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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. bio
re: Virginia Rodriquez [partial] (1 page)
06/30/1997
b(6)
002. list
re: patient SSNs and DOBs (1 page)
06/09/1997
b(6)
003. bio
re: Staff Sgt LeRoy Head, Jr. [partial] (1 page)
09/26/1997
b(6)
004. bio
re: Staff Sgt LeRoy Head, Jr. [partial] (1 page)
09/26/1997
b(6)
005. bio
re: Captain Sylvia D. Ross [partial] (1 page)
n.d.
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - 15 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.
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.
6/30/97: WASHINGTON
POST PRINCIPALS
LEADERSHIP INSTITUTE
Divider Title:
Creators Syndicate
310-337-7003
12/97
O 5:23 PM
2/3
TALKING IT OVER
BY HILLARY RODHAM CLINTON
FOR IMMEDIATE RELEASE
The evening before the President was to sign the historic balanced budget
agreement, there was a discussion at the White House about who would attend the
South Lawn ceremony. With members of Congress and other dignitaries set to come,
space would be tight.
There was concern that there might not be room for the interns -- the young people
who spend the summer as volunteers at the White House. Someone pointed out that the
interns were the most important guests of all. They had to be invited for the simple reason
that the balanced budget was for them and for the entire generation that will lead our
nation into the 21st century. Extra chairs were brought in. And as I looked out over the
crowd at the signing, it gave me real joy to see their young faces.
The balanced budget the President signed is historic. There has never been a
national budget that has done more to support America's parents in the hard work of
raising their children and sending them to college. The budget meets this responsibility in
three crucial ways.
First, it is good for our economy, and a strong economy is good for our families.
Since my husband came to office, the federal deficit has been reduced by more than 80
percent. That, in turn, has sparked the prosperity we enjoy today. By finishing the work of
balancing the budget, we will continue to keep interest rates down, investment up and
our economy on track.
What's more, by putting our fiscal house in order, we will see to it that when it is
our children's turn to lead America, they will have the freedom to invest in their national
priorities. They won't have to expend resources paying off reckless spending run up by
previous generations. Children should not be responsible for their parents' bills. This
budget sees to it that they won't be.
Second, this balanced budget makes it easier for families to raise their children.
Roughly 27 million families that earn less than $110,000 and have children under the
age of 17 will be eligible for a $500-per-child tax credit. For hard-working parents -- from
firefighters and nurses to police officers and teachers -- that could mean extra money for
a mortgage, school supplies or repairs on a car that doesn't act quite as reliably as it
used to.
One of the biggest concerns parents have is health care. I've been told by
countless parents that their main worry is whether they will be able to afford medical
Creators Syndicate
310-337-7003
218/5/97
5:24 PM
3/3
TALKING IT OVER 8/5/97
Page 2
attention for a sick child. This balanced budget will help extend health insurance
coverage to up to 5 million children -- for everything from regular checkups to antibiotics
to major surgery. Our $24 billion investment paid for in part by a 15-cents-a-pack tax on
cigarettes marks the largest expansion of children's health coverage since the passage
of Medicaid in 1965.
Another big concern families have is education: Parents wonder if their children
are learning what they need to know; they worry about how they will pay for a child's
college tuition.
This landmark agreement will help. Now, parents will get added support sending
their children to college, with $35 billion in tax relief to help pay for education and
training. That includes a $1,500 HOPE Scholarship for the first two years of college as
well as a 20 percent tuition tax credit for the last two years of college and for education
throughout a lifetime.
This balanced budget also contains the most significant increase in education
funding in more than 30 years. It will expand Head Start and fund the President's literacy
initiative for children.
Combined with other reforms that will make it easier for families to buy and sell a
home or to save money in tax-free accounts for education, these tax credits and initiatives
will lighten the heavy load America's parents are carrying.
Third, this balanced budget helps families by supporting those sectors of society
that support us all. Families can't go it alone. It takes a village. And this budget
strengthens the village in important ways.
The budget agreement will help to make our neighborhoods safe by continuing
the President's effort to put 100,000 community police officers on the streets. Public
schools that are falling down will be rebuilt. By tripling the number of empowerment
zones across the country, this budget will bring new hope to families who live in hard-
pressed inner cities and rural areas. The budget also includes funds to clean up toxic
waste sites and to preserve the National Parks that millions of families visit on vacation.
This balanced budget is about more than dollars and cents; it is a reflection of who
we are as a people. The bipartisan agreement shows that our leaders can come together
across party lines to do the right thing for America. It shows that we will support our
parents and families as we prepare for the 21st century. It shows, truly, that we can put
our values into action.
