are
trying to do is to look at strategies and solutions and not point fingers and say, well, if you stay
home, you're this, and if you go to work, you're that, and if you're poor, you're this, and if
you're rich, you're that. Because so many of those characteristics in individual cases don't
explain what's going on. Dr. Alexander, [inaudible]
Dr. Alexander: Yeah, the day care study looked particularly at the maternal-child relationship
and mother-child interaction. The former at fifteen months of age and the latter at twenty-four
and thirty-six months of age. In relation to the day care experience as well as to the home
environment. As direct observations of the interactions between mother and child at home and in
a laboratory setting as well as the day care environment. The study at fifteen months show that
the day care environment had not, did not have a negative impact on [inaudible], the day care
experience did not have a negative impact on the mother-child relationship as long as the mother-
child relationship was good at home. And the governing factor really was the kind of interaction
that the mother and the child had at home, not whether the child was in day care or not.
Similarly, at twenty-four and thirty-six months, we looked at interactions with the mother and the
child. And again the key factor was, as long as the day care quality was satisfactory, the
governing factor was the interaction between the mother and the child at home. And whether the
mother was passive, depressed, whatever. This is what had a negative impact on that interaction,
not the day care situation.
?: I hate to do this but, we have only about five more minutes, so Okay, Claire?
Q: Two questions. One is for Dr. Alexander and one is for Mrs. Clinton. I can't remember
whether you discussed this in your book but what did you do when Chelsea was born. Were you
working? Did you take a lot of time off? Was it a hard fast decision? And the other question is
just, we've been talking a lot about mothers and children, I'm wondering if in all of the research
it shows that, is that bond between a mother and a child more important than a father if the father
is the primary care giver, does it have the same effect?
Dr. Alexander: Okay, we unfortunately don't have the answer to the father question yet. That's
data that has been collected but not yet analyzed. So I wish I could answer that but I can't based
on the data from the study. Sorry, we will have that.
HRC: took a four month leave and because I was a partner in a law firm, my compensation
wasn't effected because at the end of the year, I mean I got my salary and then I got whatever of
my percentage of the income I was due. So I didn't have the same issues. And one thing I have
worked hard for was to make sure that leave was available, not only for lawyers, but for staff
people and the like. And it is a very tough case to make in any kind of employment setting.
Unpaid leave or paid leave, there are just so many economic considerations that people feel are
controlling. And then there are also some sort of cultural considerations as well. My personal
experience was that nobody that I worked with would talk to me about the fact that I was
pregnant. This was seventeen years ago and I just kept on getting bigger and bigger and bigger.
And they kept averting their eyes and not dealing with it. And so there was never any discussion
and there was no policy.
And so therefore after I had Chelsea, I just said well I'm going to take some time off. And they
didn't know how to deal with it. And so they said, well alright, you know. And it was just kind
of the way we backed into those decisions those days. And it has gotten better in many settings
because at least there are policies and there is a sense of predictability and people can plan. But
there is still this cultural existence to the idea of leave in our society. And there is still is, I think,
this very strong sense that pregnant women and women with small babies shouldn't be at work
anyway.
So maybe if we don't deal with it, we don't confront it, we'll kind of, by attrition, change the
demographics. And of course, that overlooks all the single women who are supporting
themselves and small children. And it overlooks women who have to work otherwise out of
economic necessity. And it overlooks women who choose to work for the vast number of
reasons that women like us around this table have chosen to work. So I think that we're kind of
in one of those cultural limbos. And whenever Dr. Hamburg raises the point about how Western
Europe or Canada or Japan and other countries that have leave and including paid leave deal with
these issues, the response always comes back, oh, but they have ten percent unemployment,
twelve percent unemployment. Their growth rate is down and all of that. But if you look at
economic indicators solely and you don't look at costs associated with the economic choices that
a society makes, you get a distorted picture.
And that's one of my arguments, about how we should start thinking about a much broader
definition about what our investments of our country should be and what the costs that we are
paying should be. I refer to a book in my book that a conservative, kind of economist observer
named Edward Litwack (sp?), I think is his name, has written about turbo-charged capitalism.
And he said you know, we in America seem to only look at the bottom line and we don't fully
define the bottom line. And he gives an example. He said, you know, you can go to some
countries and they have leave and they have this and they have that. And American business and
American political leaders say, "oh my gosh, that's such a drag on the economy. That's so
expensive. They have smaller, cheaper prisons. They have smaller, cheaper mental health and
drug abuse loads." You know, you just kind of go down the list. And if we were honest with
ourselves and if we really tally up what we spend for social costs that are preventable.
There will always be people that will have to go to prison. There will always be people who are
socially and personally destructive. Human nature being what it is. But cutting the numbers of
people who end up causing trouble for themselves or others, is a smart way to be thinking about
where we, as a society, would like to end up, both socially and economically. I think that part of
what I hope this research is going to cause people to be stimulated to discuss is different ways of
evaluating our success as a nation. And if we do that, then I think we can be sensible in coming
up with some solutions. You looked poised to say something, David?
Dr. Hamburg: The prevention, if you're talking about if you either pay now or you pay later,
there are a number of studies. There is a new one, which I haven't seen but I've heard about,
[inaudible], which you may associate with defense studies, correct me but they have now taken
on domestic problems as well, that looks at what you get from this dollar invested in these zero
to three interventions down the road. And there have been a variety of studies on that. And it
always runs somewhere in the neighborhood of five or ten dollars saved down the road. We have
defined these things in terms of the health care system, the education system, the prison system,
whatever name you apply to it. There are a whole bunch of rotten outcomes that to a considerate
extent can be prevented, even in the light of present knowledge and will be much more so with
the research in the next ten, twenty years.
So we have to really think much harder about the whole approach of prevention, identifying
major risk factors and how you can deal with those risk factors. In a way now, I guess that we've
changed our behavior with respect to smoking. Nobody in medicine, hardly anybody thought
that would happen when I was a medical student, but it's happened big time. It happened more
in this country than in most other countries. So, I think that kind of thinking in terms of
prevention and early investment for good outcomes is an important thing to do across the board.
HRC: I just want to end by saying that one of the responses to that, whenever I make the
argument, is that, you know, it's too expensive, it's too interventionist, and it won't work. And
that what we need to do is get back to a time when each individual was responsible for him or
herself and each family was an island onto itself. And nobody needs any help from anybody
else. And certainly not from the federal government.
And part of the reason I wrote my book was to make what I think is a common sense argument,
which is that we are all in this together. Whether we like it or not. And when we think about
ways of being helpful to each other, we don't have to think only in one way. You know, we have
moved considerably from the idea that top-down, one size fits all, solutions are the way we
should go. But we have not yet really accepted, I think, the evidence that is around us. That
there are many strategies that do work, that if we spend a little money and a little time
implementing, would have big pay-offs. And that certainly focusing on the individual and
particularly on the individual parent and thinking what could we do as a society that would help
maximize good parenting and better child outcomes. And if we thought like that, then yes, there
might be some government programs.
But there would also be some things business would do and that there would be some things that
the media would do on a regular basis, not a one shot deal, continuing, and there would be
different ways schools would be organized and community groups would take a different look
and have a different responsibility, certainly the health care system, starting with prenatal care
but moving through the child's development would be thinking differently and organizing
differently, and it wouldn't necessarily be more expensive. But, it would be different, and I
guess that's part of what we hope this research will stimulate. That people will start to say to
themselves, 'Is what we are doing, more likely than not, to increase the chances that parents and
children will have more of a chance to be successful together?'
PRESS BRIEFING ON THE BRAIN CONFERENCE
APRIL 14, 1997
HRC: We are, this week, going to have a conference about the latest on brain development in
young children and implications of that for every sector of society; starting with parents and
family members, including educators, community leaders, political and business leaders, and the
like. This is an issue that we believe has absolutely profound implications for how we view and
treat our youngest children. And it certainly has such implications for how families perceive
[inaudible] of their babies, and what it must mean, we hope, for them in terms of the parenting
that goes on. But it also has implications, for the larger society, in terms of public policy
grounds.
At the conference on Thursday, you'll be hearing from only a few of the experts and leaders in
this field as well as people from various organizations that are attempting to implement what this
research means for young children. We are fortunate to have two experts with us today, who
have been involved in this research and the policy implications of it for many years, and will be
speaking to that.
Dr. Alexander is the Director of the National Institute of Child Health, it is, I think fair to say,
Dr. Alexander, the premier institution in the world for research into child development. It is a
federal government agency, funded by the federal government, without which it would not exist,
could not have done the ground-breaking work that has flowed from the years of investment in
this kind of work. And Dr. Alexander is one of the members of a broad committee that has put
together a report that you're getting an advance copy of, in the material in front of you, called
'Rethinking the Brain'. There's just an enormous amount of information in here that you'll get a
chance, at least to review, later.
Dr. David Hamburg is the current President of the Carnegie Foundation, he's a psychologist [?],
he started his career at the National Institute of Child Health and Development. He has served on
the faculties of premier universities in our nation. He has been a leader in the effort to try to take
what medicine and scientific research tells us, and put it into practice. Most recently, through his
leadership at the Carnegie Corporation, he has been sounding the alarm, if you will, but also
providing the data, about what we need to do for our youngest children. In your material also,
you'll have a copy of the Carnegie Corporation's report called 'Starting Points', which I believe
is one of the best explanations of this material for lay people, like me, that there is anywhere in
the country.
Part of the reason why I'm so excited about this, and why I think it's so important, is that for so
many years, I've worked on behalf of children's issues, and worked to take what scientists like
Dr. Alexander and Dr. Hamburg have done, and put it into usable form for policy. It has been, I
think, an ongoing challenge to try to take scientific research and translate it into usable form.
When I wrote my book, 'It Takes A Village', it was shortly after 'The Bell Curve' had come out,
and there was a lot of talk, and quite a bit of hype about 'The Bell Curve." And the message of
'The Bell Curve' that was being translated by the media was that, you were born with whatever
kind of brain you had, the capacity you had, and there wasn't much anybody could do to reshape
that intellectual potential. So, why spend all this time worrying about things like prenatal care
and early childhood education. It was, in many ways, a very pessimistic message about human
capacity that looked like it was all dressed up in science.
When I wrote my book, I deliberately wrote a chapter, which I've given you a copy of, that in the
best way I knew how, and in as simple terms as I understood it, takes some of this scientific
research, and explains why we are the result of both nature and nurture. The debate about are we
the result of genetics or the environment should really be called a draw, we are the results of
both. And, what we're finding out is how each is shaped and what we can do to try to maximize
our potential development both by the environment and using the information that we have now
from genetics.
I wrote this chapter saying that the bell curve is curve ball because I thought the implications of
that message would be ultimately counter-productive both to parenting, because if parents
believe that there is nothing they can do, that genetics is the primary motivating force of a child's
development, than they would not be as engaged as a parent. And if the rest of us thought that it
didn't make any difference what our public policy was, than we'd essentially be leaving parents
to their own devices. While I'm grateful that my efforts were not a single, tiny voice, because
shortly after that, Starting Points, and this cascade of research began. Research was just pouring
out in ways that I think are going to be very hard to ignore.
We think there are some common sense steps that individuals and institutions can take, and we'll
be laying some of those out on Thursday at the conference. Before the conference, on
Wednesday, I'll be having a press event, announcing the extension of a program I've talked
about before called 'Reach Out and Read', a Prescription for Reading program. To reach as
many parents and adults as possible that reading to children, singing to children, all these old-
fashioned ways that we used to relate to children are not only a good way to create a good feeling
in children, to develop a warm relationship, but they actually build the brain of a child.
So with that, building the brain, I want to turn to our two experts to explain, far better than I,
what all that means, and what we should be talking about. And those of you who report on big
issues that affect the news everyday, might be thinking about this, which is not so easily
understood to be as dramatic as it is, can have more impact on how we live, and what kind of
country we have, and what kind of capacity our children have, than what passes for news on a
day to day basis. So with that, I would like Dr. Hamburg to take the floor.
Dr. Hamburg: Thank you very much. From my background in biomedical research and
education and patient care over many decades, with a boost coming from NIH in the 1950's, and
stints on the faculties of Stanford and Harvard, I increasingly came to feel that it's very, very
important, in a democracy, for people to understand very broadly, what is the latest, up to date,
scientific information with respect to any important issue that affects peoples lives, as far as
healthy child and adolescent development, education, getting a good start on life.
So, when I came to be President of the Carnegie Foundation, technically called the Carnegie
Corporation in New York, because Andrew Carnegie ran out of names by the time he got to the
Foundation, but anyway, I felt that one of the main things we could do, would be to prepare from
time to time, an intelligible, credible census on our knowledge of each phase of child and
adolescent development. That is to look at the emerging scientific and professional consensus.
What do we know about the essential requirements for healthy development in early childhood,
middle childhood and early adolescence and later adolescence? So, I hoped, in my time, that we
could cover the first two decades of life, in a reasonably systematic way. These [inaudible] were
meant to be credible because they were based on the scientific research to the maximum extent
possible. And also on community innovations that tried to put the knowledge to use for the
benefit of children on a wide scale. And that they would be intelligible, because we would try
and translate them from technical language to the language that would be meaningful to educated
readers.
That's what we've tried to do with a series of reports, each of which is prepared by a
distinguished body that's composed in the following way: About half are experts on the subject
matter, albeit in different disciplines and backgrounds, and the remainder are from powerful
sectors of the society that had a stake in the problem, or a reason to be concerned about it, even
though they are not technically experts on the subject matter. People from business and from
media, and from various other sectors of the society, the military and what not. They're carefully
vetted and reviewed, these reports are, before they come out. There have been a series which
we're trying to oppose now, they wanted to take it chronologically, the one on 0-3 is called
Starting Points, and what we claim for it is that it has the most attractive picture of a baby on the
cover as any of these. There's a little competition going between Time and Newsweek and
Carnegie and the brain research report about who has the best picture of a baby on the cover.
Aside from that, our Foundation has been very actively cooperating with all of these efforts to
build public understanding of what the research says. The kind of thing coming out of Dr.
Alexander's institute and other institutes around the world.
First of all, you get the facts straight, and then to try and consider what it might mean for parents
and for community organizations. The way of structuring the problem in this developmental
strategy, from conception through adolescence, is to ask what it is that people need to
understand, to get the facts straight, and then to say, well, who could do something about that.
Who could put that knowledge to use? And SO we come to look at a set of pivotal institutions,
sort of front line institutions, who everyday, have an impact, for better or for worse, on child
development. That starts with the centers on strengthening families, but it also has to include the
schools, in this case, early childhood education, pre-school schools, and it includes community
organizations, including religious ones, it includes the media, whose impact, everyday, on
parents and children, is very significant. Of course, it includes the health care system.
Surrounding that set of front-line institutions, are other, powerful institutions in society, that can
make their job easier or harder. I mean by that, government at all levels, business, scientific
community, various relevant professions. So, we're saying that it takes a village and then some,
really the whole society, as a set of institutions that bear on child development, whether we like it
or not, they do have that bearing. We've tried to ask, how can each institution strengthen it's
contribution to health child development? That is the framework we used on the case of Starting
Points. First we looked at, which came out just three years ago this month by the way, that
report looks at brain development, but it looks at the development of the whole child. The brain
is a very important part of the child, and it looks at it from conception on up. It's a very dramatic
time from development from just two cells, to a zillion cells in utero, and the transition from
being in utero, to being outside and then the first human attachments which are the
underpinnings for decent human relationships throughout the life span. And that fantastic
exploratory curiosity which needs to be nurtured if you're going to look toward life-long
learning. So, it's a very dramatic period, perhaps the most dramatic period, that 0-3.
We try to lay out what science has to say in an intelligible fashion, and then, we took four thrusts
to try to make use of the knowledge for the benefit of children everywhere. One thrust has to do
with preparation for responsible parenting. That is not only after pregnancy, but before
pregnancy. We lay out a whole array of possibilities, ways in which people can be ready for
responsible parenting. The second thrust is in health care, and primarily comprehensive prenatal
care, and comprehensive primary care. We try to spell out how preparation for responsible
parenting can be done, how comprehensive prenatal and primary health care can be done. The
third thrust is on child care, early childhood education. What constitutes quality child care?
How do you recognize it when you see it? How can quality be strengthened, and quality care
made available throughout the country? It certainly is not at the present time. There is a new
study on this from the NICHD released just last week. The fourth thrust of Starting Points is on
community mobilization. That is the community, the village. How do you get the resources of
decent, well meaning people, parents and community organizations, media and business in a
community, coming together to assess what our needs are with respect to young children. And,
how can we mobilize in this community to meet those needs? There are a lot of different ways
of doing it all across the country.
My last point would be that although these four thrusts of making use of the knowledge are
subject to evaluative research so we can tell what works for whom under what conditions, that's
not always the case, evaluative research lags behind. You have to make the best judgement you
can about what's the best set of measures to take. The thrust of it is to pool our strengths and
share the burdens in communities to provide the necessary conditions for healthy childhood
development to stimulate brain and other development in the most constructive ways.
There are working models around the country. We tried to evaluate the working models as best
we could. We tried not to just stick with hypothetical ideals. 'Wouldn't it be nice if you could
do so and so.' That can be useful but we tried to say, here are communities in which working
models exist. For example, in which community organizations are reaching out to their families
and young children in ways that get poor children taken care of better than we've done in the
past. The many, many examples scattered all through Starting Points, we tend to put in boxes.
It's all about taking the research, as it evolves, and trying to understand it, have it largely
understood, and putting it to use for the larger benefit of children everywhere.
Dr. Alexander: Thank you. I'm going to talk primarily about research, and I do this from the
perspective of a developmental pediatrician whose entire career has been at the National Institute
of Child Health and Development at the National Institutes of Health. It's been my good fortune
for the last ten years to serve as Director of that institute. Research is really the underpinning for
this conference. It's in recognition of the importance research, of what it's contributing, and
what it's telling us, that has really been the impetus for this White House conference. The
Carnegie Corporation has done an enormous service by bringing together this research and
pointing out how important it is for public policy. What we're trying to do with this conference
is give increased visibility and enhanced attention to the importance of what that research is
telling us.
That research has largely been funded by the federal government, mainly through the National
Institutes of Health. Research in other areas, such as transportation or the environment, is funded
more by the private sector than by the government. Even research on adult health is funded
50/50 by the government and the private sector. When you get to research on children, the
government is almost the only game in town. Probably 95% of the research on children, child
health, their development, their education, justice issues, and SO forth, is funded by the federal
government. And the importance of that work to the Clinton Administration is evident by the
increase in funding that research has received in the last four years. Most of the research that
you're going to be hearing about at this conference on Thursday has been funded by various
institutes of the NIH. Lots of it will be reporting on discoveries from the last 20 years, during
which time we have learned more about the brain and it's development than all previous time put
together.
Much of this research has policy implications. Some of it, unfortunately, is ignored by policy
makers at the government level, but it's also often unknown by parents, by educators and others.
It's important for us to be reaching all of those audiences with that information. The conference
really focuses on the convergence of two areas of science. First is basic studies of the anatomy
and physiology of brain development, and second is basic behavioral studies of child
development. If we look at these behavioral studies, it's amazing what we've had to learn, and
sometimes unlearn in what we thought was the case. For example, we thought that newborn
babies couldn't see, and we have discovered that in fact they do see, and they see quite well.
And in fact, within a few weeks, they're able to differentiate between their mothers' face and a
strangers' face. We thought they couldn't hear very well, and we've found that is also incorrect.
Within a very short time, babies are able to discriminate their mothers' voice from the voice of
someone else. We thought that they were not able to feel pain, but in fact they do feel pain.
They are able to experience emotion and show that in ways other than just crying. They learn
very quickly, especially in the first three years.
Their positive or negative experience in the environment that provides stimulation to them is
extremely important, and, in fact, there may be critical periods for particular stimuli to have
occurred or they do not make particular gains in development. We've [inaudible] a critical
period from animal research, it's not so clear in human studies, it may be more like prime times
rather than critical periods, but it is an important concept for us to understand. We have also
learned that stimulation children receive in their first three years is so important, that children
that receive that stimulation do better in the long term than those who do not.
Now, what have we learned from brain studies that relates to this. What really gets people
excited in this area is not only what we've learned, but what we've been able to see from our
studies of brain development. We can actually see the difference that environmental stimulation
makes in brain development, physiologically and anatomically. The human is unique in the
amount of brain development that occurs after birth. If you consider animals, I don't know how
many of you have ever witnessed the birth of an animal like the horse, the birth process is pretty
incredible. But what is absolutely mind boggling is that within 15-30 minutes, that horse is
standing up, walking around, and within an hour or so it's trotting. It takes humans 5 months to
sit up and 6-8 months to crawl, and 12 months to be able to walk. So, we're so different from the
rest of the animal kingdom in the amount of development that occurs after birth.
It's an extremely important time. Much of this development occurs in the first three years of life.
By age 3, the brain has reached 80% of it's adult weight, compared to 20% or 25% of the child's
overall weight being the portion of the adult. We have also learned that we are not born with all
the nerve cells we will ever have. Some multiplication of nerve cells continues after birth, but
the most important process is that of pruning of nerve cells, that is a selective loss, or selective
dying off of nerve cells, and the ones that are stimulated are the ones that are maintained. The
process after birth more than the process that involves nerve growth, is the process of
proliferation of connections between the different nerve cells.
These connections are what's so important for our physical mobility, for our learning, for our
memory, for emotional function, for basic bodily function. It is this proliferation of connections
that you can actually see. And, you can tell the difference between an animal that's been placed
in a stimulating environment, and one that has not, by the number of connections that develop,
and the ways in which they are developed and maintained.
What we have learned from these studies is that this proliferation occurs in response to
stimulation. The unstimulated animal, whether it's an intact animal or whether we use human
tissue nerve cells in culture, develops far less of these connections that are so important, than the
stimulated animal does. We have also learned that these connections are maintained in response
to stimulation. It's important that not all of these connections are maintained. Like an apple tree
that has too many branches for it's healthy production of apples, the brain cells develop far more
connections than they actually need. So there is a very active pruning process, much of which
occurs in the first three years of life, that eliminates, selectively, some of these connections. The
ones that are maintained, again, are the ones that tend to be stimulated. These connections then
become the basis for facilitated action. Motor skills, speech, language and communication skills,
emotional responses, memory skills, sensory skills, whatever.
It's also important to understand that 0-3 is time of the most rapid pruning that occurs at any time
throughout life. We can develop, and do develop, more of these connections during a lifetime,
and this is probably the basis of further physical training, memory development, and so forth.
But, it's less easy to develop these after the first three years of life. That's the basic message I
think you're going to hear from the neuroscientists that will be speaking at the conference on
Thursday.
This information does, obviously, have some policy implications. First of all, it tells us that the
ages of 0-3 are critical in child development, with life-long implications. Now, this isn't the only
important time,s parents can't sit back after they've made it to age three and relax from there
on. Nor should they feel that if there wasn't maximum stimulation during this time, that the
game's over. The game goes on. Obviously middle childhood, adolescence, are times of
important developmental processes as well. But there is never again a time that this learning is
as rapid and there is as great an opportunity as there is in those first three years of life.
The primary policy implications here are for parents. We often don't think that parents are
policy makers or implementers, but they are. And the implication is that their interactions with
and stimulation with their child is extremely important during this period of time. So most of
their activities that relate to this children and much of the thrust of the conference is to get this
message to parents. That their interaction with the child in the first three years of life is
extremely important, the twig is bent early.
This also holds for care givers other than parents. It holds for grandparents, for baby sitters, for
day care providers or whoever else is interacting with the child during that time. Now, just one
word about day care. Mrs. Clinton made reference to the study of day care that was released just
over a week ago by the National Institute for Child and Human Development, here at the Society
for Research and Child Development meeting in Washington. Lots of press attention was paid to
that story at the time, and I think it reflected the enormous interest and impact on American
families that information has.
What that study showed was that the greatest influence by far, in a child's cognitive and
language development, is the family and the home environment. There is no substitute for that.
Day care did play a significant role, but it was a smaller role. Good quality day care had a
positive impact, not a negative impact, and it was an add-on impact, if anything. Now, the policy
here is that increased emphasis on the quality of the home environment is extremely important.
Day care, even when good, is not a substitute, but it may well add-on to the impact of the home
environment. The time that is sufficient for child development and stimulation in home in the
evening is at least equal and greater in importance than the day care environment during the day
outside the home.
It also emphasizes the need for that day care to be good quality. There's an opportunity for it to
play an enriching and supplementary impact in child development above and beyond what is
provided at home. And this holds whatever level of functioning the mother and family have. It
also suggests the need for quality standards for day care and the importance of early Head Start
types of programs in child development. I think these are the kinds of messages that you are
going to get from the scientists who make presentations at the conference on Thursday. And I
think that you'll enjoy attending that and the messages that they have provided in far greater
detail and amplification than I've done in this short time.
HRC: Thank you Dr. Alexander. Well, one of the best examples we have recently of early
stimulation is Tiger Woods' father putting a putty in his crib. He apparently didn't need
neuroscience to do that but the results speak for themselves. And I hope that we are able through
a concerted effort certainly using the media and every other means of communication to get these
messages out to parents, because as I point out in chapter of the book that I wrote, I've often in
the past, and still do today run into parents who have not yet learned what Dr. Alexander was
saying about what babies actually know and are capable of doing. So they will say to me when I
say I bet you are having a good time talking to that baby in a quizzical voice the parent might
respond "Why would I talk to her, she can't talk back?" And so we are not yet at a point where
we have even conveyed this information to a critical majority of the parents in the United States
and certainly around the world, I'd think you'd find it even at a smaller percentage.
So as both Dr. Alexander and Dr. Hamburg said our primary audience for this conference
happens to be parents both because we think that what parents will do and can do is the most
significant form of early stimulation. And also because we believe that educated parents,
informed parents will be more likely to demand the kind of policy changes that influence quality
child care, adequate pre-school education and all of the other issues that will help to supplement
their efforts in their own homes. So with that, we'd love to throw it open.
Q:
assume that the earliest childhood development conference, you know within this to age
period, maybe up to 5?
Dr. ?: I think that we've often believe that was an extremely important period of life. What we
have now is reinforcement of that concept both from the behavioral sciences area and then the
neural sciences area. We can document anatomically, the importance for brain development of
what happens to the child during those years.
Q: What do you see, do you see an enhanced government role in this issue? and if so what are
some of the things that
HRC: Well Rita, I think that's the really challenging question for those of us who believe there
is a reason for bringing the entire community to awareness to support parents and family. Let me
just mention a few things that I think should be looked at more closely.
If we believe that the home environment is the most important influence in this early stimulation
and as the research shows and as common sense would suggest. Then what does that say for
something like Family Leave? Don't we want there to be an opportunity for mothers and so far
as possible, fathers to have the time to really spend in those early months connecting with that
new baby. One of the interesting findings from the research on child care that came out a little
over a week ago is how when children are put into care at a very age, there does seem to be some
weakening of the bond between the mother and the child. So that if you're a working mother,
and you are told you have to go back to work at two weeks as so many women in our country
are, how do you emotionally prepare yourself for that kind of separation?
Well, one of the things I think, and this is not from the research, this is my personal observation
and opinion. I think you have to in a sense emotionally distance yourself from that baby in order
to deal with the feelings that are created as you drop that child off at whatever substitute care
setting is available to you. We now know that leads to a weakening of the interaction between
the mother and the child. I mean, if you have to steal yourself day after day to drop your baby
off as you go back to punch the clock or work at the computer or whatever your allowable leave
has been. Then, you may be creating a situation, albeit unknowingly in our society where we
have large numbers of parents who are less engaged because they don't get to spend the time
with their children, than is best for the child, and is best, I would argue, for society, by creating
more engaged, stimulated, effective youngsters. So, that's just one area that I think this research,
perhaps, is going to cause us to review, the relationship between family leave and the impact on
children in those early years. The President, on Saturday, in his radio address, extended the
definition of family leave to federal employees to try to keep creating opportunities for more
stimulation and attachment.
Q: Are you saying that women shouldn't work?
HRC: No, that's not what we're saying. Let me ask Dr. Hamburg if he wanted to say
something, then we'll respond.
Dr. Hamburg: The Starting Points panel looked at this question about family leave and basically
expressed a view similar to what Mrs. Clinton has just expressed and said that 3 months, which
has become sort of the norm, is useful, that probably double that would be much better, as is
done in most European countries. They recognize that there are a lot of questions about that,
economic questions, management questions, as well as interpersonal relationships. They lay out
in that report, some options for handling how you would get from here to there. They also, in the
child care piece of the report, basically talk about the complimentarity of care outside the home
and inside the home. Care by the parents, and care by others, it is the same essential properties
of what goes into good child care, whether it's the biological mother or not the biological
mother, an initial stranger, whoever it is, on the basic problems of responsive care so you're
really trying to get around the adequate contours of adequate care during the full span of time.
Some of that at home, and some of it outside the home, typically today. We have to bear in mind
as a practical matter, that over half of mothers are working, even with infants and toddlers, it's a
revolutionary change, it's a very recent change historically. And I think we, as a nation, are still
groping with how to deal with that kind of transformation. But, one of the things we have to
consider is, can we work out a more time for one or both parents to be at home early on and be a
better conjunction of what they do at home with what happens in child care settings outside the
home.
Q: The question that I was going to ask originally was not so much directed at the middle class,
but we know that most of the children in our country now are being born into poverty, we know
that we have this explosion of teenage births and we know that most of these people have almost
no resources to help them with anything. And I wondered whether that've been a cause of doing
this research sort of suggests that there is a need for the government to offer some kind of help in
terms of education, some kind of help in terms of care, I mean, or do you just say, well we are
going to hope these media messages are getting to the 16 year old girls having the babies. The
same medium that was sending out the messages to them not having the babies in the first place
when they were 16?
Dr. Hamburg: Yeah, well I think that is a very fundamental question. Let's put it this way. It is
certainly a national problem, not a federal government problem alone. Although the federal
government just can't cop out As I was saying before, the home approach of the Carnegie
developmental strategy has been through these various panelists to find ways in which different
institutions can play a part. The federal government is certainly a part of that. But I think we as
a society have got to consider that. And I do believe your immediate coverage is essential to
getting a serious thoughtful discussion about how we can meet these fundamental needs. The
fact is that these young babies have to have a great deal of nurtureance, protection, the right kind
of stimulation. The nature and the scope of the stimulation is very important. They have to
begin to get the skills of language and even the skills of coping with adversity. All that comes in
the first few years of life. Not finished, but it comes very importantly there and it is a big
demand. It's a big care taking demand. And some how or other some set of people will have to
meet those demands.
Otherwise, we're going to be turning out larger and larger numbers of people with shattered and
empty lives and no prospects. That is a fact. I mean, it's just an empirical fact. And somehow
or other we've got to meet those needs. What that says about what the federal government
should do and what other institutions should do is wide open for public discussion and obviously
the configuration of response is different in this country than it is in Western Europe.
HRC: Let me just follow up on that, and then Dr. Alexander wants to as well. There are lots of
things that we know work, as effective interventions. One of the frustrating aspects of being
involved in this field for many years is that we don't take what we know works and adequately
implement it on a broader scale. Now one of the things that this whole research on the brain will
demonstrate, throughout the next several weeks over a variety of settings, there will also be
congressional hearings, there will also be a big tv special we have already had the Newsweek and
the Time publications. And, in each of those there will be examples about what works, and the
examples are not all uniformly cut from one mold. I think the television show that Rob Reiner is
producing.
END OF SIDE A
SIDE B
HRC, cont.: young parents, to try and get the message across Rita that you are referring to. So
they have a variety of strategies, other communities have adopted other ways of intervening such
as home visitors, something I believe in strongly. You know one of the main reasons I was so
supportive of the maternity stays in hospitals wasn't just for physical reasons, but to try to
encourage more hospitals, HMO's, community groups to take that time when you've got a new
mother - whether she's 16 or 40, and get somebody in there to talk to her and try to make a
connection, and then sending people out, home visitors, visiting nurses, a concept used widely in
western Europe. And we just have to acknowledge that there are certain kinds of investments
that will save us money. If we invested on the front end in some of these early intervention
strategies, I honestly believe we would not be spending SO much money on prisons on mental
health and drug abuse treatment and some of the other symptoms of the breakdown of this
development that we are trying to maximize. So what are trying to say is there is not one over-
arching federal government solution that is not what any of us is advocating, but this is a
national problem as Dr. Hamburg said, and there are potential national solutions that can be
implemented at the local level, the private sector, not for profit, business, -- there are a lot of
things that can be done that would work.
Q: Given the political and fiscal constraints Clinton has, what can Clinton do, other than making
it easy for people to take time off without pay?
HRC: Well, I think that there are a number of things that the President and the Administration
are trying to do that can make a difference and let me just mention a couple cause I believe they
are important.
The early Head Start program that was passe din the first term and is now being implemented is
really a very significant change you know we started Head Start in the 1960's when the best
research we had was that we could really make a difference working with 4 and five year olds
Well, we know that if we could find a way to work with 0 to 3 year olds, we could make an even
BIGGER impact. so staring in the first term we started putting resources in the early Head Start
and we now have some model programs out there working. So that will give us, I hope, some
information about how to intervene in this very important early stage. We've been working to
increase the child care money available particularly to those coming off welfare and for those
who are the working poor coming off of subsidies and we will have to look very closely about
what is the quality of that child care and how we use those federal funds to leverage good child
care.
When I was in Florida with Governor Lawton Chiles speaking at an advocacy week program that
was put on for children issues - both of us made that point that the states now have this huge
responsibility for child care so how can the federal government, through the research of people
like Dr. Alexander who accumulates it - get that information out to the states so the states and the
federal government can be partners in creating better quality child care.
So those are two things that are already ongoing that I hope this research can make a convincing
case to members of congress and others that we need to be working on.
Q: So far, we've been talking about applying the research to solve existing problems [inaudible].
Given the explosion of information about the brain that you've been talking about, and the rapid
pace, knowing more in the last 20 years than in all previous times, if we continue to learn about
the brain at that pace and find effective ways to turn the research into policy, we are talking about
a future generation of children that are like no other, because we will have learned ways to
stimulate, and ways to get through to them, and ways to nurture them that could potentially be a
huge break with the past. Or, are we really only learning things that our great grandmothers
knew, and we'd forgotten some of that?
HRC: I think we have the capability,as we learn more about how people learn and how early we
are capable of learning, of having a greater proportion of the population more capable than it has
ever been before. If we take advantage of the knowledge that we are acquiring. We are also
probably going to learn how to provide that stimulation in a more effective way than we ever
have done it before. But the basic things that we're talking about, learning, nurturing, caring, are
probably nothing that different from what we thought from our grandmothers, and experienced
from our grandmothers. What we're probably going to be capable of, id greater intellectual
growth and stimulation that we've had in the past.
HRC: You know, I think that's a really interesting question because a lot of what science is now
proven many parents and grandparents going on back kind of instinctively knew, but many
others didn't. What makes that division? Why do some people, and even people who two
generations ago were in impoverished conditions-- somehow the magic happens-- and through
stimulation and encouragement of learning or whatever the combination of factors might be, they
grow up to be parents who stimulate their own child. You know, my mother, as I write in my
book, had no stimulation to speak up from her own parents. I mean, she was born to a 15 year
old mother and a 17 year old father who were totally neglectful. Now, she had some other adults
around her always through her life who did whatever one does to create the conditions for
somebody to love learning and to love language and then to be able to pass it on to her own
children. But if you had looked at her profile, of when she was born, you would have said, "well
you know, destined to be kind of not very affective, not very successful".
You don't want to get to the point where we say that there's only one way of doing this because
we know too much about human nature and we know too much about examples that defy our
expectations to do that. But what we want to do is sort of increase the odds so that no matter
who that child is, and who the parents of that child may be, in where in America, we are going to
try to increase the odds of that child's God-given potential will be stimulated so that he or she
can develop. And that is really what we are talking about. You know, a lot of people will just
continue to do what their grandparents did and other adults will intervene where necessary to
help out and to provide support for a child who might not get it from the parents. But we want
to increase the odds so even more children will have that opportunity.
Q: Mrs. Clinton could you talk about how this conference fits in with your own attempt to define
an agenda in a vision for what you're going to be doing in the second Clinton term?
HRC: It's just the same thing I've done for 25 years and that I am going to keep doing because I
think these issues that we're talking about here today, and that I've tried to talk about concerning
children and families, need to be on the forefront of the political agenda. They are not marginal
issues, they are not issues that should be left to science or educators, or people who already have
an existing interest in them. They ought to be in the forefront of our national debate because
they, more than so much of what is talked about here in Washington, will determine the quality
of life we have in our country. I think that there is a growing awareness of that. I've made a
speech that some of you have heard on several occasions, where I put it in context of the '96
presidential election, because a lot of what the President talked about, leading up to that election,
and during the campaign, was the stuff of how we live our life. And, it was part of his vision
how together we can really change how we perceive our own possibilities, how we treat each
other, how we live with one another, and most importantly, how we raise our children. I think,
initially, there were some who thought, 'What on earth does family leave or uniforms in schools
or curfews or brain research have to do with a presidential campaign? That's not what we should
be talking about.' And, I've tried to say, repeatedly, that there is an element of politics that has
always been there and in some ways is more determinative as to how people feel about
themselves and their country than the big macro issues that dominate political discourse.
And if you want to think about it in those terms, think about how those of us who have followed
politics, who have been students of political science, we have talked often about real politic. You
know, the relationships between nations and those are essential, I mean it's critical. You know
we have a strong defense and an engaged foreign policy and that the big issues are dealt with.
But, there's also what I call real life politic, 'how do we live our lives?' How do we maximize
the opportunity for each child born in the United States to be successful in school, be an
effective, functioning citizen? That's what I hear a lot about as I travel around the country, these
sort of 'kitchen table' issues. And that's what I've been concerned about ever since I became
interested in these issues many, many years ago. So this is a continuation of my own personal
concern, but also of the President's understanding of what it's going to take to create our political
life, and to keep our democracy going. David Hamburg has done as much work on this issue as
he has on these others. Maybe, before we go on, you'd like to add something David.
Dr. Hamburg: I do think it's absolutely fundamental in the future of a democracy, that these
issues be awfully well understood. There's been some tradition in the scientific community, of
not talking to the public. To some degree, one of the worst charges you could make against a
scientist 30 or 40 years ago, was that he was a 'popularizer'. I think Carl Sagan is a case in
point. That was considered to be a bad thing to do. It just seems to me, if we're really serious
about democracy, that it's just terribly important to have increasingly reliable methods for
translating all this archaic stuff that goes on under Dr. Alexander's auspices, into language that
everybody can understand.
Q: Inaudible. paid maternity leave. Dr. Hamburg has said that the average is 6 months, and
that's because they get subsidized maternity leave, I mean is it because it's not really realistic, or
because it really wouldn't make a difference?
HRC: Well, speaking just personally, not for the Administration, I think it's because people
believe that in our current political climate, and given the characteristics that mark the American
political character, that it's not realistic. We fought for 8 years to get unpaid leave for people
who worked in employment settings of 50 or more, and that left out a huge number of people
who are not even eligible for unpaid family leave, But, I think that, it was huge step forward for
our country to adopt family leave legislation at all. And, what I'm hoping, is that over time,
more and more business and political leaders will understand how it is in our long- term, and I
would argue, medium and short term interest, to support family leave and eventually paid family
leave for as many workers as economically feasible. I think it's a kind of horse and cart issue,
we have to make the case and part of what this brain research is doing, I believe, is making the
case of the importance of those years because then over time, we could make the case that if
we're hoping to produce effective citizens and employees, we need to start where it starts, which
is in those early years. And we need to make sure that parents have the supports they need to be
as fully engaged with their children as possible. [inaudible] Of course I'd be for it if it were
feasible. If it were economically and politically feasible, though I don't know what the terms or
the specifics, or the contours of it would be, but I think it's the kind of policy that would make it
possible for many more parents to take time to become attached to their child early on and to do
some of the work in stimulation in child care that they know their child needs.
Q: Mrs. Clinton, what would Hillary Rodham Clinton's five tips for stimulation be?
HRC: Besides reading and singing and talking, well, those are really important. I'll just tell you
what I believe, and then I'll let the expert, Dr. Alexander chime in. The time spent, verbally, in a
positive tone of voice, interacting with a baby, is time spent building those nerve cell connections
called synapses, and that can be done in a lot of different ways. Some of the easiest ways are
singing to a child, even if you have a terrible voice, sing until they know any better, I mean,
Chelsea stopped me singing when she realized I couldn't sing. I can remember that day like it
was
yesterday.
I used to sing to her every single night, and when she was about 18 months
old, she reached up, put her hand on my mouth and said 'no sing mommy'. Now, her father kept
singing because he wasn't tone deaf.
Reading to a child, even if your not a good reader. I've visited lots of GED programs, welfare
reform employment training programs, and I've urged the parents there, predominantly mothers,
to read to their children. Often times, they'll say, well I'm not a good reader, and I'll say, before
the age of three, your child doesn't know if you are a good reader. Hold the book, and tell a
story. Just make sure it's the same story you tell, every time, holding the book, because the child
will remember what the story is. I think that making up stories for a child is very stimulating.
Doing all those old fashioned games that again, parents and grandparents did, peek-a-boo games,
the itsy bitsy spider game, all of that is not just some way to be engaged with your child, it really
does stimulate brain growth. I think exposing your child to the out-of-doors, I mean taking your
child outside and just pointing out the things that you see. Putting the child in the basket in the
supermarket, and talking as you go down, pointing out what you see, I mean, there's so many
opportunities that don't cost anything, that don't require you to go very far from home, that you
can do, just within your own environment that will make the difference.
It is something to stress again, that it doesn't break down if you are a person who works outside
the home, or inside the home, to get back to Helen's point, because as Dr. Alexander says, as a
report that I write about in my book called Meaningful Differences says, you can be a terrifically
engaged, stimulating parent staying home all day, or going to work and coming home. And you
can be an unstimulating, depressed, uninvolved parent staying home all day, or going out to work
all day. That is not the determinative criterion. It is what you do, and how you engage with that
child, our attentiveness, and awareness of what your child needs, picking up the messages and
signals that your own child sends you, that really determine the quality of your parenting. Let
Dr. Alexander respond, too.
Dr. Alexander: Those sound like 5 pretty good ones to me. Just a couple things I might add, we
have also learned from research, the importance of physical movement kinds of stimulation.
Whether it's swinging or tossing or interacting with a toy, whatever, so the physical movement
kinds of stimulation are important. And any other just, close body contact. You never outgrow
your need for hugs. And, the more, the better, and that kind of physical contact, is certainly
important. From mother, father, anyone.
Q: Could somebody look at this data and say, 'gosh, I really should stay home for the first three
years. I've always thought my thing would be to go out in the work world, but now I've changed
my mind because of this data.' Would that be a reasonable conclusion?
HRC: Yes, I think that a person could draw that conclusion. And a person could also draw the
conclusion that I don't need to stay home for the first three years of life an attentive involved
parent, and that requires that I do the following things with my child. I think that we have to be
careful not to send any sort of uniform, cookie - cutter, one size fits all message because parents
come in all sizes, shapes, and experiences, SO do babies. And I started out in my work years and
years ago when I was in law school. And I saw so many different settings of parent - child
interaction.
Let me just give you just two quick examples. I can remember working with Dr. Sally Province
who was one of the early pioneers in the work of infant behavior. And she could look at a little
infant interacting with her mother or her father and tell you so much about how those two people
spend time together. And then she could help the parent understand what they were doing either
right or wrong, because usually the only kids she saw were kids who were being under
stimulated with some kind of presenting problem. And so often, you know, you hear from the
mother this anguished voice: 'I'm with her all day. I do everything I think I'm supposed to do,
but it just isn't working.' So that mother needed some help. She thought she was doing the right
thing. She was home all day. Maybe that wasn't the right thing for that parent and that child.
That there were some other strategies that were going to be workable.
On the other hand, you've got a lot of parents who need to work. They should not be made to
feel any more guilt about their need to work and their child-rearing, than the society already puts
on them. What they need to be given is some useful tips about how they can make sure they're
the best parent they can be. And that includes looking for what makes good child care, because a
lot of parents still don't know what it is that they want to find when they go into that child care
center. Knowing what they can do with their child when they are at home, understanding this
research. And so there's just a lot of different elements to this and I don't think that what would
be a reasonable conclusion for one parent to draw, should then be generalized so that every
parent should do this. I think we have to be much more thoughtful I how we approach this.
David, were you going to say something?
Dr. Hamburg: Basically, the Starting Points panel looked at this in term of options, and it is
certainly an option that ought to be preserved. It should in no way be discouraged for the mother,
or by the way, the father. One of the things the Starting Points panel looked at to some extent
was the issue of cooperation and the extent to which fathers are compensating for time now not
being spent at home by mothers. The answer is not much so far, but maybe there's a little trend
in that direction, with both parents involved as care givers. But in any case, that option of doing
it yourself at home to the extent you possibly can, is an option that ought to be preserved.
Although realistically, the panel had to face the fact that in over half the cases, both parents are
out working, and therefore, you simply have to come to terms with that reality as best you can,
and, as Mrs. Clinton said, adopt an array of strategies that will meet different kinds of situations.
Q: We're not saying that women should necessarily stay at home, or not stay home or whatever,
probably the other one biggest policy other than family leave that's affected a lot of young
mothers, is the welfare bill that was signed last year which had the effect of making a lot of
women who don't necessarily want to leave their homes, [inaudible], put them into child care.
How is that consistent?
HRC: I've thought a lot about this Peter. I mean, I think this is a very fair question, and I can
just sort of relate how I've thought about it. First of all, as Dr. Hamburg said, most women are
now in the work force, even mothers of infants and toddlers. So there are a lot of women in
minimum wage jobs, low paying jobs, working as hard as they can to either help supplement
their husbands salaries, or as a single parent, being the sole support of their children. They are
now coping with all of these challenges in how they raise their children. I have never understood
or thought it was fair that those women would get themselves into the work world, do the best
they can, while we would support other women to stay at home when the women in the work
world didn't have that choice.
I think everybody who has to work to support themselves should be on the same playing field in
the sense that everybody should have to be responsible and do their part for themselves. But,
that doesn't answer what we're going to do with these millions of women coming off of welfare
an into the work world. And I think there are a number of strategies that the states are
developing, and the federal government is encouraging. One is to train some of these women to
be child care workers. There is a shortage of quality child care, I would like to see a significant
effort undertaken so that we could create more effective child care settings using the money
that's in the welfare reform bill and the child care appropriations to help fund that kind of
training and to find subsidies so that families can afford those subsidies. There are a lot of job
opportunities in this field if it is seen as a priority.
Also, I think that all parents of any kind of economic background right now can use this
information to be better parents. And so, the fact that welfare mothers are being encouraged, and
then will be eventually required to seek work, should not be the determining factor in the quality
of their parenting. Just like women who have worked have had to make the trade-offs and
understand how to be the best parent possible while you work in the home and outside the home.
These women will also have to face up to that, and it has been my experience in many years of
working with and talking with women on welfare that there is a sense of pride and
accomplishment which accompanies moving off of welfare, becoming self-sufficient--which is a
very good message to send to children.
I mean, one of the results, and I'd like Dr. Alexander just to say a word about this, one of the
results of the child care study which reinforces everything we know about child development is
that a depressed, lethargic, uninvolved mother, whether she is living in a housing project or in a
palace, has a detrimental effect on the quality of parenting and interaction with her child. And so
we have to be more, we have to be more thoughtful about this. There have been many women on
welfare who have done a terrific job raising their children against unbelievable odds. And there
are those who have not. Just like in any zip code with the highest income in America, you can
find mothers who have done a terrific job and those who have had problems. So what we are
trying to do is to look at strategies and solutions and not point fingers and say, well, if you stay
home, you're this, and if you go to work, you're that, and if you're poor, you're this, and if
you're rich, you're that. Because so many of those characteristics in individual cases don't
explain what's going on. Dr. Alexander, [inaudible]
Dr. Alexander: Yeah, the day care study looked particularly at the maternal-child relationship
and mother-child interaction. The former at fifteen months of age and the latter at twenty-four
and thirty-six months of age. In relation to the day care experience as well as to the home
environment. As direct observations of the interactions between mother and child at home and in
a laboratory setting as well as the day care environment. The study at fifteen months show that
the day care environment had not, did not have a negative impact on [inaudible], the day care
experience did not have a negative impact on the mother-child relationship as long as the mother-
child relationship was good at home. And the governing factor really was the kind of interaction
that the mother and the child had at home, not whether the child was in day care or not.
Similarly, at twenty-four and thirty-six months, we looked at interactions with the mother and the
child. And again the key factor was, as long as the day care quality was satisfactory, the
governing factor was the interaction between the mother and the child at home. And whether the
mother was passive, depressed, whatever. This is what had a negative impact on that interaction,
not the day care situation.
?: I hate to do this but, we have only about five more minutes, so Okay, Claire?
Q: Two questions. One is for Dr. Alexander and one is for Mrs. Clinton. I can't remember
whether you discussed this in your book but what did you do when Chelsea was born. Were you
working? Did you take a lot of time off? Was it a hard fast decision? And the other question is
just, we've been talking a lot about mothers and children, I'm wondering if in all of the research
it shows that, is that bond between a mother and a child more important than a father if the father
is the primary care giver, does it have the same effect?
Dr. Alexander: Okay, we unfortunately don't have the answer to the father question yet. That's
data that has been collected but not yet analyzed. So I wish I could answer that but I can't based
on the data from the study. Sorry, we will have that.
HRC: took a four month leave and because I was a partner in a law firm, my compensation
wasn't effected because at the end of the year, I mean I got my salary and then I got whatever of
my percentage of the income I was due. So I didn't have the same issues. And one thing I have
worked hard for was to make sure that leave was available, not only for lawyers, but for staff
people and the like. And it is a very tough case to make in any kind of employment setting.
Unpaid leave or paid leave, there are just so many economic considerations that people feel are
controlling. And then there are also some sort of cultural considerations as well. My personal
experience was that nobody that I worked with would talk to me about the fact that I was
pregnant. This was seventeen years ago and I just kept on getting bigger and bigger and bigger.
And they kept averting their eyes and not dealing with it. And so there was never any discussion
and there was no policy.
And so therefore after I had Chelsea, I just said well I'm going to take some time off. And they
didn't know how to deal with it. And so they said, well alright, you know. And it was just kind
of the way we backed into those decisions those days. And it has gotten better in many settings
because at least there are policies and there is a sense of predictability and people can plan. But
there is still this cultural existence to the idea of leave in our society. And there is still is, I think,
this very strong sense that pregnant women and women with small babies shouldn't be at work
anyway.
So maybe if we don't deal with it, we don't confront it, we'll kind of, by attrition, change the
demographics. And of course, that overlooks all the single women who are supporting
themselves and small children. And it overlooks women who have to work otherwise out of
economic necessity. And it overlooks women who choose to work for the vast number of
reasons that women like us around this table have chosen to work. So I think that we're kind of
in one of those cultural limbos. And whenever Dr. Hamburg raises the point about how Western
Europe or Canada or Japan and other countries that have leave and including paid leave deal with
these issues, the response always comes back, oh, but they have ten percent unemployment,
twelve percent unemployment. Their growth rate is down and all of that. But if you look at
economic indicators solely and you don't look at costs associated with the economic choices that
a society makes, you get a distorted picture.
And that's one of my arguments, about how we should start thinking about a much broader
definition about what our investments of our country should be and what the costs that we are
paying should be. I refer to a book in my book that a conservative, kind of economist observer
named Edward Litwack (sp?), I think is his name, has written about turbo-charged capitalism.
And he said you know, we in America seem to only look at the bottom line and we don't fully
define the bottom line. And he gives an example. He said, you know, you can go to some
countries and they have leave and they have this and they have that. And American business and
American political leaders say, "oh my gosh, that's such a drag on the economy. That's so
expensive. They have smaller, cheaper prisons. They have smaller, cheaper mental health and
drug abuse loads." You know, you just kind of go down the list. And if we were honest with
ourselves and if we really tally up what we spend for social costs that are preventable.
There will always be people that will have to go to prison. There will always be people who are
socially and personally destructive. Human nature being what it is. But cutting the numbers of
people who end up causing trouble for themselves or others, is a smart way to be thinking about
where we, as a society, would like to end up, both socially and economically. I think that part of
what I hope this research is going to cause people to be stimulated to discuss is different ways of
evaluating our success as a nation. And if we do that, then I think we can be sensible in coming
up with some solutions. You looked poised to say something, David?
Dr. Hamburg: The prevention, if you're talking about if you either pay now or you pay later,
there are a number of studies. There is a new one, which I haven't seen but I've heard about,
[inaudible], which you may associate with defense studies, correct me but they have now taken
on domestic problems as well, that looks at what you get from this dollar invested in these zero
to three interventions down the road. And there have been a variety of studies on that. And it
always runs somewhere in the neighborhood of five or ten dollars saved down the road. We have
defined these things in terms of the health care system, the education system, the prison system,
whatever name you apply to it. There are a whole bunch of rotten outcomes that to a considerate
extent can be prevented, even in the light of present knowledge and will be much more so with
the research in the next ten, twenty years.
So we have to really think much harder about the whole approach of prevention, identifying
major risk factors and how you can deal with those risk factors. In a way now, I guess that we've
changed our behavior with respect to smoking. Nobody in medicine, hardly anybody thought
that would happen when I was a medical student, but it's happened big time. It happened more
in this country than in most other countries. So, I think that kind of thinking in terms of
prevention and early investment for good outcomes is an important thing to do across the board.
HRC: I just want to end by saying that one of the responses to that, whenever I make the
argument, is that, you know, it's too expensive, it's too interventionist, and it won't work. And
that what we need to do is get back to a time when each individual was responsible for him or
herself and each family was an island onto itself. And nobody needs any help from anybody
else. And certainly not from the federal government.
And part of the reason I wrote my book was to make what I think is a common sense argument,
which is that we are all in this together. Whether we like it or not. And when we think about
ways of being helpful to each other, we don't have to think only in one way. You know, we have
moved considerably from the idea that top-down, one size fits all, solutions are the way we
should go. But we have not yet really accepted, I think, the evidence that is around us. That
there are many strategies that do work, that if we spend a little money and a little time
implementing, would have big pay-offs. And that certainly focusing on the individual and
particularly on the individual parent and thinking what could we do as a society that would help
maximize good parenting and better child outcomes. And if we thought like that, then yes, there
might be some government programs.
But there would also be some things business would do and that there would be some things that
the media would do on a regular basis, not a one shot deal, continuing, and there would be
different ways schools would be organized and community groups would take a different look
and have a different responsibility, certainly the health care system, starting with prenatal care
but moving through the child's development would be thinking differently and organizing
differently, and it wouldn't necessarily be more expensive. But, it would be different, and I
guess that's part of what we hope this research will stimulate. That people will start to say to
themselves, 'Is what we are doing, more likely than not, to increase the chances that parents and
children will have more of a chance to be successful together?'
TP.421
Page 1
THE WHITE HOUSE AT WORK:
Monday, April 21, 1997
TODAY: VICE PRESIDENT ANNOUNCES NEW EXECUTIVE ORDER TO PROTECT
CHILDREN'S HEALTH
Today at National Children's Hospital in DC, Vice President Gore announced
an Executive Order to reduce environmental health and safety risks to children:
For the first time, Federal agencies will be required to assign high priority to
addressing these risks, to coordinate their research priorities on children's
health, and to ensure that their standards take into account special risks to
children.
SATURDAY: CONNECTING EVERY CLASSROOM TO THE INTERNET BY 2000
In a joint Radio Address on "Net Day," the President and Vice President
announced new actions to meet their challenge to connect every classroom to the
Internet by the year 2000, and to bring the power of the Information Age to our
children and our schools:
A Presidential Memorandum directing every federal agency to develop
educational Internet services targeted at young people.
Calling on the FCC to approve the "E-rate" -- a special discount rate to help
schools and libraries connect to the Internet. The FCC votes on this proposal
on May 6.
$11.8 million in new Technology Literacy Grants to help 10 states connect
schools and classrooms to the Internet, as part of the President's $2 billion,
five-year Technology Literacy Challenge Fund.
Since the first Net Day last year, 250,000 volunteers have wired 50,000
schools to the Internet. Saturday, this effort continued in 40 states,
showing the importance of service and voluntary action in advance of the
Service Summit President Clinton and former President Bush will convene in
Philadelphia this weekend.
Following Saturday's Radio Address, the President and Vice President
conducted a video teleconference from a computer in the Oval Office,
speaking with children in Connecticut and Net Day volunteers in California.
TOMORROW: EARTH DAY CLEAN-UP NEAR ANACOSTIA RIVER IN DC
TP.421
Page 2
On Earth Day this Tuesday, the President travel to North Dakota to survey
flood damage and meet with community members. He will also make an important
announcement about efforts to protect our environment. The Vice President will
join school children to clean up the area surrounding the Anacostia River in the
District of Columbia.
PAGE
16
273RD STORY of Level 1 printed in FULL format.
Copyright 1997 The Columbus Dispatch
The Columbus Dispatch
May 11, 1997, Sunday
SECTION: NEWS LOCAL & NATIONAL, Pg. 1C
LENGTH: 1146 words
HEADLINE: CHILDREN THRIVE WHEN CHALLENGED EARLY
BYLINE: Mark D. Somerson, Dispatch Medical Reporter
BODY:
Paintbrushes in hand, infants and toddlers push color across paper, swirling
yellows and blues into abstract designs.
What appears to be an act of simple artistic joy is much more.
The toddlers painting at the A. Sophie Rogers Infant-Toddler Lab School at
Ohio State University are symbolizing their expanding worlds - an artistic
release of stored experiences.
The infants at the school are developing their senses. The stimulation,
reinforced by teachers, will be mentally stockpiled for life.
Activities like painting and the interaction of these children with each
other and their teachers set the stage for dramatic brain growth during what are
hailed as life's most important developmental years.
Brain development, from birth to age 3, is a hot topic these days.
The brain itself hasn't changed much over time, but the way science and
society understand its capabilities and needs has evolved tremendously in the
last few years.
So, too, has the debate on how we should nurture our children - whether at
home or at a day-care center - as the nation pushes toward welfare reform.
The bottom line?
Cuddle your children. Give them your time, shower them with attention, talk
with them and - for heaven's sake - read to them.
This isn't earth-shattering news to Rebecca M. Kantor, associate professor of
family relations and human development at OSU.
''In terms of new brain research, this is all very confirming for us,'' she
said. ' ' We've always believed that the early years are critical years.
Kantor, who directs the lab school, said research is finding what parents,
teachers and high-quality day-care providers have always known.
Children ''need responsive, engaging people - both adults and their peers,
aid.
PAGE
17
The Columbus Dispatch, May 11, 1997
Science, Kantor suggests, is simply catching up with instinct.
sing imaging devices to watch the brain at work, scientists are tracking its
elopment for the first time.
Think of the brain as a circuit board, its function characterized by rapid
electrical signals between different parts. Brain cells, or neurons, make up
this complex network, and the signal connections, or synapses, are responsible
for mental and motor growth.
When a child reacts to something, like a warm smile or a reassuring touch,
signals zip along neural pathways, and synapses explode with electrical
activity.
Dr. Juliann M. Paolicchi, a pediatric neurologist and director of Children's
Hospital Epilepsy Center, said there is a proliferation of neurons before birth
- newborns are equipped with about 100 billion brain cells.
These neurons are produced in the central brain and migrate to the outer
brain, or cortex. Any damage to the brain at this stage can be devastating,
Paolicchi said.
Each neuron can produce as many as 15,000 synapses. By age 3, the majority
have been produced, and a child's brain has about twice as many synapses as it
will ever need.
Between ages 3 and 6, excess synapses are discarded in a sort of mental
pruning.
periences, both positive and negative, define the brain during this time.
Plasticity - how flexible the brain is in development - and its part in
'windows'' of learning opportunities are also relatively new concepts,
Paolicchi said. ''There are selective periods when the brain can effectively
make connections.
A second language, for example, is best learned early - years before the
eighth grade, when children usually are exposed to a foreign language. This is
where the new science meets the old notion of nurturing: Feed the brain with
rich experiences during the first three years, and the stage has been set for
healthy development, researchers and teachers say.
Dr. Daniel L. Coury, chief of behavioral and developmental pediatrics at
Children's Hospital, said nurturing is paramount, no matter who delivers it - an
infant's mother or day-care provider, for example.
'Everyone comes into the world with certain genetic capabilities, Coury
said. ' ' We each have endowments. After that, it's all about what is done with
them.
With so many mothers working, the issue of nurturing has been under the
microscope.
Shortly after their first child was born, Bob and Liane Egle began
dering their options - home care or day care. Like millions of working
PAGE
18
The Columbus Dispatch, May 11, 1997
parents, they chose day care.
etween 8:30 a.m. and 4:30 p.m. 19-month-old Lauren plays with other children
and learns important developmental skills at a day-care center.
At home, she reads books with her parents and plays with puzzles and games.
''It's amazing how she is developing, said Mrs. Egle, director of health
communications for the Columbus Health Department, ''especially with her
language. She answers questions and is really showing evidence of memory.
Is Lauren's rapid development a product of day care or her experiences at
home? Coury said it's probably both.
''It comes down to the people there, he said. 'There are a lot of
child-care centers that are a better environment than the home.