COPYRIGHT 1997 CREATORS SYNDICATE, INC.
ALL RIGHTS RESERVED
August 5, 1997
June 30, 197
WASHINGTON POST PRINCIPALS LEADERSHIP INSTITUTE
DATE:
July 1, 1997
TIME:
11:00 a.m.-11:50 a.m.
LOCATION:
The Chinese Room, Mayflower Hotel
Washington D.C.
FROM:
Brenda Costello and Rebecca May
I.
PURPOSE
To give remarks at the Washington Post Principals Leadership Institute Seminar,
highlighting the administration's efforts to improve education and your own
educational philosophy of high expectations and community involvement.
II.
BACKGROUND
On Tuesday morning you will address the Washington Post Principals Leadership Institute
Seminar. This two-day seminar which began on Monday is the first event in the
Institute's year-long program. The 60 participants in the seminar will convene to hear
different perspectives on effective leadership, self-motivation and management skills.
The participants include thirty-five high school principals, General Julius Becton,
several superintendents and other education administrators, as well as the 18 school
principals serving on the Leadership Institute Advisory Board.
Washington Post Principals Leadership Institute
This is the inaugural year for the Leadership Institute, which will meet during the two-
day seminar you will be addressing and during three one-day sessions throughout the
year. The Leadership Institute developed from the "Distinguished Education
Leadership Awards" which the Post presents annually to one private school and 17
public school principals in the D.C. area. To commemorate the 10th anniversary of the
award last August, the Post hosted a reunion of all the previous recipients of the awards
to discuss the challenges of leadership. Based on the success of this gathering, the Post
decided to establish the Principals Leadership Institute.
Washington metropolitan area principals from two private schools and 33 public
schools were selected to participate. In the two week application period, the Post
received about 100 applications for the 35 slots. Past recipients of the "Distinguished
Education Leadership Awards" were ineligible to apply for the Principals Leadership
Institute. The principals selected for the Leadership Institute are 34 percent male and 62
percent female, representing schools in the District of Columbia and Montgomery,
Alexandria, Fairfax, Loudoun, Anne Arundel, Arlington, Prince George's, Prince
William, and Charles Counties. The schools include 13 elementary schools, 7 middle
schools, 8 high schools, and 7 with a range of grade levels. The diversity of the
participants will allow the group to develop a broad range of ideas for leadership in
schools. As you recall, the National Association of Elementary School Principals
presented you with their "Distinguished Service Award" in July of 1996.
This initial two-day seminar for the Principals Leadership Institute centers around a
variety of speakers who provide examples of strong leadership and advice on personal
leadership development. In the one-day sessions to take place throughout the year, the
principals will spend more time exchanging ideas and learning from each other. In
addition to funding for the Institute, The Washington Post is providing materials and
meals for participants at each event, as well as overnight accommodations on Monday
night. Participating principals will be given in-service time from their schools to attend.
Education Programs at The Washington Post
The Washington Post is publicly committed to supporting local schools and has
established several awards and outreach programs for the community. In addition to
the "Distinguished Educational Leadership Awards," the "Agnes Meyer Outstanding
Teachers Award" honors teachers each year who make a difference in local schools.
Outreach programs include the following:
Grants in Education Program provides $300 grants to teachers with ideas to enrich the
curriculum.
"Inside the Washington Post" gives teachers a discounted rate on copies of The
Washington Post for classroom use, instructional materials and teacher training to help
integrate the newspaper into the curriculum
Learning Partners is a program which matches parents and children, grandparents and
grandchildren, or any other combination to work on expanding students knowledge
through activities involving the Post newspaper.
Spelling Bee is open to regional students in grades 4-8. The winner advances to the
Scripps Howard National Spelling Bee and all participants receive a $50 savings bond.
Eastern High School Partnership matches Post employees with students in a
mentoring program and provides scholarship funds to Eastern students. Students earn
$500 for each semester they achieved all A's and B's.
Grants in the Arts provides funds for arts education. The grants average $300 and are
distributed by a group of educators and arts community leaders for school activities.
Principal-in-Residence Program
Secretary Riley initiated the Principal-in-Residence program at the Department of
Education four years ago. The principal serves on a staff of advisors and acts as a
liaison between the Department and school principals all over the country. The
Principal-in Residence represents the Secretary on issues of school leadership and
provides a realistic voice for teachers and principals inside the Department.