Welfare reform will send mothers to work who now are exempt. Currently,
single parents with a child age 3 or younger do not need to be working or
attending school to receive welfare, but that will drop to age 1 if proposed
bills are enacted.
In April, Gov. George V. Voinovich unveiled Ohio Works First, the state's
plan to find jobs for about 100,000 welfare recipients.
Voinovich said child-care spending by the Department of Human Services will
be increased about 25 percent during the next two years to pay for 36 percent
more children needing day care. The subsidies for child care, based on parents'
income, will be guaranteed for all welfare recipients and all Ohioans with
es at 100 percent of the federal poverty level.
In February, the Children's Defense Fund released a report that the average
cost of child care in Ohio is $ 73 a week for a toddler and $ 90 a week for an
infant. For parents earning $ 6.24 an hour - or about $ 13,000 a year, which is
considered the poverty level - day care for one child exceeds 30 percent of
their pretax income.
Mark Real, director of the Children's Defense Fund-Ohio, said the state
should change welfare carefully.
''In the departments of health and education, there is probably a good
understanding of child development, he said. 'That is not true of the
Department of Human Services.
The left hand doesn't know what the right hand is doing in government. They
are not listening to each other they have different goals.'
For example, even though the number of young children in day care is likely
to increase because of welfare reform, the state has proposed reducing the
number of times a center must be inspected to once a year, from twice.
'With the influx of younger (age) programs, vigilance is critical, Real
said. 'Every child should have the same opportunity.'
GRAPHIC: Photo, Tim Revell/ Dispatch, Molly Mason observes infants in the
-care unit at Campbell Hall on the Main Campus of Ohio State University.
PAGE 19
The Columbus Dispatch, May 11, 1997
Mason has a bachelor's degree in art history from Ohio University but is working
rd a child development certificate at OSU in order to work in the child-care
a., Eric Albrecht/ Dispatch, Dr. Juliann M. Paolicchi, a pediatric
neurologist and director of the Children's Hospital Epilepsy Center, is a
specialist in the brain development of children.
LOAD-DATE: May 12, 1997
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
6/13/97 Banneker
Academic High School
Divider Title:
SCHEDULE FOR HILLARY RODHAM CLINTON
FRIDAY, JUNE 13, 1997
FINAL
WASHINGTON, D.C.
FOOD SAFETY
MICHELLE KREISS
LEAD ADVANCE:
301/384-7118
PHONE
PRESS ADVANCE:
GEORGE SHELTON
202/944-5103
PHONE
BANNEKER H.S.
STEVE DIMINUCO
LEAD ADVANCE:
202/219-8271
PHONE
703/799-2260
HOME
1-800-759-4726
PIN#207-0225 0225
PRESS ADVANCE:
TOM SMITH
1-800-759-8888
PIN#187-5866
SCHEDULER:
JAYCEE PRIBULSKY
202/456-2922
OFFICE
202/456-5340
FAX
202/544-4123
HOME
WHCA PAGER
#4797
PREV RON
The White House
9:30am-
VOLUNTEER EVENT [w/ POTUS]
9:50am
South Lawn
CLOSED PRESS/WH PHOTO ONLY
FORMAT:
- - The President and the First Lady accompanied
by Jim Dorskind, Director of Correspondence
and Presidential Messages, Jamie Sue
Williams, Director, Greetings Office, Shelley
Walker, Director, White House Volunteer
Office and Dan Burkhardt, Deputy Director of
Correspondence and Presidential Messages, are
announced onto the stage.
-- The First Lady delivers brief welcoming
remarks and introduces Dan Burkhardt, Deputy
Director of Correspondence and Presidential
Messages.
--
Dan Burkhardt delivers brief remarks and
SCHEDULE FOR HILLARY RODHAM CLINTON
FRIDAY, JUNE 13, 1997
PAGE 2
introduces the President.
-- The President delivers remarks.
-- Upon conclusion of remarks, the President and
First Lady work a ropeline and depart.
PARTICIPANTS: Approx. 500 people to attend.
10:15am
DEPART The South Portico
EN ROUTE Georgetown University Conference Center
[drive time: 10 minutes]
10:25am
ARRIVE Georgetown University Conference Center
Greeters (on arrival) :
-Kenneth Bloem, CEO, Medical Center
-Dr. Alan Solomon, Director, Cardiovascular Unit, CVC's Intern
Program Coordinator
-Dr. Raymond Woosley, Professor and Chair, Department of
Pharmacology
Greeter (near the elevator) :
- -Shane Praneepranchachon, Facilities Manager, Georgetown
University
10:30am-
ADDRESS FOOD SAFETY CONFERENCE
11:00am
Georgetown University Conference Center
HRC Hold: Conference Room One
Phone: 202/687-2982
Fax: 202/687-3310 (across the hall)
OPEN PRESS
FORMAT:
--
Off-stage announcement of the First Lady,
accompanied by Dr. Tarr.
-- The First Lady proceeds to her chair.
:
Dr. Phillip Tarr, Seattle Children's Hospital
and Medical Center, delivers brief remarks
and introduces the First Lady.
--
The First Lady delivers remarks.
--
Upon conclusion of remarks, the First Lady
SCHEDULE FOR HILLARY RODHAM CLINTON
FRIDAY, JUNE 13, 1997
PAGE 3
departs stage left and works a ropeline from
left to right.
PARTICIPANTS: Approx. 500 people to attend.
11:15am
DEPART Georgetown University Conference Center
EN ROUTE The White House
[drive time: 15 minutes]
11:30am
ARRIVE West Executive Avenue
11:30am
PROCEED TO OLD EXECUTIVE OFFICE BUILDING
11:50am-
VIDEOS
12:15pm
Video Studio, Room 459
Old Executive Office Building
CLOSED PRESS/WH PHOTO ONLY
12:20pm
DROP-BY
12:30pm
Conference Room, Room 100
Old Executive Office Building
CLOSED PRESS/WH PHOTO ONLY
12:30pm-
DROP-BY
12:35pm
Room 100
Old Executive Office Building
CLOSED PRESS/WH PHOTO ONLY
12:40pm
PROCEED TO THE WHITE HOUSE
12:45pm-
DROP-BY
1:00pm
Map Room
CLOSED PRESS/WH PHOTO ONLY
1:00pm-
DROP-BY
1:15pm
Diplomatic Reception Room
CLOSED PRESS/WH PHOTO ONLY
1:15pm-
PRIVATE MEETING
1:45pm
Residence
CLOSED PRESS/NO WH PHOTO
5:10pm
DEPART The South Portico
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. schedule
Schedule for Hillary Rodham Clinton [partial] (1 page)
06/13/1997
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [1]
2013-0534-S
rc1805
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 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
P5 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
P6 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
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
SCHEDULE FOR HILLARY RODHAM CLINTON
FRIDAY, JUNE 13, 1997
PAGE 4
EN ROUTE Howard University
[drive time: 15 minutes]
5:25pm
ARRIVE Howard University
Greeters (in Green Room) :
-Sonja Swygert, spouse of the President, Howard University
5:30pm-
BENJAMIN BANNEKER HIGH SCHOOL COMMENCEMENT
6:45pm
Cramton Auditorium, Howard Univeristy
2400 Sixth Street, N.W.
Washington, D.C.
HRC Hold: Green Room
Phone: 745-2610 or 745-2616
Fax: n/a
OPEN PRESS
PROGRAM:
-- The First Lady proceeds to lower lobby for
processional line-up.
-- The First Lady proceeds onto the stage in the
processional.
--
The First Lady proceeds to her chair.
NOTE: The First Lady is seated next to
Linette Adams, Principal, and Derek McGinty.
-- Ralph Neal, Assistant Superintendent of High
Schools, delivers welcoming remarks and
introduces
(b)(6)
Salutorian. [001]
--
(b)(6)
delivers the Salutatory
Address.
--
The Class of 1997 sings "It's Hard to Say
Goodbye".
--
(b)(6)
delivers the Valedictory
Address.
--
(b)(6)
Vice President of the Senior
Class, introduces Derek McGinty.
-- Derek McGinty, Host, "The Derek McGinty
SCHEDULE FOR HILLARY RODHAM CLINTON
FRIDAY, JUNE 13, 1997
PAGE 5
Show", delivers the commencement address.
- - Nicole Bryant, President of the Senior Class,
introduces The First Lady.
-- The First Lady delivers the commencement
address.
-- The Class of 1997 sings "Family".
--
Linette Adams, Principal, presents the
Graduating Class of 1997.
--
The First Lady proceeds to the front of the
stage for the presentation of the diplomas.
-- Wilma Harvey, Board of Education, Ward I
Representative, awards the diplomas.
-- The Graduates and the Audience sing "Alma
Mater".
-- The First Lady departs.
NOTE: The First Lady will not participate in
the recessional.
PARTICIPANTS: Approx. 1500 people to attend.
6:55pm
DEPART Howard University
EN ROUTE The White House
[drive time: 15 minutes]
7:10 pm
ARRIVE The White House
RON
The White House
WEATHER FORECAST FOR WASHINGTON, D.C.:
-Cloudy with rain showers and chance of thunderstorms overnight
until early morning. Rain tapers off by late morning, then
resumes again by afternoon. Wind west-southwest at 10 to 18
knots. Low 70. High 83.
FIRST LADY HILLARY RODHAM CLINTON
REMARKS AT THE BANNEKER ACADEMIC HIGH SCHOOL COMMENCEMENT
WASHINGTON, D.C.
JUNE 13, 1997
[Acknowledgments: Nicole Bryant, President of the Senior Class, who will introduce you;
Principal [Linette] Adams, Vice-Principal [Joseph] Reid; Assistant Superintendent [Ralph] Neal;
Mayor Barry, Councilwoman Mason, representatives of the Trustee Board and Board of
Education; Derek McGinty; faculty, parents and friends]
I am delighted to be here on this very special day and on this very auspicious Friday the
13th.
I have many reasons for coming to speak at Banneker this afternoon. And the first 82 of
them are sitting right here. I've come today to salute each one of you, each proud member of
Benjamin Banneker High School's Class of 1997, on your tremendous accomplishments.
Every one of you has earned a place in college and a place in the company of educated
young men and women. Together, you've won hundreds of thousands of dollars in scholarships
and academic awards. Over the past four years, you've learned the language of Ancient Rome
and visited the streets of Renaissance Verona with Romeo and Juliet. You've traveled to
Walden Pond and scaled the Eiffel Tower. You've studied the laws of gravity as well as the laws
of our 200-year old democracy. And you've made your communities better places to live
through many hours of volunteer service in child care centers, schools, and hospitals.
So I am truly honored to be addressing a group of graduates who have not only met -- but
exceeded -- the high expectations set by your teachers and your families. You have traveled far,
both literally and figuratively. And you are the pride of this city.
But you know what? Your job's not done yet. There is so much further you need to go.
There are countless more challenges you will have to meet and countless more obstacles you will
have to overcome. And you will inevitably grow and change in many ways. [Joke: Take my
own experience, for example. When I graduated from high school more than 30 years ago --
back in the Dark Ages -- I was a Republican.]
I understand that many of you are familiar with the Ancient Greek epic, The Odyssey.
Well, just imagine that, today, you are Odysseus. With your smarts, you've just helped your
country win the Trojan War, but now you have a long journey ahead of you before you can return
home. You will face many more tests -- physical, emotional and mental. You may be tempted to
stray from your cherished goals. And there will be days, months, and even years when you'll
feel as if all the gods on Mount Olympus are conspiring against you.
But every single teacher, administrator, mentor, parent and grandparent in this room
1
knows that you will make it. We have complete faith in your abilities because we know of the
daily sacrifices and tough choices you have already made in order to succeed at this wonderful
and demanding school. Whether it's waking up at the crack of dawn to travel across town to
arrive at school on time; giving up Friday nights to get a jump start on a paper; finding the
energy to finish a tough problem set while babysitting your younger siblings; or forcing yourself
to study harder the minute any doubt about your own abilities crept into your mind -- these
choices demonstrate your discipline, your wisdom and your maturity. They have led you and
your families to this glorious day and they have made you more than ready for the challenges
that will meet you in the days ahead.
Since this is a commencement address, and as I am also the mother of another newly-
minted high school graduate, I can't help but add my own advice to the earfuls you've already
been getting all week and perhaps all year.
First, I hope you will always be proud of having attended Banneker High School. And I
hope you will help more and more of your fellow Washingtonians and fellow Americans
understand what it takes to raise the quality of public education, about what it takes to create and
maintain great and successful public schools such as Banneker.
We all know that Washington's public school system is not what it could and should be.
We all know that many things are broken, that we have a lot of hard work ahead of us if we are to
rectify the shortcomings and failures of our schools. No doubt, when some of you get to your
colleges this fall, you might see a few raised eyebrows when you tell your classmates or
professors that you went to a D.C. public school.
Don't ever let any of these doubtful glances undermine your confidence in the education
you have received at Banneker. You have received your education at one of finest high schools
in our country.
At this crucial time in public education, Banneker can serve as a model for other schools
striving to improve themselves and do right by their students. Sure, Banneker has been
successful because it is academically-selective. And of course, having students who are used to
excelling in school helps. But these are not the only reasons for Banneker's success. And they
certainly are not the most important ones. Many of the same factors that have helped Banneker
students excel can also make a difference in the lives of students all across Washington and the
country.
Your teachers stay after school and into the evening to help students having trouble in
class. Your administrators track students' academic progress and literally call home to make
sure that every absence is parent-sanctioned. Your custodians and security guards keep the
building safe and immaculate. Your parents make their children accountable for homework
assignments and pitch-in during school field trips and activities. And all of them, along with
volunteer tutors and mentors from organizations such as Howard University and the National
2
Science Foundation, help students through the challenges of school and growing up.
Banneker is a powerful example of what can happen when a school sets high standards
and expectations for its students and an entire community pulls together to help its children fulfill
them.
As I've visited schools in communities across America, I've learned that the difference
between schools that work and schools that don't work can't always be attributed to the wealth of
a student body, to sophisticated facilities, or to state-of the art equipment. Instead, the difference
can be found in a school's high academic standards, in its challenging curriculum, and most of
all, in the extra time, attention and care invested by all members of the school community:
Strong principals, committed teachers, involved parents, and active community partners who
inspire students to work hard and strive to fulfill high expectations.
These are the ingredients of Banneker's success. And they can be the ingredients of any
school's success. So let us work to bring this message to more schools in Washington and across
the country.
My second piece of advice is this: Commit yourselves to making service a lifelong habit.
Of all the opportunities your Banneker education has blessed you with, the opportunity to serve
others through the Community Laboratory Project is one of the most important. You have had
the chance to meet and help people you might never have met otherwise -- sometimes people
living in your own neighborhoods -- and get school credit for it.
Now, it's time to serve your communities, not because you have to, but because you
understand that serving others is at heart of what it means to be an American and a responsible
citizen of the world. Wherever you may find yourselves this fall, whether it's here in
Washington or across the continent, and wherever you decide to build your lives once you
complete your educations, I hope that you will make service one of your highest priorities. I
hope you will take an active role in making your communities better places to live and in making
a difference in the lives of those who have not had the advantages you have had -- advantages
such as the education we celebrate today.
Many of you made it to this graduation ceremony, not only through your own
determination, but because you had at least one adult in your lives -- a mom, a dad, a
grandparent, a teacher, a counselor, a pastor, a friend -- who supported and even pushed you
along the way. They've given generously of their time, love and attention -- sometimes even
sacrificing their own comfort -- so that you could fulfill your potentials as students here at
Banneker. Let us all take a minute to recognize and thank everyone of them for the pep talks,
the tough advice, the countless rides to school or the library or sports practice, and the bear hugs
that have kept you going these past four years.
But, as we all know, there are too many children in this city and around the country
growing up without an adult in their lives to teach them right from wrong, to help them with
homework, to inspire them to believe in themselves and follow their dreams. We all have roles
3
to play in changing this situation. We can all strive to provide all children in our country with
the love and guidance they deserve.
Finally my last piece of advice comes from none other than the great self-taught
mathematician, surveyor, astronomer and patron spirit of this school, Benjamin Banneker. More
than 200 years ago, Mr. Banneker wrote in his Almanac, "The most sensible is he who believes
himself the furthest from the goal and who, whatever advances he has made in his road, studies
as if he yet knew nothing and marches as if he were only beginning to make his first advance."
In other words: Never rest on your laurels. Never stop learning. And never give up.
You are the proud possessors of a great education, one that is both the product of your own hard
work as well as the gift of your family, your school, your city and your country. It is a tool that
will enable you to open doors to greater success and exciting adventures. Use it. And use it
well.
###
4
June 12, 1997
REMARKS AT BENJAMIN BANNEKER ACADEMIC HIGH SCHOOL
DATE:
June 13, 1997
TIME:
5:30 p.m. - 6:45 p.m.
LOCATION:
Cramton Auditorium,
Howard University
FROM:
Brenda Costello
I.
PURPOSE
To deliver the commencement address at Benjamin Banneker Academic High School,
highlighting the Administration's ongoing commitment to education.
II.
BACKGROUND
You will deliver the Banneker High School commencement address on Friday afternoon
at Howard University. The other commencement speaker is Derek McGinty, a local
talk show host. Last year's commencement speaker was Marian Wright Edelman.
Benjamin Banneker Academic High School
Benjamin Banneker Academic High School was founded in 1981, only a half-block from
Howard University. The school is named in honor of Benjamin Banneker who was born
in Maryland to former slaves in 1731. He published "Benjamin Banneker's Almanac"
for six years and helped survey Washington D.C. at the request of President George
Washington. The school, opened in an old Jr. High School building, draws its 9th-12th
grade students from the entire District of Columbia and a variety of economic
backgrounds. Of the 425 students enrolled for the 1996-1997 school year, 95% are
African-American, 3% are Hispanic, 1% are Asian, and less than 1% are white. The ratio
of females to males in the student body is about 4 to 1. Approximately 1/3 of the
students at Banneker qualify for free or reduced school lunch. The faculty is 60%
African-American and 39% white with one Asian teacher. Sixty-one percent of the
faculty is female and 39% is male.
Banneker has developed a widely-acclaimed program cited by several studies as a
model for success. Banneker was also recognized as a 1991 Blue Ribbon High School by
the Department of Education. The average combined score on the S.A.T. at Banneker
last year was 1072, 60 points above the national average and 110 points above the local
average. 100% of the class of 1997 has been accepted by a 4 year college or university,
including Harvard-Radcliffe University, Stanford University, Duke University,
Dartmouth College, Yale University, Howard University, Johns Hopkins, University of
North Carolina, Swarthmore College, and many others. Based on the matriculation
rates of the class of 1996, it is estimated that 98% of the class of 1997 will enroll in a
college or university next fall.
In addition to its remarkable academic success, Banneker is also praised for its safe and
nurturing environment. Students leave their belongings in front of their lockers in the
hall because they trust each other. New students are assigned an upperclass mentor
and have the option of attending the Banneker Summer Institute, a preparatory
summer school to help ease the adjustment to Banneker. Advisory Groups meet
regularly and form the basis of a system designed to ensure students have the support
of the staff and their peers throughout high school.
Student Selection
Banneker has an extensive selection and screening process to ensure prospective
students are in the top 18% of their class, score above grade level in standardized math
and reading tests, and can provide strong recommendations from an English teacher, a
mathematics teacher, a counselor, and a community representative. As part of the
application process, prospective students must write essays explaining their desire to
attend Banneker and have a personal interview. Additionally, prospective parents
must sign a commitment to help their child meet the demands of the highly structured
curriculum if the student is accepted.
Curriculum
The school provides a rigorous college preparatory curriculum with three components:
the academic curriculum, the Community Laboratory project, and an extended day
program. The academic curriculum consists of required and elective courses in the
liberal arts and sciences. Twenty-seven Carnegie units, the district-wide measure for
course credit, are required for graduation. At other District schools, only 23 credit are
required. Six Advanced Placement Courses are offered, as well as various honors
classes. All students at the school must take Latin.
In addition, students must complete 270 hours of community service over 4 years
through the Community Laboratory. Even during the planning stages of Banneker
High School, volunteer service was seen as an integral part of the curriculum for the
proposed school. When the District of Columbia Board of Education approved the
Banneker proposal, it was only the second state board in the country to give credit for
service learning. The program is designed to foster good citizenship, allow students to
explore career options, gain work experience, and practice mature interaction with
adults.
The Community Laboratory program is structured so that 9th and 10th grade students
are assigned to serve in schools, day-care centers, libraries, hospitals, or special
programs related to career goals. For 11th and 12th grade, students are encouraged to
find a placement on their own. Volunteer sites include the American Red Cross, Center
for Population Options, Columbia Hospital for Women, D.C. Public Libraries, D.C.
Superior Court, Howard University, Congress, WHUR Radio, and the Spanish Catholic
Health Center. Freshman and sophomores complete 45 hours of volunteer service a
year and juniors and seniors complete 90 hours a year. The school day is shortened
every second Wednesday to help students meet their service commitment.
The extended day program offers approximately 25 different artistic and creative
activities to students. Although there is no football team, there are several sports teams
such as volleyball and track. However, unlike many high schools which offer few extra-
curricular options besides athletics, Banneker has many activities with an academic or
artistic focus to ensure students are well-rounded. A chess club, dance club,
international club, and a club to encourage minority engineers and scientists are just a
few examples. Although the extended day program is not mandatory, students are
strongly encouraged to participate and most do.
Parents and Community Partners: The Key to Success
Among the factors cited as critical to Banneker's success are the substantial involvement
of parents and the community in the school. Parents serve as attendance aides to
enforce the strict attendance policies and assist in classes. Howard University has
helped develop a model Internet access project at the school. With the computer
technology, students have developed a Weather Station which collects data and posts it
on the Internet in real time. Howard University has also made its libraries and athletic
facilities available for Banneker students. Howard University's President Swygert
recently challenged his university to make saving urban schools its primary community
service goal for the 21st century. The National Science Foundation also provides
mentors, class speakers, materials, and opportunities to visit NSF-funded facilities.
Format
Before you were able to accept the invitation to give the commencement address, Derek
McGinty agreed to speak, so he will also be making remarks at the program. After you
process in, you will take your seat between Linette Adams, the Principal of Banneker
High School, and Derek McGinty. After several speeches and a song, the Mayor's
Scholastic Achievement Awards will be presented by Mayor Marion Barry. Derek
McGinty will speak for 10-15 minutes, followed by a song. Nicole Bryant, President of
the Class of 1997, will introduce you. Following your remarks, Linette Adams,
Principal of Banneker High School, will present the candidates for graduation. You will
proceed to the front of the stage for the presentation of the diplomas. Wilma Harvey,
Ward I Representative to the Board of Education, will award the diplomas and then
everyone will sing the Alma Mater. Following the Alma Mater you will depart; you
will not participate in the recessional.
III.
PARTICIPANTS
The First Lady
Ralph Neal, Assistant Superintendent, Senior High School Division
Faniry Rakotoarisoa, Salutorian
Melissa Morgan, Valedictory
Marion Barry, Mayor
Kibwei McKinney, Vice President of the Class of 1997
Derek McGinty, radio talk show host
Nicole Bryant, President of the Class of 1997
Linette Adams, Principal, Benjamin Banneker Academic High School
Don Reeves, Board of Education, President
Wilma Harvey, Board of Education, Ward I Representative
NOTE: The following people will be seated on stage along with the participants:
Joseph L. Reid, Assistant Principal
Anita Berger, Class Sponsor
David Ritzer, Class Sponsor
Bruce MacLaurey, Chairman, Trustee Board
Hilda Mason, D.C. City Council
IV.
SEQUENCE OF EVENTS
The First Lady proceeds to the lower lobby for processional line-up
The First Lady proceeds onto the stage in the processional
The First Lady take her seat between Linette Adams, Principal, and Derek
McGinty
Ralph Neal, Assistant Superintendent of High Schools, delivers welcoming
remarks and introduces Faniry Rakotoarisoa, Salutorian
Faniry Rakotoarisoa delivers the Salutatory Address
The Class of 1997 sings "It's Hard to Say Goodbye"
Melissa Morgan delivers the Valedictory Address
Mayor Marion Barry presents the Mayor's Scholastic Achievement Awards
Kibwei McKinney, Vice President of the Senior Class, introduces Derek McGinty
Derek McGinty delivers his address
Nicole Bryant, President of the Senior Class, introduces The First Lady
The First Lady delivers the commencement address
The Class of 1997 sings "Family"
Linette Adams, Principal, presents the Graduating Class of 1997
Don Reeves, President of the Board of Education, accepts the Graduates'
qualifications
The First Lady proceeds to the front of the stage for the presentation of the
diplomas
...
Wilma Harvey, Board of Education, Ward I Representative, awards the diplomas
The Graduates and Audience sing "Alma Mater"
The First Lady departs
NOTE: The First Lady will not participate in the recessional.
V. REMARKS
Prepared by June Shih.
PROGRAM
Linette Adams, Presiding Officer
Musical Prelude
Patrick Lundy
Milton Wilcher
Processional
"Pomp and Circumstance"
Greetings
Ralph Neal
Assistant Superintendent
Senior High School Division
District of Columbia Public Schools
Salutatory Address
Faniry Rakotoarisoa
"It's Hard To Say Goodbye"
Class of 1997
Valedictory Address
Melissa Morgan
Mayor's Scholastic Achievement Awards
The Honorable Marion Barry, Jr.
Mayor of the District of Columbia
Introduction of Guest Speaker
Kibwei McKinney
Vice President
Class of 1997
Commencement Address
Derek McGinty
"Family"
The Class of 1997
Introduction of Guest Speaker
Nicole Bryant
President
Class of 1997
Commencement Address
Hillary Rodham Clinton
Presentation of Graduates
Linette Adams
Acceptance
Don Reeves
President, Board of Education
Awarding of Diplomas
Wilma Harvey
Ward I Representative
"Alma Mater"
The Graduates and Audience
Recessional
"Pomp and Circumstance"
WAMU
88.5EM
AMERICAN UNIVERSITY RADIO
DEREK MCGINTY
Biographical Information
Derek McGinty is host of The Derek McGinty Show, a public affairs program produced at
WAMU 88.5 FM since 1991. The program airs live on WAMU each weekday from noon
until 2:00 p.m., and its second hour is syndicated to public radio stations across the nation
by National Public Radio. It is distributed globally by Armed Forces Radio, and portions of
the program are broadcast in Tokyo and other foreign locations.
McGinty welcomes to the program a lineup of interesting and provocative guests who offer
listeners new perspectives about current events, political issues, social issues, art, science and
other topics. Recent guests have included Federal Budget Director Franklin Raines, Maryland
Governor Parris Glendening and entertainer Patti LaBelle. McGinty and his guests accept
calls from listeners during the program.
A special edition of the local hour of The Derek McGinty Show entitled "The D.C. Politics
Hour with Mark Plotkin" is broadcast each Friday from noon until 1:00 p.m. One of the
program's most popular hours, the politics hour features McGinty with WAMU political
analyst Mark Plotkin and special guests, including elected officials and community leaders
from the District. It is taped by WETA TV26 and televised at 11:00 p.m. on Fridays.
McGinty also appears on television as a panelist on NBC's The McLaughlin Group, as a
correspondent for the PBS series State of the Union and as moderator of Straight Talk with
Derek McGinty, which debuted April 7 on WETA-TV26. He has served as host of the public
affairs program Here & Now, news anchor for NewsChannel 8, and correspondent for the
CBS News program Coast to Coast. He was host of Discovery Channel's weekly online talk
show, Live! With Derek McGinty.
McGinty was honored in 1996, when the "D.C. Politics Hour with Mark Plotkin" won the
1996 Silver Reel Award from the National Federation of Community Broadcasters. In 1994,
The Derek McGinty Show received the highest programming honor in public radio, the Gold
Award for Public Affairs Programming, from the Corporation for Public Broadcasting. The
program won a Metropolitan Area Mass Media Award from the American Association of
University Women in 1993.
AMERICAN UNIVERSITY BRANDYWINE BUILDING WASHINGTON, DC 20016-8082 202-885-1200
Derek McGinty
Page Two
A Washington native, McGinty hosted a talk show at WHUR-FM prior to coming to
WAMU. He also was a reporter/editor for the Washington metro desk at United Press
International, a news editor at WTOP, and a desk assistant for ABC Radio News. McGinty
is a graduate of American University with a degree in communications.
WAMU serves 444,000 listeners each week in Maryland, Virginia and the District of
Columbia with news and public affairs programming, as well as bluegrass and other
traditional music. The member-supported public radio station is licensed to American
University.
###
Mrs. Linette Marie Adams
Mrs. Linette Marie Adams attended the District of Columbia Public
Schools and earned her Bachelor of Science Degree in Physical Education
and Health from the District of Columbia Teachers College and her Master
of Arts Degree in Media Technology from The University of the District of
Columbia.
Her teaching career began in 1968 as a junior high school health and
physical education teacher. In September of 1981, she joined the faculty of
the new Benjamin Banneker Model Academic High School. She served as
librarian and assistant principal before becoming the principal in January,
1989. She has been honored as Principal of the Year by the National
Association of Secondary School Principals. Mrs. Adams was named this
year (1996) as one of the top educators by the Afro-American
Newspaper. Mrs. Adams has made many significant contributions to
education and holds membership and office in the National Association of
Secondary School Principals. She is president of the District of Columbia
Association of Secondary School Principals (local chapter of the NASSP)
and is a member of Phi Delta Kappa. Additionally, she serves on the
Community Relations Board of the Washington Hospital Center,
Washington, D. C. In her very crowded schedule, Mrs. Adams finds time to
direct two youth choirs.
Under her leadership, Benjamin Banneker Academic High School
was named a "Blue Ribbon School of Excellence" by the United States
Department of Education. Also, Banneker was named "Best of the States"
by Redbook Magazine in April, 1994 and again in April, 1996.
Mrs. Adams has been invited to be interviewed on Television Ontario
"Gregg and Company" as a result of Benjamin Banneker Academic High
School having been featured in "The Class of 2000" on CBS, "Sunday
Morning."
Mrs. Adams puts children first at her school and sees to it that they
are in a safe and secure environment. Her leadership skills, combined with
her personal intuition allows her to select the best teachers to enhance the
learning experiences and social interactions of children.
06/12/1997 16:19 2027247754
SENIOR HIGH DIV
PAGE 02
Ralph Haney Neal
1909 Tulip Street, NW
Washington, DC 20012
(202) 722-4275 (h); (202) 724-4805 (w)
Career Goal
To make an impact in the education field by obtaining a superintendent's position which will permit
utilization of my academic training and professional/managerial experience.
Capabilities - Responsibilities have encompassed
Administration - - Totally responsible for developing and implementing a wide diversity of curricula
and educational projects: examples: Physical Fitness Breakfast Program (Woodson Junior High
School), Vocational Education Program (Langley and Rabaut Junior High Schools), 3K Home Town Run
(Women's Auxiliary, Washington Urban League); preparing reports on project and program activities;
providing input in the development of needed curricula change; establishing goals and objectives, and
developing procedures to accomplish same.
Management - - Responsible for identifying and recruiting appropriate staff; supervising and training
staff; establishing cost effective curricula, programs and procedures; preparing budgets and
teacher/student records and reports.
Strengths - Strong managerial, organizational and IPR skills. Able to serve as mediator and counselor;
can reason with students and parents during crises.
EMPLOYMENT HISTORY
1997-Present
Assistant Superintendent Senior High School Division
Logan Administrative Building
Washington, DC
1991-1997
LEAD Principal Clusters 3 and 8
Eastern Senior High School
Washington, DC
Schools: 39, Student Population: 20,000
1984-1991
Principal
Eastern Senior High School
Washington, DC
Faculty: 145, Student Population: 2400
1984-88
Executive Committee Member
Eastern Senior High School Home and School Association
1980-84
Principal
Sousa Junior High School
Washington, DC
Faculty: 45, Student Population: 500
1980-82
Executive Committee Member
Sousa Junior High School PTSA
06/12/1997 16:19 2027247754
SENIOR HIGH DIV
PAGE 03
Ralph Haney Neal
page 2
1973-80
Assistant Principal
Rabaut Junior High School
Washington, DC
1971-73
Assistant Principal
Langley Junior High School
Washington, DC
ACCOMPLISHMENTS
Initiated Vocational Education Programs, Langley and Rabaut Junior High Schools.
1969-71
Acting Assistant Principal
Rabaut Junior High School
Washington, DC
1966-71
Department Head and Teacher
Physical Education Department
Basketball Coach
Rabaut Junior High School
1966-69
Director of Intramurals
Track Coach
ACCOMPLISHMENTS
Organized and directed a Junior High School Inter-Athletic Program for the District of Columbia
Public School System
Commissioner of Junior High School Inter-School Basketball, Softball and Volleyball Program,
District of Columbia Public School System
1963-66
Teacher
Health and Physical Education Department
Basketball and Track Coach
Woodson Junior High School
Washington, DC
1967
Assistant Director
In-Service Training Program
Department of Physical Education
District of Columbia Public Schools
Washington, DC
ACCOMPLISHMENTS
Citywide Championship (Basketball, 1968); Citywide Championship (Track, 1966-69)
06/12/1997 16:19
2027247754
SENIOR HIGH DIV
PAGE 04
Ralph Haney Neal
page 3
Developed and implemented Early Morning Physical Fitness Breakfast Program, Woodson Junior High
School
COMMUNITY SERVICE
1984-86
Member, Ward Six Neighborhood Advisory Committee
1982-83
Member, Mayor's Advisory Committee on Education
1981-82
Executive Committee Member, Area 4A Council
1981
Education Committee Member, Southeast Neighbors Association
HONORS
1996
Washington Post Annual Distinguished Principal of the Year Award
1996
NASSP State Winner Outstanding Principal of the year
1988
Outstanding Principal Award, Save Our Youth America
United States-United Kingdom "Schools that Work,"
Administrator-Teacher Exchange Program
Feature - "Schools that Work,"
U.S. Department of Education publication
Spotlighted - Looking for Heroes publication
Washington, DC
Evaluation Team, Brooklyn Park High School
Baltimore, MD
1987
Feature - "Student of the Month Program,"
CBS Evening News
Feature Article - - "Washington, DC Principal Takes Action Against
Drop-Out Rate," The Port St. Lucie News
The Mission of the Schools Seminar, Fairfax, VA
(invited as participant)
1986
NASSP Certificate of Achievement - Assessment Center
Training Recognition Award, Summer Academic
Reinforcement Program
1985
ANC Outstanding Service Award
Outstanding Leadership and Service to the Athletic Program,
District of Columbia Public School System
1984
Certificate of Appreciation, Penn-Branch Citizens Association
Principals Center Seminar, Harvard University Graduate School
of Education (invited as participant)
1982
Certificate of Honor, East of the River Health Association, Inc.
06/12/1997 16:19 2027247754
SENIOR HIGH DIV
PAGE 05
Ralph Haney Neal
page 4
1980
Outstanding Community Leader of America Award
RECENT PRESENTATIONS (1988)
"The Time is Now! Improving Student Outcomes in Urban Schools," Chicago, IL
"Positive School Climate - An Agent for Change," Professional Development Seminar, Boston Public
Schools, District B
"Schools: Front Line in the War Against Drugs," The Washington Times Forum, Washington, DC
(Panelist)
EDUCATION
1963 - B.S.
District of Columbia Teachers College
Washington, DC
1971 - M.A.
George Washington University
Washington, DC
1971-present
30 hour of Post-graduate work (Education and Management)
1985-87
Management Institute, Phase 1, Cycle 2
References Available Upon Request
06/12/97 THU 16:52 FAX 202 727 0505
PRESS OFFICE
1
002
BIOGRAPHICAL PROFILE OF
MARION BARRY, JR.
Marion Barry, Jr.-- elected Mayor of Washington, D.C., for an unprecedented fourth term
in 1994-- has made an indelible imprint in reshaping the Nation's Capitol from just a
"political hub", as it was oftentimes referred to in the seventies, to an economically viable
business center and culturally diverse, multi-faceted City.
Mayor Barry's appeal to the citizens who elected him has always been clear. His
commitment to creating economic opportunities for youth, programs to assist the elderly and
developing areas East of the River, is unparalleled. His commitment to a "peoples
government" in which the ideas and suggestions of citizens, workers and business owners
are inclusive in his Administration's agenda is also unparalleled. But perhaps most
astounding is his proven commitment to rebuilding a D.C. "community" that has been
weakened by years of Federal neglect, political games and an unsupportive media.
Under Mayor Barry's leadership can be counted a number of firsts including the
establishment of an accounting system to determine how much money the City actually had
in the bank. Prior to 1978, there was no mechanism in place to determine where the City
stood financially. Marion Barry changed that and by 1984, the City entered the bond market
with an SP 1 plus rating (the equivalent of an AAA or AA rating), one of the highest ratings
possible, by Standard and Poors' and Moody's. In addition, the Mayor created an Office of
Business Development. This office had the responsibility to attract businesses to the District
which would, in turn, provide its citizens with new opportunities as well viable avenues for
those left out of the competitive market.
In 1994, Mayor Barry found that he had inherited a $322 million dollar deficit which had
been left by the previous administration. The City's finances were in shambles, much as it
was when he was first elected Mayor in 1978. But the task of turning the financial crisis
would be even harder because the U.S. Congress enacted legislation creating the District of
Columbia Financial Responsibility and Management Assistance Authority. This created yet
another entity to synchronize with, in addition to the D.C. City Council, to devise ways to
reduce the deficit.
While systematically chipping away at the deficit with his financial team, Mayor Barry
reduced the deficit by $281 million in his first year of reelection. And, while there is still
a lot of work to be done before Washington is financially where the Mayor wants it to be,
there has been consistent and steady improvement under his leadership.
06/12/97 THU 16:53 FAX 202 727 0505
PRESS OFFICE
5.
003
Mayor Barry's goal from the moment he reentered office was to bring a District government,
encumbered by outdated equipment, unskilled personnel and a limited budget, into the 21st
century. To achieve this, he assembled a transformation team of 30 senior advisors and more
than 200 specialists to develop a blueprint for a new type of governance. This new
government recognizes its residents and visitors as "customers" and sees their satisfaction
as a way to measure service delivery. It is also a government which works within realistic
limits and recognizes the value of making hard choices. After a year of making the necessary
personnel and budgetary cuts, The Barry Administration is focusing on performing fewer
functions but performing them better.
This is quite a feat for one of the busiest cities in the world. To date there are, in the District,
approximately 100 million square feet of commercial office space, with 200 top employers--
including four Fortune 500 companies and between 400 - 475 minority businesses. D.C.
attracts millions of tourists and has approximately 24,000 hotel rooms to house them in. All
of this is overseen by the office of the newly created Assistant City Administrator for
Economic Development.
Throughout the years, Mayor Barry has been a consistent advocate for improving the lives
of senior citizens through his Office on Aging and, has been equally consistent in his
devotion of the city's youth through the continual funding of Summer Jobs programs for
young people through the Department of Employment Services.
He founded the Mayor's Youth Leadership Institute, a year-round program which provides
training in the concepts of leadership and self-development to enable young people to better
understand their responsibilities to their families and community. In addition, Mayor Barry
has funded various programs through the Department of Recreation & Parks which provides
young people in the City with constructive activities. For example, "Future Fest" showcases
the talents of District youth in the visual and performing arts, "Childrens Theater" allows
youth to become a part of year-long drama productions at two D.C. recreation centers and
"Winter Games", modeled after the Olympics, gives young people the opportunity to be a
part of team sports and compete in various athletic arenas.
As another first, Mayor Barry introduced his plan to Transform the entire District of
Columbia Government. Included in this plan, 75 percent of the Department of Corrections
will be privatized, beginning with the recent sale and leaseback of the Correctional
Treatment Facility, saving the District more than $52.
To deal with the rising number of health issues amongst District residents, Mayor Barry
created a Health Policy Council to support the highest quality of life achievable for District
residents. To ensure this, he appointed nationally renown members from both the
06/12/97 THU 16:54 FAX 202 727 0505
PRESS OFFICE
5
004
public and private sectors and charged them with establishing District-wide health policy
standards. And it's working. To date, the Council has and created a new Public Health
Department, which separated all D.C. health services from the bureaucratic entanglement of
Department of Human Services and allows better focus on health issues. Less than one year
after the Council's creation, the Infant Mortality Rate in the District is the lowest it has been
in the District's history.
Part of Mayor Barry's vision has also been to maintain an atmosphere of a united
"community" within the District of Columbia. To that end, police work has been
transformed so that officers are an integral and extremely visual part of that community.
There are 33 McDonald's restaurants and 18 "7-11" carry-outs that act as police sub-stations.
Additionally, ATMs are now available in almost all police district headquarters to ensure
safe transactions for citizens and visitors. This concept is also working. Since last year,
overall crimes against people are down five percent, homicides are down 20 percent and auto
theft has dropped 25 percent.
Much of Mayor Barry's tenacity was shaped as a child of the south and a sharecropper's son.
He was born in Itta Bena, Mississippi. He attended LeMoyne College in Memphis,
Tennessee, on an academic scholarship and received a Bachelor's of Science degree in
Chemistry. After LeMoyne, he earned his Masters in Chemistry from Fisk University in
Nashville, Tennessee, and entered a doctoral program in Chemistry at the University of
Tennessee at Knoxville.
Mayor Barry completed three of the four years required to receive his Ph.D. in Chemistry.
However, because of his commitment to the Civil Rights Movement, Mayor Barry left the
University of Tennessee, in good standing, in order to work with voter registration
movements in the South.
While serving as full-time Mayor, Marion Barry also serves as full-time husband and father
to his wife Cora Masters Barry and son Christopher Barry. He also has two adult
stepdaughters, Lalanya Masters Abner, a Howard University graduate who is now an actress
living in Los Angeles; and Tamara Wilds, a graduate of Occidental College in Los Angeles,
California.
The new millennium will see a new D.C. as Mayor Barry continues the facilitation of
increased downtown development and the utilization of interactive technology within D.C.
government. With his eye on bringing D.C. into the 21st century, America's First City is
being transformed from a "political hub" into a 24-hour city where residents and visitors will
have unlimited access to District services.
With this major task already underway, it is little wonder to D.C. citizens why Mayor Marion
Barry, Jr., has always been the people's choice.
ID:
JUN 12'97 14:00 No. 009 P.04
P.UL
DON REEVES
4740 Connecticut Avenue, N.W. #506
Washington, D.C. 20008
(202)364-6402
EDUCATION
George Washington University, The National Law Center
Juris Doctor, September 1981
Cornell University
The Graduate School, Department of English
Master of Fine Arts, January 1979
Cornell University
School of Industrial and Labor Relations
Bachelor of Science, January 1974
High School of Music and Art
Art Major, Academic degree 1970
EMPLOYMENT
President, D.C. Board of Education
Ward 3 Representative
Member, Emergency Transitional Education Board of Trustees
(January 1997 - present)
Prince George's Community College
(September 1993 - present)
Adjunct Professor of English
Conduct courses in literature and composition in the night school.
Northern Virginia Community College
(August 1992 - August 1993, contract term employment)
Adjunct Professor of English
Conducted courses in literature and composition in the day school.
American University, Department of Literature
(Jan. 1991 - August 1992, contract term employment)
Adjunct Professor of Literature
Conducted courses in contemporary issues, literature and composition.
John Ray For Mayor Campaign Committee
(February 1990 - September 1990, contract term employment)
Deputy Campaign Manager, Research and Finance
Served in paid position as chief drafter and principle writer for 13-year D.C. Councilmember John Ray.
Served as campaign's primary liaison to the Issues Committee. Responsible for researching, drafting,
editing. and supervising the production of campaign position papers.
As Finance Manager, responsible for paying campaign's bills and establishing a list of known party and
campaign contributors and prospects for fundraising solicitation.
ID:
JUN 12'97
14:01 No. 009 P.05
Jun-12-97 02:13P Reeves
202-363-9321
P.03
DON REEVES
Page 2
D.C. Office of Communications, Executive Office of the Mayor, (November 1989 - February 1990)
Writer/Editor
Responsible for editing and writing feature articles for the 1989 District of Columbia Annual Report.
U.S. Department of Commerce, Office of Patents and Trademarks
(February 1988 - February 1989, one-year appointment)
Trademark Examining Attorney
Served as Trademark Examining Attorney in the clothing area. Examined domestic and foreign
applications; made written responses on behalf of the Office and argued cases before the Trademark
Trials and Appeals Board. The position required expertise in intellectual property and trademark search
machines and strategies.
District of Columbia Office of Labor Relations and Collective Bargaining
(August 1987 - December 1987, term appointment)
Labor Relations Officer
Responsibilities included representing the Mayor of the District of Columbia in arbitrations, collective
bargaining, and contract negotiation with employees of the D.C. government. Prepared, for Director's
signature, responses to charges filed against the District of Columbia.
District of Columbia Public Employees Relations Board
(March 1987 - August 1987, term appointment)
Labor Relations Specialist
Responsibilities were to prepare written recommendations and decisions for the Board's disposition of
all labor relations matters filed with PERB, such as unfair labor practice complaints, standards of
conduct issues, and union representation matters. Prepared the Board's decisions for publication in the
District of Columbia Register.
George Washington University (1984-1986, contract term employment)
Professorial Lecturer in English
Professorial Lecturer in the School for Continuing Education, Foreign Service Exam program
Department of the Navy (1984-1986, one-year appointment, extended)
Legal Advisor, Personnel Specialist, Procurement Analyst, Contract Specialist
Major areas of concentration included tactical and assault aircraft, labor relations, defense acquisition
regulations, bid-protest resolution, fiscal issues, special Navy civilian programs, industrial and labor
relations, and the Freedom of Information Act.
Certificates of Completion: Management of Defense Acquisition Contracts, Classification of Single
Grade, Multiple Grade, and Senior Government Executive Grade Personnel.
University Catherwood Library Advisory Board
ID:
JUN 12'97
14:01 No. 009 P.06
Don Reeves
Ward 3 Board of Education Candidate
Relevant Background
CURRENT ACTIVITIES
Adjunct Professor of English, Prince George's Community College
Elected parent member, Murch Elementary School Development Team
Member, Murch newsletter editorial staff
Murch Elementary Enrichment Program volunteer substitute, 1995-present
Murch Elementary first grade room parent
Member, Comell University Catherwood Library Advisory Board
Candidate, Ward 3 school board
AUTHOR, Notes of a Processed Brother, 480pp, published by Pantheon Books Jan. 1971, a division of
Random House (U.S., Canada, Great Britain); 1973-1984 reprinted in paperback by Avon Books. Library
of Congress Catalog No. 75-162564. [17 year old black youth's autobiographical account of growing up
in a boarding school in Jamaica, W.I., George Gershwin Jr. High School in Brownsville East New York
and the High School of Music & Art in Harlem, New York in the late 60s]. Awarded Bernard Do Voto
Breadloof Writers' l'ellowship, Middlebury College. Reviewed by the New York Review of Books, the
New York Times. and Newsweek magazine.
EDUCATION
High School of Music and Art, New York City, Diploma '70
Cornell University, School of Industrial & Labor Relations, BS '74
Cornell University, Graduate School of English, MFA '79
George Washington University Law School, JD '81
United States Army Logistics Management Center, Management of Defense Acquisition Contracts
(Basic), Diploma '85
TEACHING EXPERIENCE
High school substitute teacher, Ithaca, N.Y.
Graduate Teaching Assistant Cornell University
Lecturer, George Washington University
Adjunct Professor of Literature, American University
Adjunct Professor of English, Northern Virginia Community College
Adjunct Professor of English Prince George's Community College.
WHY ARE YOU RUNNING?
I want the school board to fulfill its statutory oversight duty to prevent further harm to school children,
parents and teachers. I am running to hold the Superintendent accountable for providing by the end of
the year: school-by-school budgets; a scholastic and facilities master plan; teacher evaluation system;
school rating system and intervention plan; to guarantee the timely delivery of instructional materials; an
accurate student enrollment count and personnel audit so that teachers can be deployed equitably and our
students are not consigned to overcrowded classrooms. I am running so that all schools will have
substitute teachers and kindergarten aides. to vote against teacher furloughs; to advocate the emergency
need for the control board to rehabilitate and implement an annual repair program for D.C. school
buildings; to stop the endless shifting of budget authority from one program to another; to implement a
contract review process as part of the board's oversight responsibility; to implement procedures to
climinate patronage; to advocate the needs of Ward 3 principals and PTAs; to establish a stronger
communication network among Ward 3 parents; and to use the office to receive and disseminate
information among school communities.
ID:
JUN 12'97 14:05 No.009 P.11
DON REEVES
Page 3
Merrill Lynch, Pierce, Fenner & Smith Inc. (1981-1983)
Attorney, Litigation Department
Served in an attorney's position and was responsible for representing the firm in written answers and
appearing at hearings, reparations, and arbitrations before the New York Stock Exchange, Pacific Stock
Exchange, Chicago Option Exchange Board, Commodity Futures Trading Commission, Philadelphia
Stock Exchange, the National Association of Securities Dealers, Securities and Exchange Commission,
and various state departments of the EEOC and human rights agencies. Responsible for hiring and
directing outside counsel for civil actions filed outside the New York region.
National Labor Relations Board (1979-1981, awarded law school internship)
Law Clerk, Division of Administrative Law Judges
Assisted the Chief Administrative Law Judge (ALJ) by performing legal research relevant to any legal,
procedural, or evidentiary problem with which the Judge was concerned in preparing his Decision.
Organized and digested investigatory material for oral or written presentation to the ALJ.
Aluminum Company of America (1978-1979)
Associate, Graphic Services
Accountable for $1,000,000 budget in administering the communication needs of the company's
Professional Employment Division and for the development and control of technical, promotional and
other literature for marketing communication. Accountable for producing the Alcoa Aluminum
Newsletter and collateral material or visual aids as required by Advertising, Public Relations and other
departments of the company, its international subsidiaries and divisions.
HONORS RECEIVED
Bernard De Voto Breadloaf Writers Fellow 1972
Telluride Scholar, Cornell University
AFFILIATIONS
Mcmber, Cornell University Catherwood Library Advisory Board
Published Works and References Furnished Upon Request
ID:
JUN 12'97
14:02 No 009 P.07
Don Reeves
for Ward 3 DC School Board
Endorsed by:
The Washington Times
The Washington Post
Kathy Patterson:
Don Reeves... has a
Ward 3: Don Reeves,
Ward 3 Council Mem-
pretty clear idea of
educator and parent,
ber Kathy Patterson
what's wrong with
stands out in a very
announced her endorse-
schools and concrete
competitive three-way
ment of Don Reeves in
ideas about how to turn
race to fill the scat being
the contest for Ward 3
them right. They are
vacated by Erika
representative of the DC
quite simple: establish
Landberg. Mr. Reeves
Board of Education.
goals and timetables on
has the hands-on school
"Don is an articulate
everything from improv-
experience of opponent
advocate for children,"
ing student performance
Howard Grimmett and
Patterson said. "He has
to hiring and retaining
the enthusiasm and
a child attending a DC
better teachers to im-
savvy of challenger
school and is committed
proving school facilities
David Yassky. Ward 3
to holding administra-
to establishing school-
council member Kathy
tors accountable for
by-school budgets. How
Patterson recognizes that
potent combination and
what takes place in every
refreshing. An adjunct
school and classroom."
professor at Prince
has endorsed Mr.
"Of the three candi-
Georgc's Community
Reeves. He's a good
choice.
dates for the Ward 3
College. Mr. Reeves is
- October 31, 1996
position. Don holds
active at his daughter's
views closest to my own
elementary school and
WASHINGTON
on the critical need for a
has vowed to work
CityPaper
change in leadership of
closely with the D.C.
DC public schools,"
financial control board
Of the three, Reeves
Patterson said.
to create a school system
would be the best School
- October 17. 1996
which will educate chil-
Board member. He is
dren. The Times 18
aggressive, knowl-
pleased to endorse Don
edgable. and promises
Reeves.
he won't let home rule
- October 31, 1996
concerns delay or block
needed education re-
forms, as has often hap-
pened in the past.
- November 1, 1996
"No. 1" for Kids - No. 1 on the Ballot
TUESDAY, NOVEMBER 5, 1996
Paid for by Don Reeves for School Board, James May Treasurer, 1310 9th St., NW. Washington, DC
ID:
JUN 12'97
14:03 No. 009 P.08
DON REEVES FOR SCHOOL BOARD WARD 3
Deal Junior High School Ward 3 Candidates' Forum
October 21, 1996
1. WHAT ARE YOUR QUALIFICATIONS TO SERVE ON THE BOARD OF EDUCATION, WHY DO
YOU WANT THE JOB AND WHAT WOULD YOU DO TO IMPROVE OUR SCHOOLS?
MY QUALIFICATIONS
I am currently an Adjunct Professor of English at Prince George's Community College. My most recent and
relevant qualifications are as an involved parent at Murch Elementary school: elected parent representative to the Murch
school-based management team; room parent; HSA newsletter staff; and after-school program volunteer.
I am a graduate of New York City's High School of Music & Art. I have a BS from the School of Industrial &
Labor Relations at Cornell University and an MFA from its Graduate School of English. I have a JD from George
Washington University Law School. At Cornell, I was a substitute teacher in the Ithaca public schools, a Telluride
scholar and served as assistant editor of Cornell Alumni News. I am currently a member of the advisory board of
Cornell's Catherwood Library--a project to put user-friendly labor relations research on the Internet.
My other relevant experience includes:
Substitute teacher in the Ithaca public schools; U.S. Navy Personnel, Procurement and Contract Specialist; and
Labor Specialist for the District of Columbia Public Employee Relations Board.
WHY I WANT THE JOB OF WARD 3 SCHOOL BOARD MEMBER
As the only Ward 3 candidate who has a child enrolled in a D.C. public school, I have a vested interest in seeing
that the public schools are as good as they possibly can be. My second daughter will be enrolled in a D.C. public school
next fall. I will be involved in the D.C. public schools for the next fifteen years. I am frustrated with the way the school
system is being mismanaged and I want to bring my energy, my experience, and my expertise to the school board-the
body that has a duty to oversee the system.
I want to be on the Board of Education in order to: demand accountability of every single employee of DCPS,
from the Superintendent on down; insist that every DCPS employee performs his or her job to a minimum level of
competence or faces dismissal; stop the endless shifting of budget authority from one program to another; implement a
contract review process as part of the Board's oversight responsibility; demand that all Ward 3 schools have adequate
heat, are safe, and are free from water damage; work to see that all the systems' schools are brought into a state of good
repair; insist that a greater percentage of funds flow to the local schools and into the classrooms; vote against teacher
furloughs; demand a new teacher evaluation process that will remove incompetent teachers and reward truly outstanding
ones; see that instructional materials are updated and delivered to classrooms in a timely fashion; advocate the needs of
Ward 3 principals and PTAs; and organize parents and public school supporters from around the ward and from other
wards into a visible and vocal constituency demanding improved public education in the District of Columbia.
<<< over >>>
ID:
JUN 12'97 14:03 No.009 P.09
WHAT 1 WOULD DO TO IMPROVE THE SCHOOLS
First, I would establish a working relationship with each of my fellow Board members. The current Board has
been so ineffectual, in part, because it has been divided and deadlocked. I believe I have the skills and expertise to find
common ground and to build consensus on a common goal-in this case, improving public education--cven among
people who hold diverse views and opinions.
Next, 1 would encourage the Board to establish goals and timetables for the Superintendent and his top
administrators. I would propose the following items be characterized "top priority" and be produced by June 30, 1996:
Up-to-date performance standards for all DCPS jobs;
A scholastic and facilities master plan;
A teacher evaluation process that will remove unqualified teachers, identify teachers in need of support and
training, and reward outstanding teaching;
A school rating and intervention plan;
An accurate student enrollment count;
An accurate personnel audit;
An accurate and comprehensible budget.
Throughout my tenure, I will also advocate: higher curriculum standards, improvements in the delivery of special
education; an end to the "social promotion" of students; better in-service training and support of classroom teachers:
more administrative support for principals; and local school budgets for those schools prepared to engage in school-
based management. I am willing to advocate the abolition of the school board if it should continue to fail to exercise its
statutory oversight responsibilities.
2. WHAT I WOULD DO TO ENCOURAGE THE BEST TEACHERS TO APPLY FOR JOBS IN THE D.C.
PUBLIC SCHOOLS, AND HOW I WOULD RETAIN THEM, ONCE HIRED.
The starting pay for a teacher in the DCPS is the lowest in the metropolitan region. The working conditions here
are often among the toughest. I will advocate increasing the starting pay for teachers as part of an overhaul of the
teacher evaluation process. For years, the current teacher appraisal process (TAP) has resulted in 45% of DC teachers
receiving an "outstanding" rating and fewer than one or two percent being rated "inadequate." I will demand that the
administration design and implement a teacher rating system that will lead to the removal--not the transfer-of
incompetent teachers. I also favor a system that gives financial rewards to truly outstanding teachers and will propose
that we explore offering sabbaticals to teachers after fifteen or twenty years of service, as some other school systems
do. With an improved pay scale, job security and incentives tied to performance, and improved in-service training and
support for teachers, I think we could attract and retain the best new teachers to our school system.
3. THE SCHOOL SYSTEM IS AT A DESPERATE POINT. WE ALL AGREE THAT CHANGE IS
NEEDED NOW. THE KIND OF CHANGE I SUPPORT IS.
I favor immediate and comprehensive change. I have enumerated most of my specific suggestions for change in
answering the previous questions. In addition, as a Board member, I will demand that the Superintendent outline for the
public:
1. Exactly how $500 million is spent on education in the District of Columbia.
2. Exactly why the scholastic achievement of D.C. public school students is so poor; why it is declining: and a
detailed plan and timetable for improving student achievement.
3. Exactly what the Superintendent intends to do to assure that every employee of DCPS performs his or her job
to a minimally acceptable level of competence.
"Our kids deserve better
Reeves: A voice you can
JUN 12'97 14:04 No.009 P.10
DON REEVES
Trust- for change!
Parent, Educator, Consensus Builder
AGENDA FOR CHANGE
What others say about Don Reeves:
A Parent Who Cares: My wife of 16 years
The school board must act policy and provide
and I have a daughter in first grade at Murch
rigorous oversight to protect school children.
Elementary and a second child who will enter
Together, we must hold the Superintendent
"He is thoughtful, effective and is
Murch next fall. I am the only Ward 3
accountable to:
school board candidate who has a child in a
running simply so make the schools
DC public school. I know our problems and
Set school-by-scheol budgets
better. Yes can trust Doe to do the
possibilities first hand. I am the elected
Establish a scholastic and facilitica master
parent member of my school's restructuring
right things for Ward 3 and the
plan
team; s room parent; newsletter editor and
Design teacher evaluation system
school system." Robert Malahly, Latiguite
enrichment volunteer.
Prepare school rating system and
- (Serid 2, Heary n
intervention plan
An Educator and Manager With a Vision:
Require a program to guarantee the timely
-Den is truly committed to change.
I received from Cornell a BS in Industrial and
delivery of instructional materials
Labor Relations and an MFA in English, and
Ensure an accurate student carollment
He was a strong voice to help step
a JD from GW. I have U.S. Army expertise
count and personnel audit
the furleughs and school delays.
in contract management and auditing, I have
Require mbotitute teacher pools and
trught composition and literature at Cornell,
He brings people together." -
American and GW Universities, and PG and
kindergarten sides for each school
Truill, Junney parent a Janeslyn 9, Puter R
Northern Virginia Community Colleges.
Ensure budgeting procedures to prevent
any future teacher forlenghs
As Experienced Reformer: As a student, I
Advocate a central beard pregram to
"He is a consensus-bullder who will
led a school system-wide reform movement
ensure the rehabilitation and repair of all
in New York City. Random House published
DC school buildings
advance the interests of every
ID:
my account of these efforts in dealing with an
Implement a contract review process "
child." Barbors Security member Goods 2000
entrenched bureaucracy in 1971. My articles
part of the school board's oversight
1
have appeared in the New York Times and
responsibility
Newsweek.
Develop procedures to casure School
Board appointments by skill and
"My dad wants to work with a let
Special Skills: I have served as a labor
expertise and not patronage
of other people to make our schools
specialist for the District of Columbia Public
Advecate the needs of Ward 3 principals
better." Rechel Revers 6-Mai grade
Employee Relations Board; a contract
and PTAs
specialist trained in personnel classification,
Establish a stronger communication
procurement and contracting procedures and
network between Ward 3 schools to casure
management of defense acquisition contracts
rapid response to our concerns
with the Department of Navy; and litigator
for Merrill Lvnch, Pierce, Fenner and Smith,
Inc., befor
Tew York Stock Exchange
ID:
JUN 12'97 13:59 No. 009 P.02
Biographical Statement
Wilma R. Harvey
President and Ward One Representative
D.C. Board of Education
Wilma R. Harvey has been an instructor and educator for over twenty years,
devoted and committed to public education for the better part of her adult lifel Ms.
Harvey has developed an extensive background in Public Education with direct
experience as an instructor, administrator, program developer and director at the
primary and secondary school levels as well as the collegiate level. Also, in the
course of furthering her education and skills, she has been employed in school
systems in Tennessee, Detroit and New York. Ms. Harvey worked as Special
Assistant to Edna Frazier-Cromwell from 1983 until her appointment as the Ward
One Representative to the D.C. Board of Education. Since 1986, Ms. Harvey has
worked extensively throughout Ward One on education issues and other critical
issues facing the community.