Format
Other speakers at the seminar include Katherine Graham, Chairman of the Executive
Committee for The Washington Post Company, speaking on effective leadership,
author Sheila Murray Bethel, and Virginia Rodriguez, Public Relations Director for The
Washington Post. William Raspberry, columnist for The Washington Post, will be
addressing the Leadership Institute on diversity issues in education following your
departure. He is not scheduled to be present during your remarks.
Katherine Graham will introduce you and you will make brief remarks. A 10-15 minute
question and answer session will follow, moderated by Ted Lutz, Vice
President/Business Manager, The Washington Post. After the question and answer
period, you will depart.
III. PARTICIPANTS
-The First Lady
-Katherine Graham, Chairman of the Executive Committee, The Washington Post
Company
-Ted Lutz, Vice President/Business Manager, The Washington Post
IV.
SEQUENCE OF EVENTS
Katherine Graham introduces The First Lady.
The First Lady delivers remarks.
Upon conclusion of remarks, Ted Lutz, of The Washington Post, opens up the floor to
questions and answers.
Ted Lutz concludes question and answer session.
The First Lady departs.
V.
PRESS
Open press.
VI.
REMARKS
Provided by June Shih.
William, and Charles Counties. The schools include 13 elementary schools, 7 middle
schools, 8 high schools, and 7 with a range of grade levels. The diversity of the
participants will allow the group to develop a broad range of ideas for leadership in
schools. As you recall, the National Association of Elementary School Principals
presented you with their "Distinguished Service Award" in July of 1996.
This initial two-day seminar for the Principals Leadership Institute centers around a
variety of speakers who provide examples of strong leadership and advice on personal
leadership development. In the one-day sessions to take place throughout the year, the
principals will spend more time exchanging ideas and learning from each other. In
addition to funding for the Institute, The Washington Post is providing materials and
meals for participants at each event, as well as overnight accommodations on Monday
night. Participating principals will be given in-service time from their schools to attend.
Education Programs at The Washington Post
The Washington Post is publicly committed to supporting local schools and has
established several awards and outreach programs for the community. In addition to
the "Distinguished Educational Leadership Awards," the "Agnes Meyer Outstanding
Teachers Award" honors teachers each year who make a difference in local schools.
Outreach programs include the following:
Grants in Education Program provides $300 grants to teachers with ideas to enrich the
curriculum.
"Inside the Washington Post" gives teachers a discounted rate on copies of The
Washington Post for classroom use, instructional materials and teacher training to help
integrate the newspaper into the curriculum
Learning Partners is a program which matches parents and children, grandparents and
grandchildren, or any other combination to work on expanding students knowledge
through activities involving the Post newspaper.
Spelling Bee is open to regional students in grades 4-8. The winner advances to the
Scripps Howard National Spelling Bee and all participants receive a $50 savings bond.
Eastern High School Partnership matches Post employees with students in a
mentoring program and provides scholarship funds to Eastern students. Students earn
$500 for each semester they achieved all A's and B's.
Grants in the Arts provides funds for arts education. The grants average $300 and are
distributed by a group of educators and arts community leaders for school activities.
Principal-in-Residence Program
Secretary Riley initiated the Principal-in-Residence program at the Department of
Education four years ago. The principal serves on a staff of advisors and acts as a
liaison between the Department and school principals all over the country. The
Principal-in Residence represents the Secretary on issues of school leadership and
provides a realistic voice for teachers and principals inside the Department.
Format
Other speakers at the seminar include Katherine Graham, Chairman of the Executive
Committee for The Washington Post Company, speaking on effective leadership,
author Sheila Murray Bethel, and Virginia Rodriguez, Public Relations Director for The
Washington Post. William Raspberry, columnist for The Washington Post, will be
addressing the Leadership Institute on diversity issues in education following your
departure. He is not scheduled to be present during your remarks.
Katherine Graham will introduce you and you will make brief remarks. A 10-15 minute
question and answer session will follow, moderated by Ted Lutz, Vice
President/Business Manager, The Washington Post. After the question and answer
period, you will depart.
III. PARTICIPANTS
-The First Lady
-Katherine Graham, Chairman of the Executive Committee, The Washington Post
Company
-Ted Lutz, Vice President/Business Manager, The Washington Post
IV.
SEQUENCE OF EVENTS
Katherine Graham introduces The First Lady.
The First Lady delivers remarks.
Upon conclusion of remarks, Ted Lutz, of The Washington Post, opens up the floor to
questions and answers.
Ted Lutz concludes question and answer session.