Ms. Harvey's philosophy for quality education is that all elements of the
community that are directly or indirectly affected by the quality and substance of
education must be involved in the process of ensuring its excellence. In keeping
with that creed, she has actively sought to involve parents, students and the broader
community in education and education-related issues for much of her time as an
educator. While not always an easy task, the results of these efforts have shown that
part of any successful education program or philosophy must reflect and be a
product of community interaction and participation. To that extent, much of her
tenure as Special Assistant to the Ward One Office and now as Board Member and
former Vice President of the Board has consisted of development and/or
participation in creative efforts designed to involve the Ward One Community.
Ms. Harvey has completed all of the necessary requirements including
acceptance of her dissertation for a Ph.D. in History and Cultural Anthropology
from the State University of New York at Stony Brook. She also holds a Masters
Degree in History and Secondary School Administration and a Bachelor of Arts
Degree in History and Secondary School Education from Tennessee State
University. In addition to being an instructor for over 11 years beginning in 1967,
Ms. Harvey was an administrator and management analyst with the Federal
Government, a consultant to the Office of Education of the Department of Health,
Education and Welfare's Bureau of Higher and Continuing Education as well as an
educational and administrative consultant for the Women's Missionary Society of
the A.M.E. Church. During the course of her studies and job responsibilities, Ms
Harvey has acquired much experience as an administrator and developer of
educational programs having had supervisory, budgetary and planning
responsibilities on a school-wide and a system-wide basis. Currently, Ms. Harvey
works as an Independent Consultant as well as the National Director of Logistical
ID:
JUN 12'97 14:00 No.009 P.03
Harvey Bio Sketch
Page 2
Operations and Management for the National Council of Negro Women in
addition to her serving as President of the D.C. Board of Education.
Ms. Harvey brings over 25 years of experience as a community organizer and
leader to the Board of Education which intersects with her philosophy of
community involvement in the overall formula for quality education. This
activism has led to involvement in a broad array of education and community
issues. She functions chiefly as community liaison to the Ward One office,
attending community meetings, visiting schools and attending PTA meeting
regularly, providing technical assistance to the principals and other staff throughout
the Ward as well as to the Ward One Council on Education. Additionally, she
assists in the developing and monitoring of general policies and rules relating to
goals and objectives and the overall operations of the District of Columbia Public
School System.
As a Ward One resident and partly as a function of her employment
responsibilities, Ms. Harvey has participated in many activities in support of public
education in Ward One and elsewhere. She has been a member of the Ward One
Council on Education since 1982, as well as precinct Captain and member of the
Executive Board of the Ward One Democrats. As a member of the Third District
Citizens Advisory Council, she contributed to the effort to protect schools from
illegal drug activities. Ms. Harvey is also a member of the Shaw/Coalition
Redevelopment Corporation, the Adams-Morgan Community Development
Corporation, Alpha Kappa Alpha Sorority and Metropolitan A. M. E. Church.
Page 13
4TH STORY of Level 1 printed in FULL format.
Copyright 1996 The New York Times Company
The New York Times
January 7, 1996, Sunday, Late Edition - Final
SECTION: Section 1; Page 31; Column 1; Style Desk
LENGTH: 630 words
HEADLINE: Consummate Host (The Guests Matter)
BYLINE: By KAREN DE WITT
DATELINE: WASHINGTON
BODY:
DEREK McGINTY is a study in grays, charcoal grays to be exact: gray polo
sweater, dark gray pants, gray beard peeking through dark brown skin even at 10
o'clock on a Thursday morning.
But there is nothing gray about Mr. McGinty's "Derek McGinty Show" on public
radio, one of the liveliest, most sought-after venues to promote books -- and
points of view -- in the capital.
Mr. McGinty is the host of a two-hour, five-day-a-week show on WAMU-FM that
presents an eclectic mix of guests ranging from the political and theatrical to
the downright irreverent. They have included Vice President Al Gore and House
Speaker Newt Gingrich, the rap performer Ice-T, the musician Wynton Marsalis and
the actors Stockard Channing and Leslie Nielsen. "Derek really studies," said
Marcus D. Rosenbaum, an editor and writer and former producer of "Talk of the
Nation" on National Public Radio. "He works really hard. He's personable and
smart and interested in other people's ideas."
"He was very well prepared," said Michele Slung, a writer, editor and
anthologist, who was a recent guest on the show. "At the same time, he was in no
way a person seeking controversy. The show is not about Derek McGinty. It's
about the guests."
When he is not interviewing an author or a politician, Mr. McGinty opens the
microphone to callers to his show, which runs from noon until 2 P.M. His aim, he
said, is dispensing information and talking, both seriously and lightheartedly,
about things that interest his listeners and relate to their lives.
"There has to be a good back and forth," said Mr. McGinty, 36, who planned to
be a print journalist when he attended American University in the early 1980's.
"Someone told me I sounded better than I wrote, so here I am." Before joining
WAMU in 1991, Mr. McGinty worked for WHUR-FM at Howard University as host of
"The Daily Drum." Before that he worked for United Press International and as
news editor at radio station WTOP-AM in Washington.
Mr. McGinty, a native Washingtonian who now lives in Silver Spring, Md., says
he enjoys his work.
Page 14
The New York Times, January 7, 1996
"I pick out the ideas that intrigue me, that I can connect with, he said.
"What I aim for is having a real good conversation."
He writes out a list of questions before each interview, but if he finds
himself looking at the list, he knows the interview is falling apart, he said.
Mr. McGinty says he is not as intrigued by politicians as the hosts of some
other shows are, largely because he says politicians are never going to give him
and his audience all the facts on a political event.
"They're politicians," he said with a shrug. "I want to have substantive
conversation, and you're not going to get too much of that from a politician. No
politician is going to say, 'Yes, Derek, I did a really dumb thing there.
"
One politician Mr. McGinty hasn't been able to get on his show is
Representative James T. Walsh, Republican of Syracuse, who is the chairman of
the subcommittee on appropriations for the District of Columbia.
Arthur A. Jutton, an administrative assistant to Mr. Walsh, said the only
reason the Congressman had not appeared on the show was "conflict in schedule."
"The show is on Friday, and the two times he was asked, the House adjourned
on Thursday and he went home to deal with constituents' needs," Mr. Jutton said.
Nat Hentoff, the media critic for The Village Voice, once suggested in a
column that Mr. McGinty's show should be national because "his questions get to
the root of controversy, and callers know he wants to hear what they say rather
than revel in how nastily he can dismiss them."
But for now, Mr. McGinty is satisfied with his show and the exposure he gets
during the on-line chats he conducts for the Discovery Channel each Thursday
from 7 to 8 P.M.
GRAPHIC: Photo: Derek McGinty may wear a lot of gray, but his radio show is
lively. (David Scull/The New York Times) (pg. 34)
LANGUAGE: ENGLISH
LOAD-DATE: January 7, 1996
Clinton Presidential Records
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marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
6/16/97: WASHINGTON
INTERFAITH NETWORK FESTIVAL
Divider Title:
June 16, 1997
WASHINGTON INTERFAITH NETWORK FESTIVAL
DATE:
June 17, 1997
TIME:
4:00 p.m.- 5:00 p.m.
LOCATION:
J.O. Wilson Elementary School
Washington, D.C.
FROM:
Brenda Costello and Rebecca May
I.
PURPOSE
To make remarks at the year-end celebration of the WIN After-School Program and
highlight, with Secretary Riley, the Department of Education's report on Community
Learning Centers.
II.
BACKGROUND
You will deliver remarks during W.I.N.'s year-end Festival program at J.O. Wilson
Elementary School on Tuesday afternoon. The Festival, designed to highlight the
success of the After-School project, will include displays of student projects and a
program with performances by students and remarks from several people involved
with WIN, including Secretary Riley. As you recall, you appeared at the WIN founding
celebration in May of 1996 and attended a meeting at the White House on the
development of the after-school program in October 1996 (Remarks are attached).
After-School Program
The After-School Program at J.O. Wilson is part of the Youth and Education initiative
by the Washington Interfaith Network which aims to establish 10 after-school programs
by the year 2000. All of the participants in the After-School Program are students at J.O.
Wilson Elementary School. The many activities include tutoring, computer skills, a
chess club, the creation of a scrapbook, sports teams, a choir, and seminars on job skills
for parents; you will see exhibitions on the various activities during your visit. The
Wilson program began in January of this year. WIN hopes to expand the program to
two other public schools in the fall of 1998 and a third in January 1998. The $150,000 in
funding for this first year of the J.O. Wilson Program was provided by the Fannie Mae
Foundation. As you may recall, Lisa Williams, a representative from the Fannie Mae
foundation, attended the WIN White House meeting last October. WIN is currently
seeking funding sources for next year's efforts.
Washington Interfaith Network (WIN)
The Washington Interfaith Network is an affiliate of the Industrial Areas Foundation, a
national organization which seeks to create multi-racial, economically diverse
organizations in communities. WIN attempts to improve the quality of life, particularly
in four areas: youth and education, housing, crime safety, and welfare reform and
living wage jobs.
Youth and Education efforts have focused on the implementation of the after-school
program at J.O. Wilson and the expansion of this program to other DC schools.
Housing initiatives include a commitment to building 1,000 new, owner-occupied,
single family townhouses for working families. WIN has already lined up 2.5 million in
private construction financing from the Episcopalian, Roman Catholic, United
Methodist, and Lutheran denominations. Crime Safety efforts include the
implementation of community policing in selected neighborhoods throughout the city.
The first program is underway in Brookland. Welfare Reform and Living Wage Jobs
will be researched by a team currently being formed.
WIN's core budget, raised separately from donations ear-marked for specific programs
like Wilson, is funded by member dues, denominational funds, and foundation grants.
Report on Community Learning Centers
The Department of Education has just completed a report on keeping schools open after
school hours as community and activity centers. The report, "Keeping Schools Open as
Community Learning Centers: Extending Learning in a Safe, Drug-Free Environment
Before and After School" is primarily a 'How To' guide for communities on how to
organize a community learning center at their school. (An Executive Summary and full
report are attached.)
Secretary Riley has been invited to participate in tomorrow's event in order to
announce this report. The report has not yet been released and Tuesday's Win event
provides a ideal setting in which to make the report available to the public.
On Monday, the Department of Education began a three-day conference on Safe and
Drug-Free Schools bringing together policy makers and local and state education
agency coordinators involved in safe and drug-free programs around the country to
share information about best practices and highlight model programs. Vice President
Gore and General McCaffrey spoke at the conference this morning, and Secretary Riley
is scheduled to speak Wednesday morning. Panel discussion during the conference will
address after-school programs.
J.O. Wilson Elementary School
Twenty-five percent of the students at J.O. Wilson Elementary participate in the WIN
After-School Program. Wilson has an optional uniform dress code and is a wireless
Internet school, one of the first in the country. With pocket-size telephones, wireless
modems and computers, the school is able to not only access the Internet, but also
connect teachers, parents, and students with ease. The program is part of the ClassLink
initiative from the Cellular Telecommunications Industry Association (CITA). In
February of 1995, House Speaker Newt Gingrich addressed CITA's annual convention
and challenged them to equip public schools. Gingrich visited Wilson Elementary to
tour the mobile cellular technology in the spring of 1995.
Format
Tuesday's event is comprised of three components: the After-School display area, a
meet and greet with sports teams, and a speaking program. You will first tour the
display area which showcases the activities in which the children participate. Secretary
Riley, Erma Fields, Carol Wheeler, and Reverend Joseph Daniels will accompany you
on your tour and students, parents, and teachers will be on hand to explain the various
displays. As you recall, Reverend Daniels was present at the Annual Founding Rally
and both he and Carol Wheeler were present at the October White House meeting.
After the tour, you will take a group photo with uniformed members of the after-school
sports teams. You will then join about 300 parents, teachers, pastors from WIN
congregations, neighborhood volunteers, and representatives of many organizations
which have contributed to the effort for the speaking program. After brief remarks
from Erma Fields, Carol Wheeler, and Reverend Daniels, you will speak and introduce
Secretary Riley. Secretary Riley will announce the Department of Education's report
on Community Learning Centers. The program will conclude with a dance
presentation and a poetry reading, following which you will depart.
III.
PARTICIPANTS
--Tour of School Display Area and Photograph with Sports Teams
-The First Lady
-Secretary Riley
-Erma Fields, Principal, J.O. Wilson Elementary School
-Carol Wheeler, WIN and Dumbarton UMC
-Reverend Joseph Daniels, Emory United Methodist Church and Co-Chair of
WIN's Youth and Education Committee
--Festival Program
-The First Lady
-Secretary Riley
-Erma Fields, Principal, J.O. Wilson Elementary School
-Carol Wheeler, WIN and Dumbarton United Methodist Church
-Reverend Joseph Daniels, Emory United Methodist Church and Co-Chair of
WIN's Youth and Education Committee
IV.
SEQUENCE OF EVENTS
The First Lady and Secretary Riley view exhibits of after-school activities.
The First Lady and Secretary Riley pose for a group photo with the uniformed
members of the after-school sports teams.
The First Lady, accompanied by Erma Fields, Carol Wheeler, and Secretary Riley,
proceeds to the stage.
The First Lady proceeds to her chair.
NOTE: The First Lady is seated next to Secretary Riley and Erma Fields.
The Choir performs a song.
Erma Fields delivers brief remarks and introduces Carol Wheeler, Washington
Interfaith Network.
Carol Wheeler, Washington Interfaith Network, delivers brief remarks and
introduces Rev. Joseph Daniels.
Rev. Joseph Daniels, Washington Interfaith Network, delivers brief remarks and
introduces the First Lady.
The First Lady delivers remarks and introduces Secretary Richard Riley.
Secretary Riley delivers remarks.
Upon conclusion of remarks, The First Lady, accompanied by Erma Fields, Carol
Wheeler, Washington Interfaith Network, Rev. Joseph Daniels and Secretary
Riley, proceeds to the front row of the auditorium.
First and second grade students perform an African Dancing and Drum musical
piece.
Students, TBD, read poems.
Upon conclusion of the poetry reading, the First Lady departs.
V.
PRESS
Open press.
V.
REMARKS
To be provided by June Shih.
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republished without the express written consent of The Associated Press.
June 17, 1997, Tuesday, AM cycle
SECTION: Washington Dateline
LENGTH: 296 words
HEADLINE: When school's over, children can 'imaginate'
DATELINE: WASHINGTON
BODY:
The children showed first lady Hillary Rodham Clinton on Tuesday all the things they do when
classes close for the day at J.O. Wilson Elementary School and they stay on to study, play chess, hear
stories, and just "imaginate."
The first lady in turn urged charitable foundations and corporations to help pay for a system of
safe-haven learning centers to keep many more kids off the streets and occupied in after-class hours.
"The hours between three and six in the afternoon are the hours that are most dangerous for our
children," Mrs. Clinton told an audience of pupils, parents, teachers and guests in the auditorium of the
inner-city school.
"That is when they are most likely to be victimized and get into trouble themselves," she said.
Describing her tour of the center she said: "I saw eager, enthusiastic young people willing to tell me in
great detail what they had been doing. There is a chance to study, write a book, act a play, help a
younger child learn to read."
At one table a youngster told Mrs. Clinton about his art work and the book he had written about an
adventurous although imaginary trip. He and other children had bright yellow caps with the word
"imaginate" printed on them.
"We did a collage and shaped it like a fish," he said.
The center is part of a project launched by the Washington Interfaith Network with the aim of
establishing 10 after-school programs in city schools over the next several years. The Fannie Mae
Foundation provided a $ 150,000 grant to finance the effort at J.O. Wilson.
Education Secretary Richard Riley said his department has produced a free step-by-step handbook to
provide a model for other schools wishing to establish similar after-school programs.
It is available by calling 1-800-USA-LEARN.
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Copyright 1997 The Washington Post
The Washington Post
View Related Topics
June 18, 1997, Wednesday, Final Edition
SECTION: STYLE; Pg. D02
LENGTH: 1061 words
HEADLINE: A Class That Can't Be Beat; African Drumming Program Has Kids on Their Feet
BYLINE: Nicole Lewis, Special to The Washington Post
BODY:
The bright sunshine outside the J.O. Wilson Elementary School in Northeast Washington is feeble
competition for the 30 or so first- and second-graders who fill the music room inside. Eyeing the large
West African drum in the middle of the floor, the kids laugh and poke each other instead of listening to
directions from their artist-instructors, Sylvia Soumah and Mahiri Edwards.
Slightly exasperated, Soumah (Mama Sylvia to the students) calls out questioningly: "Ago?"
Instantly the children snap to attention. "Imay!" they answer, not quite in unison.
"Ago?" Sylvia calls out again, loudly.
"Imay!" the children reply joyfully, all together now.
Roughly translated, ago and imay mean "ready now?" and "all set" in Swahili.
The students are gathered for the Friday afternoon African drumming and dance class that's part of
Wilson's After-School Program. The first half of the year-long program, which includes photography
lessons, writing classes and field trips, ended yesterday with a flourish -- a performance attended by first
lady Hillary Rodham Clinton and D.C. schools Chief Executive Gen. Julius Becton.
At the earlier regular session, Edwards -- known as "Baba Mahiri" to the students starts to beat the big
drum and the tangle of barefooted children quickly form a circle. Soumah touches each head lightly as a
sign to sit, and then asks the group to name African countries.
"Kenya," offers one boy.
Another yells out, "South Africa!"
"Somalia?" queries a third child.
The rest giggle or offer blank stares. Undeterred by the lukewarm response, Soumah gives the group a
homework assignment: They are to ask their parents where their ancestors were born and to report back
the following week. The children nod, and then the real fun begins. For the next hour and a half, they
sing songs about Africa, march in place to the mesmerizing drumbeat, dance individually in the center of
the circle and show off their cartwheel prowess. Edwards picks a few children to demonstrate the
taritibu, or African boot dance. Considering that the kids first saw the steps three weeks ago, they
perform admirably. "Did I wear you out?" Soumah asks one boy as he puts on his shoes to leave at the
end of the class. "Yes," he responds, a big grin covering his face.
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The five-day-a-week after-school program comes to Wilson courtesy of a partnership between the
Washington Interfaith Network (WIN) and Inner City-Inner Child (IC-IC), the outreach program of
Dumbarton Concerts, a classical music series based in Georgetown's Dumbarton Church. Fannie Mae
provided a $ 150,000 grant to cover costs.
Principal Erma Fields lobbied WIN for Wilson's pilot-school status. "She has a real vision of Wilson
being a community anchor," said Carol Wheeler, a WIN member who interviewed Wilson parents and
teachers to find out what they wanted to get from the program. By 2000, WIN hopes to have 10 similar
programs in place at schools throughout the District, but for now the focus is on extending Wilson's
funding past one year.
Dumbarton Concerts Executive Director Constance Zimmer selected Soumah and Edwards for the
Wilson program because she felt they treated the children with respect.
The pair seem to have a flexible, roll-with-the-punches attitude toward their charges. When a toddler
wanted to join in the taritibu dance, Edwards let her wander among the lines of students, challenging
them to pay attention to the steps, rather than to the gurgling child.
Soumah dances professionally with her own company, Nanfoule (which means "freedom" in
Mandingue, the dialect of Guinea) and co-directs a children's company, the Kono Youth Ensemble. She
decided to become a dancer after working with Washington's Dance Place co-founder and artistic
director Carla Perlo in a similar outreach program when Soumah was a child in Cincinnati. Soumah
eventually moved to Washington to dance with Perlo at Dance Place, where she continues to teach and
perform. She is thinking about going back to school at Howard University to obtain a degree in early
childhood education with a minor in dance.
Combining the qualities of a mom and a drill sergeant, Soumah exhorts the children: "Work with me.
You've got to have muscles." She makes sure to compliment those who behave well, and the kids seem
to respond. Johanna Walker, 8, said of her teacher: "She's fun 'cause she likes to teach you dances and
stuff." Another aspiring dancer, Irving Phillips, 7, said, "I love everything that we do."
Soumah and co-instructor Edwards share IC-IC's goal of putting the arts back into the school
curriculum. They emphasize the need for dialogue between parents and children and their ancestor
homework assignment is meant to initiate such a dialogue. Participation in the after-school program is
free to Wilson students, but parents are asked to donate one hour to the school a week. Zimmer says she
and her partners are trying to establish a pattern of parental involvement, so if funding dries up, parents
might choose to continue the program themselves.
Edwards, whose mother sent him to a school that taught West African drumming when he was a kid,
picks the first round of drummers during rehearsal for the end-of-school performance. He is a tough
teacher, ordering the kids to first master the rhythm with their voices and then asking everyone to
demonstrate drumming skills individually.
When the kids can't keep their hands off the drums, Edwards says sharply, "The only way you're going
to learn is to listen."
And when one little boy can't quite seem to master the rhythm and his peers laugh at him, Edwards tells
the students: "If you can walk, you can dance. If you can talk, you can play a rhythm."
His stern words seem not to discourage them all hands shoot up, as eager kids vie to be the next to try
the drums.
At the afternoon's end, they gather in a circle and Soumah has them move to Edwards's drumbeat. She
invites a boy who is wearing his good-behavior smiley face stickers as earrings to dance by himself in
the center of the circle, but he shies away. Another boy gladly takes his place. Then a few girls show off
their stuff.
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Moments later, the first boy overcomes his reluctance and jumps back into the middle, bouncing happily
to the invigorating drum. Smiling, Soumah calls out to him, "Let me see you dance!"
GRAPHIC: Photo, dudley m. brooks, At Wilson Elementary School in the District, Dennis Scott beats
out a song as Tamiesha Chase studies his technique. Sylvia Soumah leads an African dance class for
children at J.O. Wilson Elementary School in the District. (Photo ran in an earlier edition)
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6/19/1997: Summerbridge
PROGRAM DISCUSSION
Divider Title:
June 19, 1997
SUMMERBRIDGE PROGRAM DISCUSSION
DATE:
June 19, 1997
TIME:
1:30 p.m.- 3:00 p.m.
LOCATION:
Kent Denver School
Englewood, CO
FROM:
Brenda Costello
I.
PURPOSE
To visit the Denver Summerbridge Program and participate in a discussion with
students, teachers, and parents highlighting the importance of mentoring and education
initiatives like Summerbridge.
II.
BACKGROUND
On Friday afternoon you will visit the Summerbridge program at the Kent Denver
school just outside Denver. Bea Roemer, the First Lady of Colorado, and Wilma Webb,
the First Lady of Denver, will join you in a visit to this special summer school program
which will officially open on Monday.
Summerbridge National
Denver is one of 35 Summerbridge sites nationwide, including the Washington D.C. site
at Sidwell Friends. Summerbridge was founded at San Francisco's University High
School in 1978. The Summerbridge National program is a year round mentoring
program for middle school students, primarily from low-income families, that is taught
by college and high school students. The program has two components, a summer
school program and a school-year mentoring program. With the summer school and
year-round mentoring, Summerbridge tries to meet its two-fold mission. The program
is designed to both prepare public middle school students to enter and succeed in
college preparatory programs and at the same time train a group of high school and
college students to become better leaders and professional educators through this
teaching experience.
Denver Summerbridge
The Summerbridge program was piloted in 1995 with 46 students. Although originally
intended to be a two year program for students after 6th and 7th grade, some rising 9th
graders will return for a third year at their own request. The six-week long Summer
School takes place on the Kent Denver School campus and the School Year program,
two afternoons a week, is held at at a local public school.
In addition to Kent Denver School's generous loan of their facilities and administrative
support to Summerbridge, many individuals, corporations, and local foundations help
make Summerbridge possible. In both 1996 and 1997, Summerbridge received a $20,000
Safe City Grant. City funds make possible $1 million in Safe City Grants every year.
The grants are allocated by a citizen task-force every year and distributed to a variety of
programs designed to help reduce teen violence. Additional public support comes in
the form of transportation and food. Three-quarters of the cost of busing the students
to Kent for the Summer School is donated by the Denver Public Schools, and money for
meals is provided by the Summer Food Service for Children through the Department of
Agriculture.
There are approximately 100 students in the Summerbridge Program. Summerbridge
publicizes the program at local public schools; however, students apply voluntarily on
their own initiative. Students who wish to participate must sign a contract to attend the
program for two full years. Eleven of the students this summer are returning for their
third year, 40 for their second year, and 50 are entering the program for the first time.
The student body is approximately 40% Hispanic, 33% African-American, 16% white,
6% Asian, and 5% Native American with a 2 to 3 male to female ratio. Approximately
2/3 of students' families qualify for federal assistance.
Summer School
The attitude at the Summer School is well expressed by the school creed, written by two
of the high school students who taught at Summerbridge during its first year. This
creed is used to open the summer session and is posted on a banner at the school which
all the students have signed. At Friday's event, you will sign this banner:
We are Summerbridge and we commit ourselves to hard work,
dedication, respect, fun and most of all, to excellence in learning.
The Summer School meets five days a week from 8:30 a.m. -3:30 p.m. on the campus of
the Kent Denver School and students are expected to complete from 1.5-2 hours of
homework each night. English and math classes, hands-on labs and various history
classes are designed to encourage middle-school students to learn and allow them to
enrich their education. In keeping with Summerbridge's emphasis on multi-culturism,
African American and Chicano history classes are also a part of the curriculum.
Summerbridge sites statistics that the program works. Over the course of last year's
summer school, average reading scores improved 1.5 grade levels. The summer school
also addresses issues such as violence in order to help prevent these middle-school
children from making poor decisions. Every day the school joins together for an upbeat
All School Meeting, similar to the event you will attend on Friday. The program is free
for students and meals and transportation are provided.
All of the teachers are high school or college students who have undergone a two-week
teacher training course before the Summer School starts. Three professional educators
serve as Deans for the Summer School and a fourth serves as the program's director. Of
the 31 teachers, 18 are in high-school and 13 are in college. The teachers receive a
modest stipend to help cover living expenses. The program tries to use teachers from
the Denver area who will be able to continue to work with the middle-school students
during the School Year program. The racial make-up of the teachers is approximately
25% Hispanic, 25% African American, 3% Asian, 3% Native American and 44% white.
Denver Summerbridge hopes that by 1997 the faculty will better reflect the diversity of
the student body.
The School Year Program
The School Year Program is designed to continue the relationships teachers and
students form over the summer. For two hours twice a week, participants meet at West
High School, a location closer to the children's homes. Summerbridge also hosts special
events throughout the year such as Career Day, where students go to work with
professionals in the community and College Day at the University of Colorado,
designed to familiarize students with the college admissions process. Many of the
mentors and teachers during the School Year Program also work at the Summer School.
Corporation for National Service
There are no AmeriCorps members working at the Denver Summerbridge program;
however, the Denver program has applied for 15 AmeriCorps positions for next year (a
decision is expected in late June or early July). Presently, 113 AmeriCorps members
work at 16 Summerbridge sites nationally. For FY 1996, AmeriCoprs gave
Summerbridge National $427,875, in FY 1995, $471,477, and in FY 1994, $490,200. Many
Summerbridge sites besides Denver also benefit from Learn & Serve Funds. The Learn
& Serve Program has provided $451,900 in funding since 1994.
Kent Denver School
Summerbridge is an adjunct program at the Kent Denver School. All funding is raised
and managed separately from school funds. The Kent Denver School is a coeducational
school for grades 6-12 which receives no government funding. Secretary of State
Madeline Albright, an alumna, of what was then the Kent School for Girls, visited the
school in May. The current school was formed from the merger of Kent School for Girls
and Denver Country Day School for Boys in 1974, although the school cites 1922, the
date the girls' school was started, and has celebrated its 75th anniversary this year. In
addition to its community commitment through the Summerbridge program, the school
requires all of its students to complete community service. The student body is evenly
split between males and females and 11% of students are non-white.
Format
You will arrive at a classroom at the Kent School with Wilma Webb, First Lady of
Denver, and Bea Romer, First Lady of Colorado. Ben Valore-Caplan, Director of
Denver Summerbridge, will give an overview of the Summerbridge program and then
you will briefly discuss the program with three teachers, three students, and a
Summerbridge parent. Following this meeting you will proceed to the auditorium for
the discussion.
You will be seated next to students on the stage and four students will deliver
presentations for an audience of approximately 235 students, teachers, parents, and
guests. Bea Romer has invited several administrators from Stanley British Primary
School, which Mrs. Romer co-founded 25 years ago. Two teachers will make
presentations and then an open discussion will be facilitated by Ben Valore-Caplan.
After the discussion, you will be invited to sign the Summerbridge Creed (see
explanation above) and will be presented with a Summerbridge jacket. After the
signing, you will depart.
III.
PARTICIPANTS
Meet & Greet in Classroom
-The First Lady
-Bea Romer, First Lady of Colorado
-Wilma Webb, First Lady of Denver
-Ben Valore-Caplan, Director, Denver Summerbridge
-Kisha Small, Summerbridge teacher
-Chris Gibbons, Summerbridge teacher
-Rachael Bibby, Summerbridge teacher
-Balvino Martinez Chaves, Summerbridge parent
-Nina Alexander, Summerbridge student
-Leah Groder, Summerbridge student
-John Silva, Summerbridge student
Discussion in Auditorium
-The First Lady
-Bea Romer, First Lady of Colorado
-Ben Valore-Caplan, Director of Denver Summerbridge
-Kisha Small, Summerbridge teacher
-Chris Gibbons, Summerbridge teacher
-Alex Gordon, Summerbridge teacher
-Daniel Kos, Summerbridge teacher
-Christopher Clemons, Summerbridge teacher
-Melissa Jeria, Summerbridge teacher
-Kyle Bobrick, Summerbridge student
-Hector Salsana, Summerbridge student
-Perry Ligrani, Summerbridge student
-Michael Benko, Summerbridge student
-Jeffrey Johnson, Summerbridge student
-Delijah Shead, Summerbridge student
-Naamone Dishmon, Summerbridge student-presenting jacket
-Karen Kimble, Summerbridge student-presenting jacket
-Saul Martinez, Summerbridge student-presenting jacket
IV.
SEQUENCE OF EVENTS
--Meet & Greet in Classroom
The First Lady, accompanied by Wilma Webb and Bea Romer will enter Classroom 6.
Ben Caplan will deliver overview of the Summerbridge program.
The First Lady will have an opportunity to briefly discuss the program with students,
teachers and parents.
NOTE: Upon conclusion, The First Lady will proceed to hold to allow the meet and
greet participants to proceed to the auditorium.
--Discussion in Auditorium
The First Lady, accompanied by Bea Romer and Wilma Webb, proceeds down the
middle aisle from the rear of the auditorium to the stage.
The First Lady proceeds to seat center stage.
NOTE: The First Lady is seated next to Armardo (A.J.) Escobedo and Jamie Brown, both
eighth graders in their second year at the Denver Summerbridge program.
The theme of the presentations will be "Giving Back".
Four students delivers presentations.
-A Rap Song
-A Poem
-An Explanation of the Story of Zeus
-A Science Experiment
Two teachers deliver presentations.
Ben Valore-Caplan facilitates an open discussion.
Upon conclusion of the discussion, the Summerbridge Creed is recited:
"We are Summerbridge and we commit ourselves to hard work, dedication, respect, fun
and most of all to excellence in learning."
Upon conclusion of the Creed, The First Lady is invited to sign the Summerbridge
Creed and is presented with a Summerbridge jacket stage left.
Upon conclusion of the signing, the First Lady exits stage left and works front row left
to right and proceeds up the stairs to the rear of the auditorium.
V.
PRESS
--Meet & Greet in classroom:
Closed Press.
--Discussion in Auditorium
Open Press.
VI. REMARKS
No formal remarks are necessary.
JUN-19-1997 11:49
MAYOR WEBBS OFFICE
3036403652 P.02
THE HONORABLE WILMA J. WEBB
WILMA J. WEBB, FIRST LADY OF DENVER AND FORMER COLORADO STATE
REPRESENTATIVE, is a respected public leader who has served the people of Colorado for
over the past 20 years with distinction. Her accomplishments are wide spread, meaningful, and
significant to people. As First Lady of Denver, she is bringing about a renewed awareness to the
value of the Arts to the human development of people, speaking out on the need to eradicate drug
abuse and focusing upon strengthening families and youth in America. As a former Colorado
State Representative who served for 13 years as a member of the Colorado House of
Representatives, time after time, she successfully sponsored strong legislation which was adopted
by the Colorado General Assembly. Her impressive record is notable.
As the first minority woman of the Colorado Joint Budget Committee, the State's most powerful
six-member committee, she participated in writing Colorado's $4 billion budget, influencing
long-lasting and impacting financial policy and decisions for Colorado's 20 Departments of
Government. Laws which have been enacted due to her outstanding leadership and sponsorship
include a range of governmental policies which are beneficial to citizens from all walks of life.
Laws which are part of her impressive record provide for enactment of the first and only
Comprehensive Anti-Drug Abuse Program in Colorado; Elderly Frail People to Receive Care At
Home As Opposed to Nursing Home Placement; Authorizing Subpoena Power to the Colorado
Civil Rights Division; Martin Luther King Day; State-Chartered Savings and Loan Financial
Institutions to Carry FSLIC Insurance; The Improvement of Living Conditions for Troubled
Youth; Fair and Equal Compensation for People Who Serve on Boards and Commissions;
Ensuring Equal Retirement Benefits for Retired Judges. She also carried legislation to provide
for Compulsory Full-Day Kindergarten, School Drop-out Prevention, assistance to children and
families, the poor, the homeless, and the elderly, equal civil rights for all people, divestment of
Colorado Investments in South Africa, easier access to voter participation, business opportunity
incentives and support for the arts. During her tenure as one of the most distinguished members
of the Colorado House, she also carried successfully numerous resolutions, tributes, and
memorials for worthy causes and notable individuals.
As First Lady of Denver and as a former veteran member of the Colorado General Assembly, she
is established as a leader, serving on numerous private and governmental boards and
commissions, nationally, statewide, and locally. She is the honoree of several hundred national
and statewide commendations.
She is a world traveler having journeyed to Canada, China, England, Ethiopia, Germany, Hong
Kong, Israel, Jamaica, Japan, Mexico, the Netherlands and Taiwan on tours of goodwill, business
and diplomacy.
She resides in Denver with her husband, Mayor Wellington E. Webb and is the mother of four
young adults: Keith, Anthony, Stephanie, and Allen. A Denver native who graduated from the
Denver Public Schools and attended the University of Colorado at Denver, she is an alumna of
the Harvard University John F. Kennedy School of Government, and also holds an honorary
doctorate from the Colorado Institute of Art. She is also a member of Delta Sigma Theta
Sorority, Incorporated; the Links, Incorporated; and is a member of Zion Baptist Church.
TOTAL P.02
6-19-1997 10 34AM
FROM
P.2
STATE OF COLORADO
EXECUTIVE CHAMBERS
136 State Capitol
PERFORM COLORADO
Denver, Colorado 80203-1792
Phone (303) 866-2471
1876
Roy Romer
Governor
BEA ROMER
First Lady of Colorado
Colorado's first lady, Bea Romer, is an early childhood and family life educator. She
is also a leader in First Impressions, the Governor's initiative on families and
children.
Mrs. Romer is a recognized leader in the field of family and children's issues both
locally and nationally. As chairperson of the Colorado Initiative for Family
Learning, Mrs. Romer has taken the lead in making family literacy a priority for
Colorado. Most recently, Mrs. Romer has been involved in the development of
Bright Beginnings, a non-governmental initiative to help communities organize
support for new families. Bright Beginnings is co-chaired by Gov. Romer and Brad
Butler, the former chairman of the board at Procter and Gamble. The initiative seeks
to help make Colorado the best place to raise a child by providing "Warm Welcome"
home visits to new parents, universal health care and quality and affordable child
care for all children.
On a national level, Mrs. Romer is a member-at-large on the governing board of the
National Association for the Education of Young Children and serves on the boards
of the Child Care Action Campaign and the Family Resource Coalition. Most
recently, Mrs. Romer has been asked to sit on the National Head Start Fellowship
Review Committee.
Mrs. Romer has a bachelor's degree in child development from Colorado State
University in Fort Collins'and holds a master's degree in educational psychology
from the University of Colorado at Denver. She is certified as a family life specialist
by the National Council on Family Relations.
In her early career, Mrs. Romer began the Montview Preschool in central Denver.
The preschool is known in the Denver area as a progressive learning institution.
Gov. and Mrs. Romer live in Denver. They have seven children and 15
grandchildren. Mrs. Romer was born in 1929 and grew up in Laramie Wyoming.
She moved to Colorado when she was 18 years old.
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PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
6-19-1997 1:35PM
FRUM KENI DENVER SCHOOL. 303 7/0 01 12
P.2
Denver Summerbridge Biographies
Director
Ben Valore-Caplan (Male, Caucasian/Jewish)
Founded Denver Summerbridge in 1994
(b)(6)
50023 500
Brown University, '92 (Teacher Certificate in English, American Civilization)
Has been teaching seven years. All grades and many different subjects
Associate Director
Dean of Faculty
Amie Valore-Caplan (Female, Caucasian)
Brown University, '95
Two year Providence Summerbridge teacher
Two year Denver Summerbridge Dean of Faculty
Five years teaching experience.
Taught Bilingual science (Spanish) in Denver Public Schools
Dean of Faculty
James Meadows (Male, African-American)
Chicago University, '91
Two year Denver Summerbridge Dean of Faculty
Six years teaching experience
Currently earning Masters Degree
Dean of Students
Ad Lopez (Male, Mexican-American)
Twenty seven years teaching & administrative experience (Denver Public Schools)
Currently Administrator in Charge at Fox Alternative School (DPS)
First D.P.S. contact who helped make Denver Summerbridge possible
6-19-1997 1 :13PM
FROM KENT DENVER SCHOOL. 303 770 0172
P.3
Biographies of Denver Summerbridge Participants
Presenting Teachers
First Greeter, Meet 'n Greet, Speaker at All School Meeting
Kisha Small (Female, Multi-Racial)
University of Colorado at Denver, Junior
George Washington High School '95 (Denver Public Schools)
Teaching in Summerbridge for second year
Planned College Day and High School Day field trips
Head of summer leadership team
Meet 'n Greet, Speaker at All School Meeting
Chris Gibbons (Male, Caucasian)
Yale University, Sophomore; Kent Denver School '96
Helped start Denver Summerbridge in 1994
Has been a teacher and leader in the program for three years
Just completed an internship with Children's Defense Fund (March 1997)
Meet 'n Greet
Rachael Bibby (Female, Hispanic)
Kent Denver School '98
Second year working with Denver Summerbridge
Has volunteered well-over 500 hours with the program
On summer leadership team
Presenters (with students)
Alex Gordon (Male, Caucasian/Jewish)
West High School '97 (Denver Public Schools)
Received presitigious Boettcher Scholarship to attend Denver University
Teaching in Summerbridge for second year
Daniel Kos (Male, Caucasian/Czech)
University of Colorado at Boulder, Senior
Teaching in Summerbridge for second year
Chair of our Literacy Department
Christopher Clemons (Male, African-American)
George Washington High School, '97
First year teacher
Melissa Jeria (Female, Hispanic)
Columbia University, Senior
First year teacher
6-19-1997 1 : 12PM
FROM KENT DENVER SCHOOL. 303 770 0172
P.2
Denver Summerbridge Biographies
Student Participants
eet n Greet
na Alexander (Female, African-American) (also in presentations)
Eighth grader at Smiley Middle School (Denver Public Schools)
Second year Summerbridge student
Loves writing poetry
Leah Groder (Female, White)
Eighth grader at Lake Middle School (Denver Public Schools)
Second year Summerbridge student
Youth Advisory Board for Ocean Journey and Colorado Youth Leadership Award
Josh Silva (Male, Hispanic)
Eighth grader at Kepner Middle School (Denver Public Schools)
Second year Summerbridge student
M.C. (and in presentations)
Camilla Thenetu (Ee-hen-ee-tu) (Female, African-American, Family immigrated from Nigeria)
Ninth grader at Kent Denver School
Third year Summerbridge student
Student Presentations
Kyle Bobrick (Male, Caucasian)
Ninth grader at East High School (Denver Public Schools)
Third year Summerbridge student
Hector Saldana (Male, Hispanic)
Eighth grader at Kepner Middle School (Denver Public Schools)
Second year Summerbridge student
Perry Ligrani (Male, Caucasian)
Ninth grader at John F. Kennedy High School (Denver Public Schools)
Third year Summerbridge student
Michael Benko, Jr. (Male, Caucasian)
Ninth grader at George Washington H.S.'s Computer Magnet (Denver Public Schools)
Third year Summerbridge student
Jeffrey Johnson (Male, Caucasian)
Ninth grader at East High School (Denver Public Schools)
Third year Summerbridge student
Delijah Shead (Female, African American)
Ninth grader
Second year Summerbridge student
Presenting Jackets
Naamone Dishmon (Male, African American)
Ninth grader at Career Education Center/East H.S. (Denver Public Schools)
Third year student
Karen Kimble (Female, African-American)
Ninth grader at George Washington H.S.'s Computer Magnet (Denver Public Schools)
Third year Summerbridge student
aúl Martinez (Male, Hispanic)
Ninth grader at West High School
Third year Summerbridge student
6-19-1997 1 : 13PM
FROM KENT DENVER SCHOOL. 303 770 0172
P.4
Denver Summerbridge Biographies
Parent/Grandparent Participants
Meet 'n Greet
Balvino Martinez Chaves (Male, Hispanic)
Parent of Sarah (Student)
Was on staff with Senator Haskell (D-Colo.)
Was on staff with Mayor Webb
Ushers
Tracie Lewis
Parent of Nina Alexander (Student)
Peter Thenetu
Parent of Camilla Thenetu (Student)
Dolores Martinez Hernandez
Parent of Doey (Teacher) and Bobbi (Student)
Aunt of Rezal
21st Century Community Learning Centers
After-school, Weekend and Summer Programs for Youth
What is the 21st Century Community Learning Center Program?
The 21st Century Community Learning Center program is authorized under Title X, Part I (21st Century
Community Learning Centers) of the Elementary and Secondary Education Act. The funds can be used to
expand the school's capacity to address the educational needs of its community after- school, weekends
and summers. The focus of this program will be to provide expanded learning opportunities for
participating children in a safe, drug-free and supervised environment.
Why do we need this program?
While some communities are already developing after-school programs, they are not wide-spread,
particularly in the public schools. In 1995, there were 23.5 million school-aged children with parents in the
workforce. But as recently as the 1993-94 school year, 70 percent of all public elementary, middle, and
combined schools did not have a before or after-school program. In rural areas, 82 percent of public
schools did not have such programs. In addition, the majority of extended-day programs are aimed at
kindergarten and early elementary school students, and focus on supervised care rather than academic
instruction. This program would bring much-needed attention to the provision of supplementary learning
activities and on activities addressing the needs of adolescents and the problems of drug use, gang
involvement and violence.
A 1994 survey of parents found that 56 percent think that children are left alone too much after school, and
a 1989 survey showed that 84 percent of school principals expressed a need for before- and after-school
programs. According to the Federal Bureau of Investigation, youth between the ages of 12 and 17 are
most at risk of committing violent acts and being victims between 3 p.m. and 6 p.m. a time when they
are not in school. Many children and youth can benefit from extra learning time after-school, summer and
weekends. A priority would be given to programs serving early adolescents and middle school age
children. The 21st Century Learning Center program meets this need by providing a safe place for
homework centers, intensive mentoring in basic skills, drug and violence prevention counseling, helping
middle school students to prepare to take college prep courses in high school, enrichment in the core
academic subjects as well as opportunities to participate in chorus, band and the arts, technology education
programs and services for children and youth with disabilities. Before and after-school and summer
programs can help kids stay on the right track.
How much funding has the President proposed?
The President has proposed $50 million in his FY 1998 budget to expand this program. It is estimated that
this amount will fund 500 to 1000 new after-school initiatives depending on the number of children served
and the services provided.
Who is eligible to receive funding?
Schools or consortia, but they must be in collaboration with other public and non-profit agencies and
organizations, local businesses, educational entities (such as vocational and adult education programs,
school-to-work programs. community colleges, and universities), and scientific/cultural, and other
community institutions. Grant recipients are funded for a period not to exceed three years.
How does this help improve communities and schools?
Keeping schools open after typical hours to become a Community Learning Center is a significant way to
help meet the increasing needs of our nation's children. By uniting parents, caregivers, principals,
teachers, and community groups in partnership, communities can assess and meet real student needs such
as addressing learning deficiencies and helping students excel in math and reading, maximize resources by
coordinating efforts, and gain the advantages of shared expertise and experience. Children, families, and
the whole community will benefit as children learn and grow in a safe, enriching environment.
JUN. 9. 1997 1:46PM
OFFICE OF SECRETARY
NO.
1404
2
1
AMERICA READS CHALLENGE: THE LEGISLATION
BACKGROUND
While American students today generally read as well as ever, 40 percent of our fourth graders scored below
the basic level on the 1994-National Assessment of Educational Progress. Research shows that children who
cannot read well and independently by the end of third grade are less likely to succeed in school and more
likely to drop out, Reading is a skill that is developed not only in the classroom, but also outside of school
and in the home. As teachers, schools, librarians, and principals work to strengthen in-school reading
programs, all caring Americans can also play a role in helping young children learn to read.
When asked what was needed most to provide extra help to children who needed it teachers. principals,
librarians, parent groups, businesses, education and literacy groups, and community organizations said locally
based coalitions could mobilize high-quality volunteer tutors to extend the learning time of children who need
help in reading. In particular, they said they need trained reading specialists and tutor coordinators to help
their schools and communities match tutors with children, and to provide training to tutors. Also, many
parents want ideas and tips on how to help their children develop language and reading skills beginning at
birth.
The America Reads Challenge legislation sets forth the first comprehensive, nationwide effort to create after-
school, summer, and weekend tutoring in reading. Working with teachers and parents. this unprecedented
initiative calls on all Americans in all fields schools, libraries, religious organizations, universides, the
media, community and national groups, and cultural organizations, as well as college students. business
leaders, and senior citizens - to ensure that every American child can read well and independently by the end
of third grade. The America Reads Challenge would mobilize tutors, reading coordinators, and experts in
communities and states to assist existing literacy efforts, or to aid in the development of new reading
partnerships to help our nation's children to read. It links parents, teachers, AmeriCorps members, trained
reading professionals, and volunteer tutors to school, library. and community literacy efforts.
PROVISIONS OF THE LEGISLATION
1. America's Reading Corps: The America Reads Challenge would build on groundwork being laid by
classroom teachers, librarians, and reading specialists by drawing upon the invigorating spirit of community
volunteers in tutoring and mentoring. The Reading Corps grant is the heart of the legislation and would fund
25,000 reading specialists and tutor coordinators including 11,000 AmeriCorps members - - over five years.
Over a five year period, tutor coordinators would help recruit one million volunteer reading tutors to be trained
by the reading specialists.
The nearly $1.5 billion in new education investments from the proposed legislation would supplement
classroom reading instruction by enabling local reading partnerships to hire qualified professionals, such as a
reading specialist or teacher, to train autors and connect the school's reading program with the tutoring. By the
fifth year of the program, it is expected that the tutors, coordinating with the classroom reading program,
would be providing individual after-school, weekend, and summer reading unoring for approximately three
million children in grades K-3 who want and need the extra help. This effort would help link the reading
program, teacher, school, child, and family.
The America Reads Challenge would also take advantage of the strength of AmeriCorps, Learn and Serve and
the Senior Corps. which are involved in communities throughout the United States. An additional $1 billion
from proposed increases in appropriations for the Corporation for National Service would help local reading
programs recruit and organize volumeer tutors.
JUN. 9. 1997 1:46PM
OFFICE OF SECRETARY
NO. 1404 M. 3
A local reading partnership would include at least two agencies or organizations - one of which must be a
public school or a school district. The other could be a library. literacy group. museum, business, or youth-
serving group, among others. The legislation requires that:
Each local reading program use qualified and trained individuals;
Each local reading program serve an area with a high number or percentage of children from low-
income families or with the greatest need for reading assistance;
Each local reading program build on and support in-school reading programs;
Each local reading program make parental involvement and support a high priority, and be coordinated
with early childhood and family literacy programs, such as Even Start and Head Start; and
States demonstrate that all programs funded with the grant would reach children in the greatest need of
assistance; use effective practices that show the most promise in helping all children - including
children with limited English proficiency and children with disabilities; and a clear strategy for
coalition building.
Seventy percent of the State-grant money would be allocated to the states according to the Title I formula. and
30 percent will be awarded competitively based on the quality of state plans. States would distribute the funds.
to local applicants.
2. Parents as First Teachers Challenge Grants: The second part of the legislation recognizes that as their
children's first teachers, parents can give their children the firm foundation they need to do well in school by,
for example, reading to their children 30 minutes each day from infancy onward, talking with their children, or
getting their children library cards and accompanying them to the library regularly.
The Parents as First Teachers Challenge Grants would provide $300 million over five years to foster effective
programs to help parents help their children become successful readers by the end of third grade. The bulk of
this money will be awarded to local communities and organizations, with some available for national and
regional groups.
Applicants for the Parents as First Teachers Grants must have a demonstrated record of working with parents
in improving the reading skills of their young children, or must be planning to use a model that has been
demonstrated to be effective. Grantees must strive to collaborate and form partnerships with other programs
that provide support for parents, such as adult education and Even Start, and must include two or more groups.
3. Effective Models and Exemplary Partnerships: The Secretary of the U.S. Department of Education and
the Chief Executive Officer of the Corporation for National Service would award $500 million over five years
to support effective models and partnerships which local communities and States can adapt. The purpose of
these grants is to ensure that local communities have up-to-date information about what is working to help our
children read - including activities that assist parents working with their children beginning at birth. National
organizations, as well as local and regional partnerships would be eligible for this funding.
4. Research and Evaluation: The legislation would allocate funds to evaluate programs, disseminate
information about best practices, and provide technical assistance to local programs.
2
FEDERAL AGENCY COMMITMENTS TO SUMMIT
All Federal Agencies
Federal agencies will expand their commitment to adopt schools or otherwise establish
partnerships with schools in their communities by increasing the number of agency-school
relationships from approximately 1,500 schools to 2,000 schools by the year 2000. Working
through partnerships established by their agencies with schools across the country, Federal
employees work closely with schools in a variety of ways -- volunteering as mentors and tutors,
purchasing needed equipment for schools, and holding career days.
Community Anti-Drug Coalitions of America (CADCA), CityKids Foundation, and U.S.
Office of National Drug Control Policy, Department of Defense
By the year 2000, CADCA, ONDCP and the City Kids Foundation commit to provide over
200,000 young people in more than 100 cities with skills that will teach them to become
community leaders, challenge them to build local community coalitions, and empower them to
create and implement projects that directly tackle substance abuse and violence in their
communities.
This "National Youth Academy" will combine CADCA's national network of community
coalitions and its established training capacity with the peer leadership training methodologies of
The City Kids Foundation, the support of the U.S. Office of National Drug Control Policy, and
the integral involvement of the Parents' Resource Institute for Drug Education, Mothers Against
Drunk Driving, the National Crime Prevention Council, the Work Group on Health Promotion
and Community Development at the University of Kansas, the U.S. Department of Defense
Junior R.O.T.C., and the National Institute on Drug Abuse.
Department of Defense -- Department of the Army
The Army has committed to expand opportunities for active duty, reserve, and retired
military personnel to volunteer time as mentors and tutors in schools in their local
communities; and will also expand opportunities for young people to give back to their
local communities and contribute to the common good through a community service
learning module in the Junior Reserve Officer Training Corps (JROTC) program.
America's Army is committed to enhancing its association with community-based
coalitions by participating as a partner in coalitions designed to keep kids off drugs and
out of gangs, mentor young minds, clean neighborhoods of destructive graffiti and
provide worthwhile apprenticeships with local businesses. Its dedication to this endeavor
is best exemplified by its commitment to work with the Community Anti-Drug Coalitions
of America to identify Junior Reserve Officers Training Corps student leaders to help
train more than 200,000 youth in more than 100 cities by the year 2000.
Department of Defense -- Department of the Navy
The Department of Navy commits to increase its efforts in tutoring and mentoring, focusing on
literacy and anti-drug education. The Navy and Marine Corps, combined, will establish
partnerships reaching well over 700,000 youths through the year 2000.
2
Through its "Personal Excellence Partnership Flagship," the Navy will increase its
current youth tutoring and mentoring by establishing partnerships that reach over 400,000
youths through the year 2000.
Through its "Campaign Drug Free Flagship," the Navy commits to increase its
mentoring and drug education efforts by establishing partnerships that reach over 200,000
youths through the year 2000. Volunteer teams of Navy and Marine Corps Reservists
and active-duty Sailors use specially prepared and age-targeted videotapes to convey anti-
drug messages to elementary, middle, and high school students.
Through its "Adopt-A-School" program, the Marine Corps commits to tutoring/
mentoring over 100,000 students through the year 2000.
Through the "Young Marines of the Marine Corps League," approximately 950 adult
volunteers (mostly present or former Marines) provide an established curriculum of self-
discipline, health and anti-drug education, personal responsibility, and teamwork
development for at-risk young people. The Marine Corps commits to reach out to over
20,000 youths through the year 2000.
Department of Defense -- Department of the Air Force
The Air Force commits to increase its current involvement in programs and initiatives
that contribute to the goals of the President's Summit for America's Future by at least
10%, in terms of both the number of children reached and the number of bases involved.
Currently almost one million children and youths benefit from Air Force programs, and
the Air Force commits to increase that number by approximately 100,000 by the year
2000.
The Air Force concentrates its efforts on child development programs, including special
education, literacy and creative arts programs, child care and child care research and
training programs, and nutrition education programs. Other programs the Air Force
participates in include Foster Grandparent Programs, Air Force Base Child Development
Centers, Air Force Base Youth Programs, Youth Employment Skills Programs, and Air
Force involvement in national accreditation of family day care providers. The success of
these Air Force programs is due to the emphasis on partnering with local communities.
The Civil Air Patrol (CAP), the official auxiliary of the Air Force, commits to increase
membership and community activities by 10% by the year 2000. Currently CAP has
33,000 adult members, 500 Air Force Reserve members, and 75 active duty personnel
involved in mentoring 21,600 Cadets. CAP combines a structured physical fitness
program with a sound moral leadership program for youth. In addition, the CAP Drug
Demand Reduction Program provides drug prevention training and a drug-free
environment for the Cadets.
Office of the Secretary of Defense
The Office of the Secretary of Defense (OSD) commits to mobilize children of active
duty personnel (more than 300,000 children ages 6-18) to volunteer 1.5 million hours of
3
service annually in on- or off-base community service projects.
The Office of the Secretary of Defense commits to 100 alliances between the Defense
Department youth programs and the Boys & Girls Clubs (B&GC) of America, to reach
military youth in local communities and strengthen youth programs at participating bases.
Currently 51 of 90 Air Force youth programs have been granted B&GC charters.
The Department of Defense commits to a 50% increase in high school enrollment in
Junior ROTC Career Academies, an alternative to the regular high school JROTC
program designed to address the special needs of "at-risk" youth. Thirty JROTC Career
Academies are located primarily in inner city schools in large urban areas nationwide.
United States Department of Agriculture
Food Recovery and Gleaning -- USDA commits to increase significantly the amount of
excess food that is recovered and distributed to Americans in need, with a particular
emphasis on involving young people in gleaning. The Secretary and the Congressional
Hunger Center will convene a National Summit on Food Recovery, modeled on the
Presidents' Summit, to call on Americans to commit to increase recovery of excess food.
The Department will work with the National Collaboration for Youth, Rock and Wrap It
Up, and Food Chain to recover excess food from school lunches and large concerts, and
with farmers' markets, rural empowerment zones, and school districts.
"This Land is Your Land" Service Initiative -- The Department commits to engage
26,000 more Americans in voluntary environmental service, and to offer conservation
education to half a million school children by the year 2000, through a 25% increase in
the Forest Service Volunteer Program and an increase of over 40% in the number of
volunteers in its Natural Resources Conservation Service "Earth Team."
After-school Programs -- USDA will work with state cooperative extension services and
the National 4-H Council to expand the 4-H Program to engage an additional 300,000
youth in community service activities. To meet this goal, the 4-H program will recruit an
additional 20,000 teenage and adult volunteers who will serve as program coordinators
and mentors. USDA will also provide assistance to the Future Farmers of America, the
National Farmers Union, the Nature Conservancy, and the American Heart Association to
help those organizations meet their goals to increase after-school activities that provide
mentoring, environmental education, and nutrition education to youth.
Matching Volunteers with Service Opportunities -- USDA will create a new Web site
to match up volunteers with service opportunities fighting hunger, improving the
environment, and boosting rural communities.
U.S. Department of Justice
Youth Network -- To promote youth service, the Department commits to create a Youth
Network to provide a forum for young people, national organizations, and DOJ to
exchange ideas about juvenile violence, delinquency prevention, and volunteerism.
Through a web site and national meetings, the Network will offer young people a chance
to participate in local delinquency and juvenile justice programs and policies, as well as
to contribute to the national debate on these issues. Partners will include the National
4
Crime Prevention Council, Boys and Girls Clubs of America, Big Brothers/Big Sisters,
National League of Cities, MADD, United National Indian Tribal Youth, Youth Build,
and others.
Juvenile Mentoring Program (JUMP) -- The Department will commit $9.6 million to
52 new JUMP sites across the country, many of them in communities attending the
Summit, to support one-on-one mentoring for more than 6,500 at-risk young people,
more than doubling the number of sites in the JUMP program. The program uses
community volunteers as mentors, and grantees coordinate with local schools.
Drug Education for Youth -- The Department of Justice, working in partnership with
the Departments of the Navy and the Army and the American Legion, will expand the
number of DEFY sites from 3 to 30, reaching 1,000 young people. Using military role
models to promote positive life choices and reduce the demand for illegal drugs, each
DEFY site offers a summer camp program for about 30 children between the ages of 9
and 12 at a Navy, Marine Corps, or other military facility. In the following ten months,
the children are mentored by individuals from the local U.S. Attorney's Office, police
department, or local university, taken to special events, and taught the value of education,
health, and citizenship.
Public/Private Mentoring Alliance -- The Department of Justice, with the Corporation
for National Service, will convene a Public/Private Mentoring Alliance of federal
agencies and private national organizations supporting mentoring activities. The alliance
will disseminate information nation-wide on the value of and opportunities for mentoring,
and explore the possibility of a training and technical assistance initiative to expand
effective mentoring programs across the country.
"Get Involved America" Initiative -- The Department of Justice commits to help
volunteers identify specific, practical steps that they can take to reach out to youth and
reduce youth violence. DOJ will partner with community, education, and law
enforcement groups to create and distribute materials that will help them assist young
people.
U.S. Department of Health and Human Services
Girl Power! And HHS -- HHS commits to expand its Girl Power! mentoring campaign
through a new partnership with the National Council of Negro Women and African
American sororities. The sorority members will work with their local alumni and with
national and local organizations to mentor young girls in their communities.
Nike PLAYCORPS -- HHS and Nike commit to greatly expand their PLAYCORPS
program (modeled after AmeriCorps) from 100 coaches in four cities this year to at least
1,000 coaches all over America next year. Piloted last year, PLAYCORPS trains college
students to coach/mentor kids in underserved areas in recreational leagues. They are paid
$500 -- which goes straight toward their tuition. HHS will also add a Girl Power!
component by training coaches specifically on how to work with and inspire girls.
5
United States Department of Education
Summer Reading Partners -- The Department of Education and its Partnership for
Family Involvement in Education commit to increase the ranks of volunteer reading
partners participating in this summer's Read' Write* Now! Initiative from 300,000 to
450,000, and to increase the number of children reading over the summer from 1 million
to 1.5 million. The Partnership will identify and recruit reading partners and help
establish reading programs in communities nation-wide. Working with appropriate
reading organizations, the Department will prepare activity kits for the initiative.
Launched in 1995 by the Partnership for Family Involvement in Education to prevent a
fall-off in reading skills during the summer months, Write Now! volunteer reading
partners pledge to read and write with a child for 60 minutes a week, and the child
pledges to read 30 minutes a day five days a week. Last summer, more than 50
organizations sponsored the initiative, and over 300,000 volunteer reading partners read
with one million children.
After-school Programs -- The Department of Education and its Partnership for Family
Involvement in Education commit to work with schools to launch 1,000 new after-school
programs nation-wide, with the concurrence of Congress. We will enlist AmeriCorps
members, Partnership members, and business and community organizations to volunteer
in and help organize these programs. The Partnership will help identify potential sites for
the after-school programs and recruit local volunteers. This is a newly proposed program
to fund after-school, weekend, and summer activities for youth, based on the authorizing
language for the 21st Century Community Learning Centers Program.
U.S. Department of the Interior
Public Land Corps: Restoring the National Parks through Youth Service -- The
National Park Service proposes to expand youth service opportunities to help carry out
needed repair and restoration projects in our National Parks. Youth service provides the
opportunity for environmental education, mentoring, counseling, and career development
curricula, as well as the provision of highly skilled and experienced adult supervisors.
NPS proposes to allocate $1-2 million per year to expand youth service opportunities, and
will work with youth service organizations, including, but not limited to, the Student
Conservation Association, the National Association of Service and Conservation Corps,
and the Environmental Careers Organization.