The First Lady departs.
V.
PRESS
Open press.
VI.
REMARKS
Provided by June Shih.
JUN 30 '97 11:54AM WASH POST COMMU DEPT 2023345609
P.3/3
The Washington Post
1150 15ᵀᴴ STREET. N. W.
WASHINGTON, D. C. 20071
(202) 334-6000
THEODORE C. LUTZ is Vice President and Business Manager of The
Washington Post.
Lutz joined The Post in 1981 serving first as Vice President/
Controller, then in 1984 as Vice President/ Personnel. He assumed
his current title in 1986.
Before joining The Post, Lutz served from 1979 to 1981 as
administrator of the Urban Mass Transporation Administration in the
U.S. Department of Transportation, a position to which he was
appointed by former President Jimmy Carter. From 1976 to 1979, he
served as general manager of the Washington Metropolitan Area
Transit Authority and from 1973 to 1976 as deputy undersecretary
for budget and program review at the U.S. Department of
Transportation.
Lutz graduated in 1967 from Carleton College in Minnesota and
obtained a master of public administration degree from the Maxwell
School of Syracuse University in 1968.
###
Virginia Rodriguez
Public Relations Director
202-334-7973
4/92
JUN 30 '97 09:28AM WASH POST COMMU DEPT 2023345609
P.1/1
THE WASHINGTON POST COMPANY
150 15th Street, NW, Washington, D.C. 20071 202-334-6642
Katharine Graham
Chairman of the Executive Committee
Katharine Graham has been chair-
Mrs. Graham is a co-chairman of
Jacksonville, and cable systems
man of the executive committee of
the International Herald Tribune.
serving subscribers in midwestern,
The Washington Post Company
She is also vice chairman of the
western and southern states.
since September 1993. She was
board of the Urban Institute and a
The company also owns Digital
chairman of the board from May
member of the Council on Foreign
Ink, a subsidiary that creates and
1973 to September 1993. She was
Relations and the Overseas
manages electronic information ser-
chief executive officer of the com-
Development Council. Mrs. Graham
vices, principally on the Internet;
pany from May 1973 to May 1991
is a fellow of the American Academy
Kaplan Educational Centers, which
and served as president from 1963
of Arts and Sciences and a member
provides a wide range of educa-
to 1973. She was publisher of The
of the independent D.C. Committee
tional services including basic
Washington Post newspaper from
on Public Education. She is a board
academics coaching, standardized
1969 to 1979.
member of A National Campaign to
test preparation, job placement and
Mrs. Graham was born on June
Reduce Teenage Pregnancy. She is
job skills training; and Legi-Slate, an
16, 1917, in New York City. She is a
a past chairman and president of
online information service covering
daughter of Agnes Ernst Meyer and
the American Newspaper Pub-
federal and state legislation and
Eugene Meyer, who purchased The
lishers Association and a former
regulations.
Washington Post at a bankruptcy
board member of the Associated
The company also has ownership
sale in 1933.
Press.
interests in newsprint manufactur-
After attending Vassar for two
Mrs. Graham is the author of
ing and distribution operations, the
years, Mrs. Graham graduated from
Personal History, a memoir pub-
Los Angeles Times-Washington
the University of Chicago in 1938.
lished in 1997.
Post News Service, the International
She worked as a reporter for the
Herald Tribune and Cowles Media
San Francisco News and later
The Washington Post Company
Company.
joined the staff of The Washington
is a diversified media organization
Post, working in the editorial and
whose principal operations include
circulation departments.
newspaper and magazine pub-
Philip L. Graham, Mrs. Graham's
lishing, broadcasting and cable
husband, was publisher of The
television systems. The company
Washington Post from 1946 until
owns The Washington Post, The
his death in 1963.
Gazette Newspapers (Montgomery
Mrs. Graham has four children:
County, Maryland), The Herald
Elizabeth Weymouth and Donald,
(Everett, Washington), Newsweek,
William and Stephen Graham.
Newsweek International, television
Donald Graham is chairman and
stations in Detroit, Houston, Miami,
chief executive officer of the com-
Hartford, San Antonio and
pany and publisher of The
Washington Post.
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. bio
re: Virginia Rodriquez [partial] (1 page)
06/30/1997
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
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.
JUN 30 '97 11:54AM WASH POST COMMU DEPT 2023345609
P.2/3
The Washington Post
1150 15th STREET, N.W.