National Park Service National Junior Ranger Program -- The Department commits
to creating a "National Junior Ranger Program" through the Internet, targeted at children
who are unable to visit national parks. Today, at over 100 parks nationwide, young
people who visit parks have an opportunity to participate in activities which earn them
the title of "Junior Ranger." This new electronic program will be designed for children
ages seven to eleven, from both urban and rural areas. It will reach our nation's diverse
population and stimulate interest in learning more about our natural and cultural heritage
6
and the future of America's public resources.
National Park Service Volunteer Opportunity System -- The Department commits to
sharing with other agencies its new National Park Service Volunteer Opportunity System,
which provides a nation-wide listing of volunteer opportunities within the National Parks
System on the Internet and the ability to apply electronically for a volunteer position in a
specific park.
Federal Emergency Management Agency
Spring Break Program for High School Seniors -- FEMA commits to offer high school
seniors new service opportunities in their communities. These students would help
communities prepare for emergencies or disasters by performing mitigation activities in
community facilities like day care centers, schools, playgrounds, elderly residences and
group facilities, and small businesses. Targeted communities would work with FEMA
and state and local emergency officials to identify the natural hazards that threaten their
community facilities. FEMA would coordinate the process and supervise volunteers.
Local architects and engineers would volunteer to inspect facilities and design mitigation
efforts, and local contractors/building trades professionals would volunteer to supervise
activities. Local hardware and building supply outlets would donate the materials
needed. Local high school seniors would provide the labor during the months of March,
April, and May of their senior year.
U.S. Department of Veterans Affairs
The Department of Veterans Affairs Voluntary Service program, which just celebrated its 50th
year of service to this nation's hospitalized veterans through the work of almost 100,000
volunteers, commits to create new opportunities for young people to serve. By the year 2000,
VA will increase by 50% the number of student and youth volunteers in its facilities, bringing the
total number of youth volunteers to 15,000.
U.S. School-To-Work Program
By the year 2001, the School-to-Work program will commit to:
triple the number of employers involved with School-to-Work, so that approximately
600,000 companies have mentoring initiatives or School-to-Work systems within their
organizations and are partnering with their local school districts. These companies will
commit to not only having students learn in the workplace but also bringing teachers into
the workplace; and
implement a School-to-Work system in every state in the U.S.
Peace Corps
Through its World Wise Schools program, the Peace Corps commits to significantly
increase its global learning partnerships to at least 10,000 teachers by the year 2000,
tripling the current number of partnerships with teachers. World Wise Schools connects
7
currently serving and returned Peace Corps Volunteers with U.S. students and teachers.
The program educates young Americans about the people and cultures of other countries,
and exposes them to positive role models who have engaged in public service as Peace
Corps Volunteers.
Every year, thousands of Americans inquire about the possibility of serving as a Peace
Corps Volunteer overseas, signaling the tremendous interest among Americans in serving
others. Recognizing that every person may not be immediately suited to overseas service,
the Peace Corps commits to provide information on domestic service opportunities to an
estimated 50,000 people per year.
U.S. Department of the Treasury
GREAT Program -- The Department of the Treasury commits to increase the number of
students educated in the GREAT curriculum by 10 percent -- or more than 35,000
additional students -- each year through the year 2000. GREAT is a Federal, state, and
local partnership that teaches elementary and middle school children to avoid joining
gangs and violence. GREAT has already reached more than 1 million American children,
educating 350,000 students annually. More than 2,000 law enforcement officers have
chosen to join the program as part of community policing initiatives.
Voluntary Income Tax Assistance -- Treasury commits to assist 400,000 more
taxpayers by the year 2000 through its voluntary income tax assistance program -- more
than a 20 percent increase from 1996 levels. For 27 years, the IRS has organized
volunteers to assist poor and non-English speaking people in paying their taxes. Last
year, at over 8,000 sites across the nation, 47,000 volunteers assisted 1.9 million
taxpayers in completing their forms.
Savings Bonds -- Treasury is committed to reaching more Americans through the
Savings Bond program by increasing its volunteers by 10%. Since WWII, savings bonds
have been a stable and cost-effective source of financing for the Federal Government,
while providing a convenient and safe opportunity for consumers to save. Almost half of
all savings bonds sales are sold with the support of Treasury's National Volunteer
Committee, formed by President Kennedy in 1963. It includes business executives and
leaders from labor, education, and government.
U.S. Department of Transportation
Garrett A. Morgan Technology & Transportation Futures Program -- The
Department of Transportation commits to establish the Garrett A. Morgan Technology &
Transportation Futures Program, which will reach 1 million students by the year 2000
through tutoring, mentoring, and education curricula. The goal is to build a bridge
between America's youth and the transportation community. All the agencies of the
department will contribute, including the Federal Aviation Administration, Federal
Highway Administration, U.S. Coast Guard, Federal Railroad Administration, Federal
Transit Administration, Maritime Administration, and National Highway Traffic Safety
Administration.
8
U.S. Environmental Protection Agency
Community Environmental Service Agreement with Senior Citizen Groups -- The
U.S. Environmental Protection Agency commits to expand senior citizen volunteer
efforts to protect public health and the environment through a partnership with the
National Council on the Aging, the Environmental Alliance for Senior Involvement, the
Corporation for National Service, and the Administration on Aging at HHS. Senior
citizens, a growing and active segment of our population, have a large stake in protecting
the environment, not only because they are "at risk" in terms of air and water pollution,
but also because they want to protect the health of their grandchildren and provide them
with a clean environment. The activities of the Partnership will include training senior
citizens to teach children how to protect the health and environment of their communities.
Department of Housing and Urban Development
Neighborhood Networks -- HUD commits to expand its Neighborhood Networks to
create 500 computer centers in assisted or insured housing by the year 2000, more than
doubling its current program. These centers will give more than 50,000 households the
chance to gain job skills necessary to enter the workforce, and will educate children
through after-school programs, mentoring, and internships. HUD will work in
partnership with educational, business, and community groups to create, operate, fund,
and sustain these computer learning centers.
HUD will challenge owners of assisted housing to provide space, motivation, and
involvement in Neighborhood Networks; challenge business leaders to provide
equipment and technical assistance, prepare people for the job market, and perhaps most
importantly, hire those people motivated to learn and to work; and challenge community
organizations to help with fundraising, tutoring, mentoring, and accessing local economic
opportunities.
NCAA Partnership -- HUD commits to a partnership to expand the NCAA's Regional
Excellence in Academic Preparation (REAP) camps to four empowerment
zone/enterprise communities cities next year, with the goal of 25 cities by the year 2000.
REAP camps help troubled youth ages 10-13.
Lead Paint Poisoning Prevention -- HUD commits to funding new partnerships with
parent and community groups, including United Parents Against Lead, to educate more
than 10,000 families about lead hazards over the next two years.
U.S. Office of Personnel Management -- OPM commits to give Federal agencies the personnel
tools they need to support Federal employees' participation in community service. OPM will
publicize the work scheduling flexibility available to Federal employees and actively encourage
its use in support of volunteer service.
9
Selective Service System
Expand "Serve America" -- The Selective Service commits to inform young men about
service opportunities that arise out of the Summit through its "Serve America" program,
developed last summer with the Department of Defense and AmeriCorps. Serve America
takes advantage of the Selective Service System's routine communication with nearly
5,000 men turning 18 every day to encourage them to serve the Nation.
Opportunities for Young People on Selective Service Local Boards -- The Selective
Service System commits to offer more young men and women the opportunity to serve as
uncompensated community volunteers on Local Boards. Boards are prepared to decide
claims for exemptions and deferments should this Nation reinstate a military draft in a
crisis.
Department of Commerce
The Department of Commerce commits to significantly increase its number of volunteers and
partner schools, with the goal of doubling its current numbers by the year 2000. The
Department's service initiatives focused on tutoring and mentoring.
Social Security Administration
The Social Security Administration commits to provide its staff and those in communities served
by SSA with information about new service opportunities, to hold "Back-to-School" drives for
clothes, school supplies drives, and books, and to donate business attire for needy men and
women for interviews and first jobs.
Small Business Administration
Education Means Business -- SBA commits to expand its Education Means Business
program by working in partnership with SCORE, Small Business Development Centers
and Small Businesses of the Year from each state in the country. Through participation
in hundreds of school events, the SBA will introduce students to the exciting possibilities
of small business ownership. Many of the 400 chapters of SCORE representing over
12,500 SCORE volunteers will assist in this effort.
General Services Administration
Good Neighbor Program -- GSA commits to expand its Good Neighbor Program
nation-wide. In cities that have established business improvement districts, GSA is
building partnerships with communities and federal agencies and is leveraging its
resources to contract for common services such as security and maintenance. Under
current law, GSA provides community groups access to federal facilities. GSA has
signed 13 agreements with national and local organizations around the country.
Department of Energy
Chicago Science Explorers Program -- The Department commits to expand its Chicago
Science Explorers Program to introduce more students, particularly minorities, to science
as a career possibility for their own lives, through a series of TV programs profiling
10
scientists that will be shown in schools. The Department will also create a pool of math,
science, and technology employees who will volunteer to speak at elementary, junior, and
senior high schools around the country.
6/19/97
Juvenile Crime Update -- Last week, the Senate Judiciary Committee released a new Chairman's
mark of its juvenile crime legislation. This version contains improvements over the bill as
introduced and is substantially better than the House-passed bill. The new Chairman's mark
removed provisions that we considered objectionable (e.g., death penalty for minors, mandatory
6-level sentence enhancement for gang activity). However, it still falls short of our Anti-Gang and
Youth Violence Act: no major gun provisions such as child safety locks, or Brady for violent
juveniles; no dedicated prevention funding; insufficient funds for prosecutors and courts; and
inadequate protections for juveniles incarderated in state facilities. The Senate was originally
scheduled to mark up the legislation last week; however, the process has been stalled and no new
mark up date has been set by the Judiciary Committee.
CRIMEQA.6
JUVENILE CRIME
Q.
What is the Administration's position on the various Republican proposals to
combat juvenile crime?
A.
First of all, we are opposed to H.R. 3, the bill that passed the House. It does not come
close to representing a comprehensive attack gangs and guns. It doesn't guarantee that
Boston's successful juvenile crime initiative -- Operations Cease-Fire and Nite Lite -- can
be replicated. It doesn't include any provisions relating to kids and guns. And it does not
specifically address the high number of crime committed by juveniles when school goes
out.
We're hopeful that the Senate will work with us to address these issues. Although the
Senate Judiciary Committee has postponed mark up of this legislation, we are
communicating our concerns to them now. We will have to wait and see how the mark-
up in that committee goes before we know whether or not we'll be able to support a
Senate bill.
Q.
What does the Administration's juvenile justice proposal do?
A.
The legislation proposed by the President in February is part of an overall Anti-Gang and
Youth Violence Strategy that seeks to crack down on violent gangs, reduce youth
violence, and provide our kids with positive alternatives to steer them away from gangs,
guns, and drugs.
The strategy provides critical resources for state and local prosecutors to target, prosecute
and convict violent youth gangs. It permits Federal prosecutors to prosecute juveniles in
adult court when they commit violent crimes. It requires child safety locks for guns to
prevent accidents and thefts, and extends the Brady Law so that violent juveniles can
never own a gun. Finally, the Strategy also calls for at least 1,000 after school initiatives
attached
see
to keep kids off the streets and give them positive alternatives.
Juvenile crime legislation passed by Congress must address these key issues, too.
DIRECTIVE ON HANDGUNS AND YOUTHS
Q:
What is the directive on handguns that the President signed last week?
A:
The President signed a directive to ensure that the Treasury Department do everything
possible to enforce the Youth Handgun Safety Act -- including requiring that federal gun
dealers post signs and issue written warnings that:
(1) Make clear that it is generally illegal for any adult to transfer a handgun to a
minor (under 18), or for that minor to possess that handgun, period;
(2) Make clear that transferring a handgun to a minor may be punishable by up to
10 years imprisonment;
(3) Warn that handguns are a leading contributor to juvenile violence and
fatalities; and
(4) Suggest that safely storing and locking handguns can help ensure compliance
with this law.
Q:
What is the impact of this directive? How is it any different -- or how does it
augment -- current law?
A:
This directive will require, for the first time ever, that federal firearms dealers (FFLs) post
signs and issue written warnings about the responsibility that gun purchasers have under
current law to not transfer a handgun to juveniles -- as well as about the dangers that
handguns pose to kids generally. That's an important change for two reasons.
First, for almost every gun that gets into a juvenile's hands, an adult had the opportunity -
- in fact, the legal responsibility -- to stop that transfer from taking place. Today's
directive puts adult gun purchasers on notice about this responsibility -- and warns them
about the legal sanctions that may apply if this responsibility is ignored.
Second, the mix of kids and guns is at the heart of the nation's youth violence epidemic.
Since the mid 1980s, the number of kids killing with a gun has quadrupled; the number of
kids killed by guns has nearly tripled; and teenage boys today are more likely to die of
gunshot wounds than all natural causes combined. Still, we do more to warn Americans
about the dangers of most household products than we do about the dangers that guns
pose to our children. Today's directive represents an effort to correct this imbalance.
Q:
Do you think that this directive will really help keep handguns from juveniles?
Shouldn't your directive do more than simply call for signs and warnings?
A:
Of course, we believe that this directive is meaningful and will have impact. And it
certainly makes as much sense to warn gun purchasers about their legal responsibilities
and the dangers of handguns as it does for the many other products that are sold with
similar warnings.
At the same time, there is only so much we can under existing law to keep guns out of the
hands of juveniles. That's why our juvenile crime bill includes 3 key gun provisions: it
increases penalties for transferring guns to juveniles; it prohibits violent juveniles from
ever owning guns; and it requires that federal gun dealers provide child safety locks with
every gun sold. With these additional changes in law, we will be able to do even more to
keep guns away from our kids.
1,000 NEW AFTER SCHOOL INITIATIVES
Much of the juvenile crime in the country occurs after the school day ends. Once children.
leave the schoolhouse door, they often become vulnerable to dangerous influences,
including drugs and gangs.
A critical component of the President's youth violence anti-gang strategy is to give young
people something to say "yes" to. Our youth need safe havens where they can continue to
learn and grow in a safe and drug-free environment, removed from the violence, drugs and
lack of supervision often found in communities across the country.
President Clinton's strategy includes funding for 1,000 new after school programs across
the country for schools to stay open after the school day ends, on weekends and during
the summers. Schools that stay open longer can provide students, parents and
communities with access to valuable resources.
Community schools can bring together home, school, and community to help educate our
children. Turning schools into after-hours safe havens can help to prevent violent crime
and violent behavior while boosting our children's academic achievement.
In Madison, Wisconsin, the city operates a Safe Haven after-school program for more
than 200 children at three elementary schools with high crime and poverty rates. Program
activities include homework assistance, supervised games and physical education, and field
trips. In addition, each school incorporates conflict resolution such as peer mediation and
the D.A.R.E. drug prevention program.
The Lighted School Program in Waco, Texas keeps middle schools stay open until 6:30 or
7:00 pm to provide activities and services for the approximately 200 students who
regularly attend. Nineteen local organizations provide assistance: Baylor University
provides 115 student mentors; city recreation department staff take the students on field
trips and supervise sporting activities; and the Council on Alcoholism and Drugs holds
Straight Talk each week.
ThePresidents Anti Gang
17
Youth Violence
~RESOLUTION~
1997 Summer of Safety
Colorado Consortium for Community Policing
WHEREAS, Metro Denver Project PACT established the Colorado Consortium for Community
Policing in the furtherance of its goal to reduce crime, disorder, and fear in the six county
Metro Denver area; and
WHEREAS, the Colorado Consortium for Community Policing was formed to further the philosophies
of community policing; and
WHEREAS, as the Executive Board of the Colorado Consortium for Community Policing manages the
activities of the Consortium to accomplish its goals and objectives; and
WHEREAS, the Executive Board, while recognizing that violent crime typically peaks during the
summer months, has adopted the goal of addressing this issue through the 1997 Summer
of Safety Program; and
WHEREAS, in February 1997, both the Denver Metropolitan Chiefs of Police and the Denver Metro
County Sheriffs with the support of all the District Attorneys serving the 6 county
metropolitan area, passed unanimous resolutions in support of the 1997 Summer of Safety
Strategic Plan;
NOW THEREFORE, the Executive Board of the Colorado Consortium for Community Policing
resolves to assist and support the forty-four law enforcement agencies in the six county
Metro Denver area in implementing the following eight point strategic plan:
1. Gun Violation Enforcement
- Search and Seizure training for officers involved in directed patrol duties in areas that have
been identified for the high incidence of weapon violations and violent crimes.
- A commitment by the Metro Denver law enforcement agencies to aggressively investigate
the source of weapons seized in the commission of crimes.
2. Liquor Enforcement
- Multi-jurisdictional enforcement efforts directed at underage consumption; sales to minors;
purchases by or for minors; coordinated raids of large parties where minors are consuming
alcohol.
- A commitment by the agencies and their City Council/Board of County Commissioners to
vigorously prosecute those adults who provide alcohol to minors, whether or not present
during the actual consumption.
3. Curfew Enforcement
- Encourage all agencies to aggressively enforce existing curfew ordinances; crackdown on
illegal parties frequented by minors; prosecute the curfew violators and, where appropriate,
the violator's parents.
4. Graffiti Enforcement
- Encourage all agencies to aggressively enforce graffiti ordinances, promote aggressive
preventive patrol of high risk locations and work with the businesses to prevent selling
marker pens, spray paint and glass etching tools to minors.
5. Evening access to Public Recreation Facilities
- Work with local governments and special recreational districts to make facilities more
available to youth late into the evening for healthy, safe recreational activity.
6. 1997 Summer Youth Fun Directory and Wallet Cards
- Coordinated through Mile High United Way, this service provides information regarding
programs available to youth during the summer months.
- Assist in marketing this worthwhile program through distribution of cards containing
information on the local youth activity resources by law enforcement agencies.
7. Crimestoppers
- Work in coordination with Crimestoppers to develop information on illegal guns sales,
especially those to minors; locations where minors are consuming alcohol and/or violating
curfew, such as illegal parties.
8. Line Officer Grants
- Mini grants that could be used towards addressing summer youth activity programs which
address risk and protective factors.
In our advocacy of this Resolution, we the undersigned pledge our support this 12th day of March, 1997.
HandldBrewer
Pat Ahlstrom, Executive Director
Harold Brewer
Colorado Dept. Of Public Safety
Community Representative
Themas P.Cornelive
Tom Cornelius, Chief
James Joyce Downing, Downing Mayor Pro
em
Parker Police Department
City of Nor thalenn
Marken Fish Marleen Fish
Ron Hurtado
Community Representative
Community Representative
Tom Knorr
Tom Koby, Chief
912 Community Representative
Boulder Police Department
Julie Leiker
& David Michaud, Chief
Community Representative
Denver Police Department
Pat Sullivan, Sheriff
W.T. Shearer, Sheriff
Arabahoe County Sheriff's Office
Adams County Sheriff's Office
Henry Solano
U.S. Attorney's Office
JUN-19-1997 16:05
SAFE CITY INITIATIVE
303 640 1026
P.02
AND
COUNTY
OF
CITY
CITY AND COUNTY OF DENVER
DELIVER
SAFE CITY OFFICE
1331 CHEROKEE STREET
SEAL
Charlotte Stephens, Director
SUITE 106
DENVER, COLORADO 80204
Wellington 96. Webb
TELEPHONE (303) 640-2458
MAYOR
FAX (303) 640-1026
Mission Statement: To develop community solutions that address the root causes of violence to
and by youth in Denver and to provide a basis for inter-governmental and inter-community
cooperation.
Agency Responsibilities: The Safe City Office (SCO) is responsible for: Administering the
Mayor's Youth Employment Program and the city's SafeNite After Curfew program;
Coordinating all of the city's efforts with regard to youth development, juvenile crime and
violence prevention; Managing an annual distribution of $1 million in city funds to community
groups; Developing and implementing policy for these programs consistent with those of the
city administration; Supervising a 17 member staff with a budget of $1.7 million; and Raising
funds from grants and the business community for employment and training, after-school
programs and summer recreational programs.
Goals and Objectives: To develop, implement and coordinate policies consistent with the
Mayoral goals of Public Safety, Schools & Youth and Parks & Open Spaces with those of the
community. SCO's goals are to : Increase our collaboration efforts between business,
neighborhood and community organizations through our $1 million allocation process to
maximize services due to limited resources; Expand our youth employment program year-round
and hire approximately 300 youths annually for the summer; Maintain the Youth Summit
participation to 500 youths; Raise funds from the business community through the Safe City
Foundation to fund Safe City activities; and Improve upon our current efforts in reducing the
juvenile court dockets, juvenile crime and victimization through the city's SafeNite After Curfew
program.
We regularly work with all city agencies, various state & federal agencies, the Denver Public
Schools, various private schools, the business community and neighborhood & community based
organizations on all issues related to youth development and the reduction of juvenile crime.
In addition to the city's general fund, the agency's activities are supported by dollars from the
Community Development Block Grant allocations, plus grants and donations from state, federal
& business foundation resources.
JUN-19-1997 16:06
SAFE CITY INITIATIVE
303 640 1026 P.03
1996 SAFE CITY ACCOMPLISHMENTS
Our program was honored by President Clinton and procedures from our curfew program were
included in his National Policy that was recently shared with the nation. As a result, our Director,
Charlotte Stephens, debated Oliver North and we have sent out information in response to numerous
other requests from elected representatives and citizens from around the country.
Information compiled from all of SCI's efforts through its evaluation process have assisted policy
makers in developing strategies for prioritizing resources by identifying gaps in services.
SCI held monthly meetings, attended by over 1,000 citizens, and provided training and information on
ways to work with youths to reduce violence in their communities.
We trained neighborhood leaders and community groups in conjunction with the business community
on ways to collaborate more effectively. As a result SCI funded 55 programs in 1996, up from 41 in
1995. The 1996 programs will serve more than 5,000 youths and 10,000 families. The 1995
programs served more than 5,000 youths and 2,500 families.
Since the SafeNite After Curfew's inception we have realized a 30.9% decrease in the number of
juvenile suspects, a 36.9% decrease in the number of victims where the suspect was a juvenile and a
23% decrease in the number of reported offenses during the curfew program hours.
Through the curfew program we are reducing the 191-J court dockets by 212 cases per month up from
a reduction of 120 cases per month last year.
SCI hired approximately 300 14 -18 year old youths in 1996 and about 5% of them are working year-
round. All youths are required to attend training sessions that include job readiness, conflict
management and leadership development.
More than 93% of the youths hired in 1996 completed the ten-week program. More than 30% of the
youths hired in 1995 were requested by City Employers to return this year. School Counselors
indicated that there have been significant changes in more than 30% of the youths' grades and
behavior from 1995 to 1996. We anticipate evaluating the effects of the program on school truancy,
suspension and expulsion statistics.
More than 700 youths attended the 1996 Youth Summit up from 50 in 1995. Professionals from
around the city joined the youths in conducting anti-violence workshops. The youths then formed a
Youth Power Team that produced 8 events this summer that provided positive alternatives for 12 -18
year old youths between 7 PM and curfew. More than 2,500 youths and adults attended the events.
In 1995 - 1996, SCI was able to raise more than $700,000 from the business community for
employment and training, after-school programs and summer recreational programs.
We currently provide after-school programs in 26 Denver Public Schools. Programs are offered to
elementary and middle school youth 2 to 4 days per week Programs provide academic enrichment
utilizing recreation as a foundation. More than 1,600 youths have benefited from the programs.
Since we moved to the Police Administration Building, we had an open house and now more law
enforcement personnel are participating in our programs.
TOTAL P.03
Page 7
3RD STORY of Level 1 printed in FULL format.
Copyright 1997 Denver Publishing Company
Rocky Mountain News
May 14, 1997, Wednesday
SECTION: LOCAL; Ed. F; Pg. 4A
LENGTH: 454 words
HEADLINE: Albright delights students, former classmates
Secretary of state tells audience at Kent School of her early years
BYLINE: Ann Imse ; and Erika Gonzalez; Rocky Mountain News Staff Writers
BODY:
For Secretary of State Madeleine Albright, coming home Tuesday was far
different from her first arrival as a youngster in her father's green Ford
coupe.
' Imagine what it's like to land in your hometown in a plane that says,
'United States of America, she told students at Kent Denver School, her high
school alma mater.
Her father, Josef Korbel, fled communism in Czechoslovakia and moved his
family to Colorado to teach international affairs at the University of Denver.
She admitted that her legendary early start - founding an international
relations club at the school - actually consisted of coercing friends in her
class of 16 girls to come and talk about her favorite subject.
''I tortured them,'' she confessed - twinkling at those same girls, now
nearing their 60s, and in the audience after a brief reunion with their famous
classmate.
But then she told them her education at Kent was crucial to her success and
advised: ''Hang in there, and even some of you boys might be secretary of state
someday.
Being a female secretary of state hasn't been a problem in dealing with the
Middle East ''so far,'' she said, but added that ''it's early.'
Sometimes, it's an advantage.
In repairing rocky relations with France, she said, ''it helps when the
French foreign minister can send me pink roses and give me a little kiss when I
get out of the car.
Later, she gave her first speech to 1,400 people at a lunch sponsored by the
Women's Foundation and organizers of the Denver Summit of eight world leaders
that she will help President Clinton host in June.
Albright wrapped up her visit to the city by dining on tamales and flautas at
Page 8
Rocky Mountain News, May 14, 1997
El Noa Noa restaurant on Santa Fe Drive.
She also purchased a $ 50 vase from Santa Fe Pottery.
''It was a pleasure to be able to serve her,'' said Vidal Banuelos, a manager
at El Noa Noa. ''I won't forget it.''
Albright also visited the Chicano Humanities & Arts Council and learned more
about Santa Fe Drive's large mural, which highlights the street's Hispanic
roots.
LANGUAGE: English
LOAD-DATE: May 16, 1997
JUN-18-1997
08:48
DENVER
37501
P.007
Hot:
High 95. Low 40
THE DENVER POST
DRYKARY
-
1
gust 8, 1995
Voice of the Rocky Mountain Empire
256/506 in designeted areas
Super
bridge. "We want them to go to college.
But studies show that middle school is
"One Hispanic boy in my class really
where a lot of kids get lost. Our job is to
struggled," said Scheel, choking back
intervene while they are still doing
tears. "He gets home each night at 6.
well."
goes into his room and sits at a table for
3½ hours doing homework. He can't
summer
Juno Lawrence, 12, a high-achieving
even watch a half-hour of TV. Six kids
seventh-grader at Gove Middle School,
are playing hoops outside his window
says good students are teased routinely.
While her family supports her efforts in
while he works. His work isn't as good as
the other kids', but be's trying."
school, straight A's don't cut it on the
school
"We're very impressed," said Retha
Gove playground.
Johnson of northeast Denver, whose 12-
"Summerbridge is a place where you
year-old grandson, Jeffrey, attended the
can be your own person. with no nega-
summer school. "He's been bappy there.
tive pressure," says Juno. "And while
One night he worked diligently on his
you learn, you enjoy yourself."
homework for three hours. He said he
At-risk kids getting
Tough-love approach
was teaching biology class the next day.
I told him, 'Now you know what the
Credit the Summerbridge faculty for
teachers go through.'
boost from Kent
making summer school a pleasure. All
While Denver Summerbridge becomes
are high school and college students with
established, its enrollment is limited to
an idealistic yearning to teach and a be-
students from Gove, Smiley and Kepner
By Alan Katz
lief in the program's tough-love ap-
middle schools.
Denver. Post Staff Writer
proach to education.
"It's hard for me to tell parents from
CHERRY HILLS VILLAGE visitor to
"Boot camp for their heads," biology
other schools that their kids can't come."
Kent Country Day School can only marvel at
teacher Mark Scheel calls it.
its bucolic. 200-acre campus. Stand on the la-
Caplan said. "I hope someday Summer-
"The first four weeks, I didn't crack 2
crosse field, and you're treated to one of the
bridge will be open to schools around
smile," said Scheel, a premed student at
Colorado. There is 30 much need."
area's great views of the Rocky Mountains.
Johns Hopkins University. "I gave them
Except for DPS's contribution of its
The prestigious private school erudes privi-
monstrous quizzes and promised them
lege and understated wealth, but it stands for
nobody would get 100 percent. On the
buses, the program was financed with-
out government help. The $75,000 budget
public service, too.
(mid-term) exam, the average grade was
went mostly for salaries. Donors includ-
For six weeks this summer, 47 middle-
60. percent. That's failing in most clas-
ed the Adolph Coors Foundation. El Po-
schoolers from Denver Public Schools have
ses, but I was thrilled. That meant for
mar Foundation, the Anschutz Family
attended all-day classes at Kent. as part of a
every 10 things I said, the kids remem-
Foundation and AT&T. Kent Country
tuition-free program called Denver Summer-
bered and absorbed six."
Day School offered free use of its cam-
bridge.
Described as "an Outward Bound of the in-
Like other Summerbridge teachers
pas.
tellect," Summerbridge spronted in San Fran-
from out-of-state, Scheel boarded at the
cisco in the late 1970s and has spread to 33
home of a Kent family. He spent hours
Get over the rough edge
U.S. cities, most recently Denver. The is
each night preparing lessons, and during
"Having Summerbridge here is a tan-
the last week of classes. both his exhaus-
gible way for us to participate in the
to give motivated city youths two summers of
rigorous study in a private-school setting with
tion and passion showed. While reading a
wider community of Denver," said Tom
goodbye poem to the students, Scheel
Kaesemeyer, Kent headmaster. "We al-
class gizes averaging seven students.
broke down and cried.
so knew our students could volunteer
"Most of our kids are A and B students,"
says Ben Caplan. director of Denver Summer-
"I've gone to the kids' houses," be ex-
and tutor, and they have learned a great
plained later. "I've seen how different
deal.
their childhoods are from what mine
"We find that the presence of Sum-
was. This program attempts to level the
merbridge students has enriched our
playing fields. and that's important to
school and the culture out here. Although
me.
we have a $600,000-a-year scholarship
program, we obviously can't admit ev-
ery middle-school student in Denver. But
if we can help 100 kids a year to get over
that rough edge of seventh and eighth
grades. we feel that's fantastic."
Brain boot camp helps kids
JUN-18-1997 08:50
DENVER
37501
P.008
The Philadelphia Inquirer
Tuesday, August 8. 1995
The
Philadelohia
WILLIAM
STEINMETZ
Writing teacher Okorie c. Johnson. a Morehouse College student, leads a Summerbridge class at Germantown Friends School.
Of his summer spent working with middle schoolers. Johnson said, "Seeing that first evidence of learning it's a miracle."
Summer school filled with zest
By Martha Woodall
high-octane classes are led by a cadre
INQUIRER STAFF WRITER
of energetic college and high school
Antoine Hayes' friends thought he
students with a mandate to whip up the
was crazy, whiling away most of the
children's enthusiasm for learning.
summer in stifling classrooms studying
They open and close each day with
English, math and science.
spirited reilies that drive home the
It wasn't as If he had flunked any
summer's theme: "Welcome to the
subjects at Wagner Middle School in
Brain Forest: A juagle of learning and
Oak Lane and had to make them up.
exploration!" In berween. the instruc.
Antoine had gotten very good grades.
tors test out novel teaching methods.
"Why did you do this?" has incredu-
some of their own concoction games
tous pals asked. "Your summer has
that incorporate math lessons and gym-
been taken away. You have to do home-
nastic exercises that illustrate para-
work on weekends!"
graph construction.
But Antoine was eager
A national
"The teachers here
to be in the first wave of
make Hearning more in-
Philadelphia students
program has hit
teresting." said Ayana
plunging into Summer-
Brown, a student from
bridge a national pro-
Philadelphia. It
C.W. Henry School in
gram simed at putting
takes motivated
Mount Airy. "Summer-
motivated middle school-
bridge keeps your spirits
ers. many of them low.
middle
up - a lot.
income and minority stu-
schoolers and
Founded in San Fran-
dents. on an early track
CISCO 17 years ago as a
to college.
spurs them on.
nonprofit project primar-
Tuition-free and under-
ily for low-tocome and
written by grants and
minority students with
gifts from corporations, foundations
limited educational options. summer-
and individual donors, Summerbridge
bridge began spreading across the na-
is making its Philadelphia-ares debut
uon in 1991, helped along by a Bay Area
this summer at Germantown Friends
investment company.
School. There. 35 seventh graders from
Since then, the Summerbridge move-
eight public schools in the city's north-
ment has branched out to 33 sites. in-
wostern region are trying their hands
cluding Moravian Academy in Bethle-
at such enterprises as making masks.
hem. which has hosted a
writing poetry and dissecting fish.
Summerbridge for Lehigh Valley stu-
"It seems like staying home is fun."
dents since 1993.
Antothe said. "But here you can learn
"In some ways, Summerbridge is care-
Johnson acts a bit to show how to build a
more - and have fun.
gorized as an alternative program.
sentence. with (from left) Anthony Davis. Antoine
and they do Summerbridge's Unv,
Haves. Hazel DeGate and Tracie Richardson
JUN-18-1997 08:52
DENVER
37501
P.009
ino
high-energy.really spirited and com-
mitted to the students"
Since going national. the program
has become a model community serv-
Ice project for college students. It has
received AmeriCorps grants of
$500,000 from the Corporation for Na-
tional Service. founded by President
Clinton to enable students to earn
tuition money while performing
community work.
Summerbridge officials say that 16
of their 33 program sites would be
adversely affected if Congress enacts
an Interior Department spending
proposal to eliminate AmeriCorps
funding after 1996.
Clinton has said of Summerbridge:
"When a program can so motivate
children and encourage teaching. we
may find that a small part of the
world is different and berter."
Despite the meager stipends. com-
petition for Summerbridge teaching
spots is keen. The Germantown pro.
gram received 167 applications for
its 13 teaching positions. according
to Julie Friedberg, who directs the
Summerbridge program at German-
town Friends and helped bring it to
the school.
A 1989 Germantown Friends gradu-
ate, Friedberg participated in Sum-
merbridge programs in New Hamp-
shire, Rhode Island and Louisiana
while she was a student at Brown
University.
The Philaciathia Inquiret / WILLIAM F. STENMETZ
"I fell in love with it the first time I
Okorie Johnson among his Germantown Friends students (from left)
did IL" said Friedberg, 24. "Ir
Tracie Richardson, Hazel DeGate. Antoine Hayes and Anthony Davis.
changed my whole life."
A history major, she had never
considered teaching career.
said Rory Dorman a curriculum as-
tional teachers for the 35 incoming
sociate at the national headquarters
"I became obsessed with thinking
seventh graders as well as the 35
about education and how to make it
in San Francisco. $ But the pro-
returning eighth graders.
work." said Friedberg. who will
gram is very traditional in its goals
- and that is getting kids into col-
Summerbridge isn't only about put-
teach beginning Latin to middle
ting middle-schoolers on the path to
school students at Germantown
lege."
college. It's also about luring high
Friends in the fall.
The 35 students spending their
school and college students into
Summerbridge officials report that
summer at Germantown Friends
teaching.
64 percent of the program's yourhful
were selected from 90 youngsters
who. after hearing Summerbridge
Culled from throughout the na-
instructors are so captivated by their
presentations at their schools. filled
don, the instructors routinely put in
experience that they become teach-
out the 12-page application. The cho-
12-hour days, under the guidance of
ers after graduating from college.
sen pledged to spend six weeks dur-
a handful of professional teachers
The first round of Summerbridge
ing July and August taking courses,
who serve as coaches. For their sum-
classes in Germantown will con-
complete with lengthy homework as-
mer-long effort. the college students
clude with an evening celebration at
signments. papers and tests. They
earn supends of S750: the high school
the school on Saturday.
also agreed to participate in weekend
students. $500. Those from outside
Antoine. for one, says he'll be back
and after-school events during the
the area bunk with Summerbridge
academic year and to return TO Ger-
host families and are responsible for
next summer: "It's a challenge. You
feel like you have to do it because :I
mantown Friends for a second round
their own transportation costs.
will help you later on in life."
of classes next summer.
Clearly, the allure is not financial
That kind of attitude has wowed
Summerbridge officials say that 92
"Seeing that first evidence of
many of the Summerbridge instruc-
percent of those who complete the
learning it's a miracle." explained
tors.
two-year middle-school program sign
Okorie C. Johnson, a student from
"Every time I look at the kids. I am
up for tough college-prep courses
Morehouse College in Atlanta who is
saying to myself: 'Would I at 12 have
when they reach high school. in the
teaching writing this summer. "They
made the same decision?* wonders
future. Summerbridge hopes to cal-
have learned something. and I kind
of helped. That is really rewarding."
Dionne M. Piggott. a University of
culate the students' college-success
North Carolina student who plans to
rate.
Scott T. Okamoto. a student at the
become a doctor. "I think all the
The budget for Summerbridge's
University of Californta-Berkeley.
faculty are highly motivated. but
first year at Germantown Friends is
has taught biology in the program in
San Francisco, Hawaii and now Phil-
could we say at 12 we would spend
a modest 576,000. Next year's ex-
our summers in school and not as
penses are expected to rise to
adelphia.
a punishment, but as a reward
$122.982 to cover the COST of addi-
"I don't know if I would have."
Page 3
27TH STORY of Level 1 printed in FULL format.
Copyright 1994 The Times Mirror Company
Los Angeles Times
August 30, 1994, Tuesday, Home Edition
SECTION: Part A; Page 1; Column 5; Metro Desk
LENGTH: 2237 words
HEADLINE: PUBLIC AND PRIVATE SCHOOLS LEARNING TO WORK TOGETHER;
EDUCATION: STUDENTS IN SUMMER ENRICHMENT PROGRAMS ARE THE WINNERS AS BARRIERS
BETWEEN TWO WORLDS FALL.
BYLINE: By JEAN MERL, TIMES EDUCATION WRITER
BODY:
The midsummer mugginess invading the Polytechnic School in Pasadena couldn't
wilt the moment of academic triumph occurring in Room 26. After weeks of science
experiments, Gilbert Holguin and Brian Thorne, both 10, had just become the
first pair to devise a system for getting their homemade ice cream mixture to
freeze.
On the Westside, 12-year-olds Christina McNeil and Maveli Quijapa spent their
summer days discussing literature and honing their math skills at Brentwood
School, like Poly one of the area's priciest, most prestigious private schools.
But tuition and waiting lists did not concern these youngsters, whose summer
at the top tier of education in Los Angeles came at no cost to their families.
In September, the students will be back in their regular public school
classrooms, probably unaware of the roles they played in a new chapter of
education history.
The summer programs are examples of the growing collaboration between private
and public schools. All but unheard of a decade ago, the phenomenon reflects the
recent blurring of the boundaries dividing the two worlds in the face of growing
pressure to improve American schools.
"This is a substantial trend," said Greg Kubiak of the Council for American
Private Education, an umbrella organization whose members include most of the
nation's private non-sectarian and parochial school groups. "There is a
recognition that, in their need to respond to their communities and families,
both sides can learn from each other."
At Polytechnic and Brentwood, selected public school students, typically very
bright but not reaching their potential, get a weeks-long taste of powerhouse
academics and individual attention. The students' regular teachers make the
selections and help with school-year follow-up activities aimed at cementing the
summer's gains in skills, motivation and self-esteem.
"This is a good thing to help me get a better education," Christina said,
explaining why she gave up some of her summer to crack the books as never
before. "The math is fun. It's my favorite subject. The hardest is humanities --
Page 4
Los Angeles Times, August 30, 1994
it's a lot of work."
Peter D. Relic, president of the National Assn. of Independent Schools and a
former public school superintendent, said that while pairings of private and
public schools have been around for a long time, the practice has begun to grow
rapidly and taken on the look of a true partnership. Many of the public-private
collaborations are generated by independent schools, self-governed campuses that
emphasize rigorous academics and individual attention.
"These are not paternalistic relationships," said Relic, whose organization
is working with the U.S. Department of Education to compile information on the
numbers and kinds of collaborations.
The partnerships range from sharing teachers to exchanging curriculum or
staff development programs and teaming up to seek private foundation funding for
projects.
In Philadelphia, for example, the private Springside School for girls teamed
up with the public All-Girls High School for a research project on single-sex
education. A South Boston public school principal found several boarding schools
willing to take promising but underprepared high school graduates and provide
them with a year's worth of college preparation. And since 1990, the public
Barclay Elementary School in Baltimore has worked with the private Calvert
School nearby, developing curriculum and home study packets and exchanging
teachers.
Many of the partnerships, however, take the form of summer enrichment
sessions on private campuses, usually carefully coordinated with the
participating students' public school district. Between 200 and 300 such
programs were operating throughout the country in 1991, an independent school
expert estimated.
Polytechnic School began its tuition-free Skills Enrichment Program with the
Pasadena Unified School District and the Johns Hopkins University Center for
Talented Youth in 1990. Last summer, two other Pasadena private schools,
Chandler and Westridge, joined the program. In classes held at the three
campuses, about 150 elementary students got an intensive five weeks of
academics, arts and athletics. The intimate atmosphere created by small classes
and individual attention is aimed at giving promising youngsters a boost that
will motivate them to aim high throughout their schooling.
Pasadena district officials provide some of the faculty, coordinate
school-year follow-up activities and contribute some of the money they receive
from the state for each child in summer school. Much of the $190,000 program
cost, however, is borne by the three host independent schools, which provide
facilities and raise money.
Kristen McGregor, a fifth-grade teacher at Thomas Jefferson Elementary during
the regular school year who conducts math classes at Poly during the summer
program, said she has seen real growth in the students. "Seeing how far these
kids can go, seeing them soar has made me a much stronger teacher,' McGregor
said.
Polytechnic Headmaster Alexander B. Babcock said of the program's origins:
"We wanted to have some impact on our own community, and we liked the idea of
Page 5
Los Angeles Times, August 30, 1994
working with the public school district.
Within the first two years, the
old fears and stereotypes on both sides got broken down."
Bruce I. Matsui, deputy superintendent of Pasadena Unified, said the
partnership has worked very well for the district's students, and he believes
the spirit of cooperation and mutual respect between the two school worlds is a
harbinger of better things to come.
"We're in an interesting period that is breaking up the delineation between
public and private," Matsui said. "There is a real interest on the part of many
educators to rethink what we're doing and to reinvent schools around ways that
maintain student engagement in learning.
This may well lead to many kinds
of collaborations that we've never even thought of before."
The Brentwood program, begun this year with the Santa Monica-Malibu Unified
School District, represents the first local branch of Summerbridge, a nationwide
program designed to boost academic opportunities for urban students.
Thirty-five middle-school students spent the first of their two summers at
Brentwood in tiny classes -- five or six students each -- taught by high school
and college students who are considering teaching careers. Seasoned
professionals oversaw the young instructors, helping them plan lessons and
polish technique.
While the academic classes were rigorous and students brought home up to
three hours of work each afternoon, the Summerbridge staff injected as much fun
and informality as possible. Sports, quiz games and "club" meetings were
interspersed with classes.
Required morning courses in literature, writing and math were supplemented
with electives ranging from foreign languages, chemistry and physics to poetry
writing. In the afternoons, students could choose among classes in rap music,
arts and crafts, dance and storytelling.
"Sometimes they give us too much homework," Maveli said of her Summerbridge
teachers. "But they are very responsible and they help us with it. They give us
their phone numbers so we can call them anytime. They teach us how to take
notes, whatever we need."
When they return to their Santa Monica middle schools in the fall, the
Summerbridge students will be offered tutoring, reunions and Saturday enrichment
classes to help reinforce the skills and enthusiasm they were exposed to at
Brentwood.
"We want to stay in touch and be these kids' advocates through high school,"
said Timothy J. Corcoran, a Brentwood teacher who runs the campus Summerbridge
program.
The program cost about $100,000 this year. Brentwood provided facilities and
support staff and did the fund raising, along with Summerbridge National.
Summerbridge teachers, an ethnically diverse group just a few years older
than the students themselves, are role models who play basketball with the
youngsters, hand out their home phone numbers and encourage students to call
them by their first names.
Page 6
Los Angeles Times, August 30, 1994
"These kids know a lot more than they think they do," said Lanita Foley, 19,
a Stanford student turned literature and Spanish teacher for the summer. "We
want them to have fun and to know we are their friends, but we work them hard.
We want to give them the skills they need."
Cesar de la Torre, 12, who attends Santa Monica's John Adams Middle School,
said he didn't mind all the homework because the program was "fun -- and they
help you learn. I think it is going to be easier for me in school next year."
Cesar's stepfather, Howard Webb, said he and the boy's mother, an emergency
room clerk at UCLA Medical Center, were pleased when their son was chosen for
the Summerbridge program.
"He's a real good kid, but sometimes he had an attitude problem and his
grades would slip. He did bring them up when he tried, but he needed more help
with studying," Webb said. "Now he's real enthused. He's really trying to set an
example for himself."
Begun in San Francisco in 1978 by former public school teacher Lois
Loofbourrow, and now operating 26 programs in 23 U.S. cities and Hong Kong,
Summerbridge has been around long enough to have a track record. About 92% of
its middle-school-age participants have gone on to take college preparatory
courses in high school, and 64% of its young teaching staff have begun careers
in education after their college graduations.
Its goal is to provide extra help for talented students, including many
minorities living in poverty and children of immigrants, who face "limited
educational opportunities." Nationwide, Summerbridge includes 325 public schools
and 82 private non-sectarian and parochial schools, making it one of the biggest
and best-known collaborations in the country.
"It helped that I came from the public schools," Loofbourrow said of
launching Summerbridge at San Francisco's private University High School, whose
headmaster also had worked in public schools. "We both knew there was a lot that
was good on both sides and it just seemed normal to cooperate."
Having a friend at a local public school also helped the private Crossroads
School for Arts and Sciences in Santa Monica get its community arts program off
the ground five years ago, recalled then-Headmaster Paul Cummins.
Driven by budget cuts that were causing public schools to drop art, music,
drama and other electives and by his belief that students at elite private
schools were "pretty sequestered," Cummins had an idea for a partnership that he
believed would alleviate both concerns.
He took his offer for Crossroads to provide arts programs to public schools
to Lana Brody, a former Crossroads parent and the assistant principal at Palms
Middle School on Los Angeles' Westside. Together they started a choral group for
Palms students, taught by a Crossroads teacher.
Since then, the program has expanded to include privately funded music, drama
and art instruction at five public schools and the Santa Monica Boys and Girls
Club. Cummins resigned as headmaster to form the Crossroads Community
Page 7
Los Angeles Times, August 30, 1994
Foundation, which has raised more than $1 million for teachers, materials and
curriculum development.
Although Cummins acknowledged that the collaboration initially was "a little
bit of a one-way street,' he is beginning to see signs of "cross-fertilization"
between teachers from the participating public schools and Crossroads staff.
"I've found that quite a few public schools are more innovative than a lot of
private schools," Cummins added.
Despite the success of such projects, several obstacles remain, educators
from both sectors say. The complexities of pooling staffs and other resources,
especially when both public and private dollars are involved, can be daunting to
even the most motivated of partners.
Long-held attitudes of distrust between public and private schools have been
heightened in some instances by the divisive debate over whether parents should
get taxpayer-financed tuition vouchers for private school.
Public school leaders sometimes resent the resources and the freedom to pick
and choose among students enjoyed by some private schools and feel they are
being unfavorably and unfairly compared. Some private schools come across like
stuck-up neighbors, in part because traditionally many have looked down on
public schools as bureaucratic and of low quality.
"Until recently, a typical public-private partnership often possessed a
superior/inferior aura, with the independent school in the superior position,"
said Alec Lee, director of an outreach program for San Francisco's prestigious
Lick-Wilmerding High School. "The collaborative programs on the educational
landscape in 1994 are much more inspiring attempts to mingle resources for the
good of the community," Lee wrote in an academic article on the partnership
trend.
Relic, the independent school organization president, said the collaboration
movement is still feeling its way. He has seen some partnerships falter when
districts or schools change leaders or when school leaders cannot muster the
will to surmount the difficulties.
"This is not an unbroken stream," he said. "We'll see some stops and starts,
some lost progress. But this is growing and growing coast to coast, and I'm sure
it is a trend that will continue. All the schools and society -- are going to
benefit from it."
GRAPHIC: Photo, Stanford student Lanita Foley, left, interacts with youngsters
in a summer program for public school pupils at the private Brentwood School. ;
Photo, What I Did on My Summer Vacation
Some Los Angeles public school
students have spent the summer tuition-free at pricey private schools. The
summer programs are examples of the growing collaboration between private and
public schools. Above, Martin Castro in writing class at Brentwood School.
CAROL CHEETHAM / For The Times; Photo, (Southland Edition, A23) Teacher Kristen
McGregor helps Tiffany Vogel, 10, right, and Belen Arreola, 11, in enrichment
program at the Polytechnic School. PAUL MORSE / For The Times
LANGUAGE: ENGLISH
LOAD-DATE: August 31, 1994
Page 12
55TH STORY of Level 1 printed in FULL format.
Copyright 1992 The New York Times Company
The New York Times
July 22, 1992, Wednesday, Late Edition - Final
SECTION: Section A; Page 17; Column 1; National Desk; Education Page
LENGTH: 1303 words
HEADLINE: For Inner-City Students, a Program Offers a Taste of Private-School
Life
BYLINE: By WILLIAM CELIS 3d
BODY:
Picture a private school setting, with all of the educational extras such
schools can afford. Open the campus for a summer school that aims to help
inner-city adolescents. Then recruit as instructors bright high school and
college students considering teaching careers.
Give the students, all of whom are in middle school, rigorous instruction in
math, science, history and language, combined with electives in the arts and
sports. Offer hugs and support; then listen to the students who are accepted to
the tuition-free, six-week program called Summerbridge.
"I wish there were public schools like this," said Manuel Billups, an
11-year-old who is enrolled in the Summerbridge program at Riverdale Country
School in the Bronx and who will be a seventh grader at Intermediate School 164
in Harlem in the fall. "You have to go to a private school to get all of this,
and even then privates don't offer all of this."
As educators and policymakers continue their search for ways to help
students from the inner city, Summerbridge demonstrates what can be done with
hard work and a spending level that corporate sponsors and other contributors
call cost-effective. As a result, it has been copied in nine cities since 1990.
Two Summers of Work
Founded in 1978 by Lois Anderson Loofbourrow, a former public school teacher
in San Francisco, the program seeks to lift students both academically and
personally. For two summers, youngsters have class in the morning and pursue
elective subjects and sports in the afternoon. In the intervening school year
they receive tutoring.
Summerbridge says the approach has paid off: 92 percent of the 700 students
who have gone through the San Francisco program since 1978 have enrolled in
top-tier private college-preparatory high schools, most on scholarships, or won
admission into competitive public high schools. Some graduates are now attending
Ivy League universities or highly selective public institutions.
And it is a double success, in that 64 percent of the high school and college
students who have taught in the program have gone on to pursue careers in
Page 13
The New York Times, July 22, 1992
education.
For 12 years San Francisco had the only such program, but since 1990 others
like it have been established in New York; Miami; Louisville, Ky.; Providence,
R.I.; Manchester, N.H.; Ross, Calif.; Cambridge, Mass., New Orleans and Hong
Kong. Six more are scheduled to open next summer in New Haven; Cincinnati; El
Paso; Bethlehem, Pa.; Kansas City, Mo., and Portland, Ore.
The program's cost -- about $1,000 per student -- is borne by the host
private schools, which donate their campuses and supplies, and by the
InterPacific Group, a San Francisco company, as well as other corporations and
foundations. Salaries for teachers are $500 for high school students and $750
for college students, and some college students are given extra money in the
form of financial aid.
Since 1988, InterPacific, which manages and owns resorts and other
businesses, has contributed $600,000 to $750,000 to Summerbridge in San
Francisco, said Charles Frankel, the company's director of community support.
The company has also given $25,000 grants to start programs in the other cities.
Class Consciousness
But the program's use of affluent private schools instead of public schools
has raised concerns among some of Summerbridge's teachers.
"I don't know that by bringing them to a private school we are sending a
message that says, 'See what you can have if you work hard,' or 'See what you
can never have, " said a teacher in the New York program, Michelle Celestine,
who will be a senior this fall at the University of California at Berkeley,
majoring in English. "That's something the national office should look into."
Mrs. Loofbourrow, however, responds that students need to learn about the
economic divide. Others, like Mr. Frankel, say the program is intended to give
students not only an academic jump-start but also exposure to an economic level
to which they should aspire. "That's what this program is all about," he said.
About 75 percent of Summerbridge's national enrollment of 1,000 students this
summer come from poor neighborhoods in the cities in which it operates.
Generally, the students the program chooses are those who perform well on
standardized tests but who have difficulties in the classroom.
The response from students is usually overwhelming. Summerbridge in New York
received 170 applications and enrolled about 60 students this summer. Neither
the students nor the teachers receive credit for their work, but for many the
experience is enough.
"It is much different from my school," said Douglas Cajas, a 14-year-old
completing his second summer in the San Francisco program. "The academics are
harder, but that's good."
Douglas, who will enter a private college-preparatory school this fall, came
to Summerbridge last summer to work on his writing. Last year, he said, he had
difficulty composing a simple paragraph, let alone writing and organizing an
essay. Although he says his writing still needs work, Douglas said that he could
now put together a competent essay, and that his confidence has soared as his
Page 14
The New York Times, July 22, 1992
abilities have improved.
Small Classes and Innovation
Much of the program's success stems from the small size of the classes and
the innovative way lessons are taught.
At the Riverdale Country School, Nika Lee, a freshman at the Massachusetts
Institute of Technology, divides her six students into two teams and conducts a
French class as if it were a game show. To choruses of good-natured laughter,
students help each other produce the correct response as they practice greetings
and basic commands in French.
"I've learned that school can be fun," said Sandra Gutara, a 12-year-old who
is taking Ms. Lee's French class and who will enter the seventh grade this fall
at St. Philip Neri in the Bronx. "After all we've done here, it's going to be
hard to go back to regular school."
For many of the student teachers, Summerbridge has been an educational
nirvana. The days are long, usually 14 hours, but the experience of teaching and
drawing up their own curriculums far outweighs the low pay, said many of the
teachers.
Like their students, they have to apply for admission to the program,
describing how they would design a course or a curriculum around that course.
Their progress is monitored by teachers who work in the private schools where
the program is held and who, in many cases, were once Summerbridge teachers
themselves.
"The kids teach you about yourself," said Nancy Nagramada, 20, who is
teaching for a second summer at Summerbridge in New Orleans. "They teach you
what your limits are and where you need to grow as a teacher."
Themselves not much older than their students, the teachers say it is easier
for them to recall their own adolescence and what it was like for them in
school. Most recall their middle-school years as relentlessly boring and so are
determined to present invigorating lessons.
In her class this summer, for instance, Ms. Nagramada taught her students how
the heart works by drawing the organ on a large piece of paper, putting it on
the ground and then telling her students to walk through the chambers of the
heart pretending they were blood cells. Last year, it took two days of
classroom lectures before her students learned the information; this year, using
the walk-through method, she said, her young charges knew the material in 30
minutes.
"It proved to me that learning occurs more quickly by experiencing," said Ms.
Nagramada, who plans to attend Hunter College in New York this fall to major in
education. "The best thing you can do for these kids is don't give them any
label of any sort and give them your time and your love and to let them know
they matter."
GRAPHIC: Photo: Students attending a chemistry class that is part of the
tuition-free Summerbridge program in San Francisco. (Darcy Padilla for The New
LEXIS®-NEXIS®
http://web.lexis-nexis.com/In.univ..5=4092776b009909e219cc87e656d6b8e6
Copyright 1997 The Denver Post Corporation
The Denver Post
June 21, 1997 Saturday 1ST EDITION
SECTION: A SECTION; Pg. AA-01
LENGTH: 608 words
HEADLINE: Student science trick dazzles first lady
BYLINE: By Penny Parker, Denver Post Business Writer
BODY:
Students enrolled in the Denver Summerbridge program wowed the nation's first lady Friday with a rap
about DNA, a poem about setting goals and a magic trick that turned apple juice into grape juice - and
back again.
Hillary Rodham Clinton, flanked by Colorado's first lady Bea Romer and Denver's first lady Wilma
Webb, attended a special presentation by seventh-, eighth- and ninth-graders at Kent Denver School.
The students, members of Summerbridge - a three-year program that prepares primarily low-income
middle school students for college preparatory programs - weren't scheduled to start summer school until
Monday. But when the White House called Summerbridge director Ben Valore-Caplan on Tuesday, he
rallied the troops to throw together examples of the program.
Summerbridge, in its third year, trains high school and college volunteers as academic mentors for the
middle-school students. The mentors teach the students math, literacy, science and history.
Described as "an Outward Bound for the intellect," Summerbridge started in San Francisco in the late
1970s and has spread to 33 U.S. cities, including Denver. Class sizes average 15 students.
Clinton, wearing a powder blue pantsuit with matching heels, listened attentively as students offered
testimonials on their Summerbridge experiences. Chris Gibbons, a mentor-teacher, said he chose to be a
teacher because "children are the future of our society. It's an inspiration to get a child's mind to think
critically."
One group of students led the first ladies through an elaborate eight-step math problem that calculated
how many cans of Summerbridge spirit it would take to fill the El Pomar Theater, where the presentation
took place.
Answer: 1,963,300 cans.
Kyle Bobrick and Camilla Ihenetu entertained the dignitaries, students and guests with their rap "My
Name Is Mr. DNA."
But what really got Clinton's attention was the scientific magic trick. Students Hector Saldana, Perry
Ligrani and Alex Gordon engaged in a mock argument over whether the first ladies preferred grape or
apple juice. As they poured the fluid from the carafe to the glass it kept changing colors.
After the presentations, it was Clinton's turn to talk about one of her favorite subjects - children.
"There's nothing more important on the (summit) agenda than to talk about children in the world," she
said. "I wanted to visit a program that's doing a good job in preparing young people for the future. I
heard about Summerbridge and how it gives students and children a chance to work together. If I came
here, I knew that TV cameras would follow and more people would know about Summerbridge. It
would create excitement about this supportive learning experience."
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Clinton applauded Summerbridge's effort to limit class sizes. "We need more family teams to break
schools down into smaller groups," she said. "What is being done now is not working well in a lot of
schools. We should be thinking about what we can do to make it better."
Jamie Brown, 13, dabbed her perspiring brow after the hour-long presentation. Was it the lack of air
conditioning or the fact that she was one of two students chosen to sit next to Clinton?
"I was nervous at first," Brown said. "But when I felt what her personality was, I calmed down. I thought
she might be snobby or something but she wasn't." Director Valore-Caplan said that White House staff
came to Summerbridge in April to talk to the students informally and scope out the program. What will
Clinton's appearance do for Summerbridge?
"If the point is that we're trying to institutionalize the program, this will do it," Valore-Caplan said.
LOAD-DATE: June 23, 1997
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Copyright 1997 Denver Publishing Company
Denver Rocky Mountain News
June 21, 1997, Saturday
SECTION: SPECIAL PULLOUT; Ed. F; Pg. 12S
LENGTH: 388 words
HEADLINE: First Lady a hit with students
Hilary Clinton attends science presentation of Summerbridge program at Kent
Denver School
BYLINE: Mary Voelz Chandler; Rocky Mountain News Staff Writer
BODY:
A First Lady may not be able to turn water into wine, but with the magic cooked up Friday by eager
science students, Hilary Clinton transformed deep purple "grape" juice into pale "apple" juice.
"I still don't understand that, but I can understand DNA because of the rap," Mrs. Clinton told
Summerbridge students at Kent Denver School.
During a presentation, students had delivered a rap about DNA and helped compute how many cans of
"Summerbridge Spirit" would fill Kent's El Pomar Theater. With wine glasses, a carafe of liquid and
chemistry know-how, they alternately offered Mrs. Clinton, and her hosts Bea Romer and Wilma Webb,
different shades of completely undrinkable "juice." Mrs. Clinton poured the final glass, and rendered the
concoction clear again.
In Denver during the Summit of the Eight this weekend, Mrs. Clinton visited Summerbridge as her only
public appearance. An advance team weeks ago had scoped out the program, in which college and high
school students teach middle-school students from the Denver Public Schools in the summer and tutor
them during the school year.
The program is privately funded, with state aid for meals, DPS contributions for transportation, and
major support from Kent Denver, alma mater of Secretary of State Madeleine Albright.
Mrs. Clinton asked students about Summerbridge and they in turn questioned her about her Denver
itinerary - she listed nothing more than official functions - and why she decided to visit Summerbridge.
"I heard about Summerbridge, about how it gives students and young people a chance to work together,"
she said. Publicity from her visit might "encourage other people to do Summerbridge or something like
Summerbridge."
Students gave her a black-and-green Summerbridge jacket and asked her to sign a board holding the
school pledge: "We commit ourselves to hard work, dedication, respect, fun and most of all excellence in
learning." She wrote her name in a space above the word "dedication."
Before the event, Clinton spent about 45 minutes meeting privately with several students, parents and
teachers. The discussion was "an overview of the program," said participant Balvino Chaves, whose
daughter Sarah is in her second year at Summerbridge.
"She took to it like a duck to water," said Chaves.
LANGUAGE: English
LOAD-DATE: June 24, 1997
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