WASHINGTON, D C 20071-7301
(202) 334-6000
Virginia Rodriguez is public relations director of The Washington
Post. She is responsible for all internal and external communications, as well
as media and community relations.
Rodriguez joined The Post in 1967 as executive secretary to the
promotion director, transferring to the public relations department when it
was established in 1972. She was promoted to assistant public relations
manager in 1976, to public relations manager in 1978 and to director in 1985.
She serves on the Community and Public Issues Council of the
Conference Board and is a member of the International Board of The Center
for Corporate Community Relations at Boston College. She is a member of
the Board of Trustees of the Capital Children's Museum, the Cultural
Alliance of Greater Washington and the Amigos Advisory Council to Bell
Multicultural Senior High School in Washington, D.C. Rodriguez is also
chair of the newly-formed Advisory Board of the Greater Washington Ibero
American Chamber of Commerce. She is a member of several professional
organizations including the Public Relations Society of America, the
International Association of Business Communicators and the International
Newspaper Marketing Association.
cool]
Rodriguez was born and raised in
(b)(6)
She has attended
Northern Virginia Community College and The American University in
Washington, D.C. and holds a certificate from the Center for Corporate
Community Relations at Boston College.
###
Contact:
Guyon Knight
Vice President/Corporate Communications
(202) 334-6642
JUN 24 '97 02:56PM WASH POST COMMU DEPT 2023345609
P.9/10
The Washington Post
1150 15th STREET. N. W.
WASHINGTON, D.C. 20071-7301
(202) 334-6000
WILLIAM J. RASPBERRY, urban affairs columnist for The Washington Post, has forged a career from
keen observation of human relations. Read by millions of Americans from coast to coast and beyond, he
has, over the years, become a champion of truth, reporting on matters of critical importance to the country.
The son of Mississippi school teachers, he is a graduate of Indiana Central College (now the University of
Indianapolis) with a Bachelor of Science degree in history. He began his journalistic career with the
Indianapolis Recorder, where he spent four years before joining the U.S. Army. Following his honorable
discharge, he went to work at The Washington Post in 1962 as a teletype operator. He soon was promoted
to reporter, and, in 1966 began his own column, which at first appeared on the Metro page.
The column proved so popular that it was moved to the Editorial section and subsequently syndicated by
The Washington Post Writers Group. It now appears in approximately 203 newspapers across the country.
Dubbed the "Lone Ranger of Columnists" by a colleague, Raspberry is known for his independence of mind
and his enlightened commentary on social and political issues. His opinions have long served as the
springboard for many a debate, from newsrooms and classrooms to the White House and Congress.
Raspberry's clarity of thought and his insistence on speaking the truth as he sees it - even when others
disagree -- have kept his column fresh, unpredictable, and uncommonly wise.
Raspberry won the 1994 Pulitzer Prize for commentary. Since the fall of 1995, Raspberry has been a
professor in The School of Public Policy at Duke University, Durham, North Carolina. He continues to
write his newspaper column. His work has won him numerous journalistic awards, more than a dozen
honorary degrees and the respect of readers all over America. He is the author of one book, Looking
Backward at Us, published in 1991 by the University Press of Mississippi, Jackson.
Raspberry is married to the former Sondra Dodson of Washington, D.C., and is the father of three children.
###
Contact:
Virginia Rodriguez
Director of Public Relations
(202) 334-7969
1/96
JUN 24 '97 02: 56PM WASH POST DEPT 2023345609 Biography
P. 10/10
Sheila Murray Bethel Biography
Best Selling Author
Sheila has authored two books, her latest, Making A Difference. 12 Qualities That Make You A Leader. is
a best seller, published in four languages and sold in seven countries. She is contributor to two other
books, Building A Better You, which is about personal excellence and Reflections on Leadership, which
also features Peter Senge, Scott Peck and other leadership experts. She authored a monograph written
exclusively for ASAE's Leadership Foundation entitled Beyond Management to Leadership: Designing
the 21st Century Association. Her columns and articles are published regularly worldwide. In addition
Sheila is author of sixteen audio/video training programs benefitting organizations and people around the
world.
Globally Acclaimed Speaker
"Timeless
and
timely.
Common
sense
approach
Entertaining and educational.
Powerful and
touching" are the words most often used to describe Sheila's tailored presentations. Her combination of
warmth and sensitivity along with her expertise, substance, inspiration and humor invigorates and
energizes people to take action in their business and personal lives. Her ability to take complex issues and
translate them into easily understood concepts, skills, actions that everyone can apply helps organizations
maximize human resources, solve people problems, and increase gross revenues. With over 20 years of
analysis, research, and implementation in the field of applied behavioral science, Sheila brings a unique
depth of sensitivity to her specialties of: Change, Leadership, and Personal Excellence.
She has spoken to over one million people in 2,500 presentations in 17 nations. She is recipient of the
coveted CPAE Award For Excellence in speaking, the highest honor bestowed by the National Speakers
Association. She served as Chair of the Board of Governors of the prestigious CPAE organization. Her
client list reads like a Global Who's Who of Business, Trade Associations, Education and Government.
Television Personality
Sheila's new national Public Television Special, Making A Difference is a magazine format. The
program features inspirational and informative stories about people in various parts of the
country. Some are celebrities, others are local people, all are contributing to the betterment of
society. Their examples inspire viewers to feel that with even a small effort, they too can be a
person who makes a difference.
Successful Business Woman
Early in her adult life, Sheila decided not to let the lack of a college education get in the way of success.
She designed a lifetime plan of study and self education. Her personal success story is inspiring. Sheila's
business career began in her twenties when she accepted the challenge of becoming coordinator of an
institute that trained brain-injured children. There she received an on-the-job degree in human
development and performance. She went on to an award winning sales and sales management career,
building two successful organizations. Her business acumen gives her special insights into the issues so
critical in today's competitive marketplace.
As Chair of the Bethel Institute, based in the San Francisco Bay Area, Sheila has served on the adjunct
faculties of Indiana-Purdue University, San Francisco State University, and the University of Southern
California. She is a member of the Institute of Certified Business Counselors and has earned the C.B.C.
designation. In 1990 Sheila interfaced with the White House and the Polish Parliament to consult with
and train Polish businesses being transformed by privatization. She established the first privately owned
business training center in Eastern Europe, located in Opole, Poland.
Bethel Institute, 1376 Vancouver Avenue, Burlingame, CA. 94010 1-800-548-8001
JUN 27 '97 12:49PM WASH POST COMMU DEPT 2023345609
P.2/3
The Washington Post's
Principals Leadership Institute Seminar
Adams, Jevoner
Glen Haven ES
Participant
Alexiou, Greg
Thomas Jefferson ES
Advisory Board
Becton, Julius
DC Schools
Superintendent
M
Berg, Herbert
Alexandria
Superintendent
M, T
Berlin, Lois
George Mason ES
Participant
Boarman, Gerald
?
Eleanor Roosevelt HS
Advisory Board
Brimfield, Renee
John T. Bake MS
Participant
M only
Brown, Betty
Langley
Participant
Brown, Kim
Wakefield Forest ES
Participant
Browning, Susan
Potowmac ES
Participant
Campbell, Mike
Potomac HS
Advisory Board
Cunningham, Ronald
Charles County
Assoc. Superintendent
M only
Dobbins, Sheina
JFK HS
Participant
M only
Donnelly, Marsha
Aidan Montessori
Participant
Dorsey, Patty
General Smallwood MS
Advisory Board
Durso, Mike
Springbrook HS
Advisory Board
Dyer, Ronald
Sanders corner ES
Advisory Board
Engman, Lelia
John Adams ES
Advisory Board
Erdos, Linda
TWP
Fader, Barry
Edgewater ES
Participant
Fletcher, Courtney Lee
John R. Fmacis Jr. High
Participant
Gore, Loma
Pasadena ES
Participant
Gosling, Arthur
Arlington
Superintendent
M only
Green, Patricia
Pr. George's County
Admn for Pupil Svcs
M, T
Hanbury, Joy
Hollin Meadows
Participant
Hatrick, Edgar
Loudoun County
Superintendent
M only
Headman, Jr., Joseph
Winston Churchill HS
Advisory Board
Heiselberg, Patricia
Laurel Ridge ES
Participant
Jackmon, Stella
TWP
Jones, Kenneth
Ballou HS
Participant
Kaplow, Margaret
TWP
Kelly, Edward
Pr. William County
Superintendent
M, T
Kent, Leslie
Frost MS
Participant
Kiser, Ben
Manassas Park HS
Advisory Board
Lampkins, Carlton
Kenmore MS
Participant
Lee, Lillie
TWP
Steering Committee
Lewis. LeGrande
C. Melvin HS
Participant
Lock, Gregory
Oak view ES
Advisory Board
Lopez, Lilia
Patrick Henry ES
Participant
Lottier, Diane
Jennie Dean ES
Advisory Baord
Lutz, Ted
TWP
Steering Committee
Martirano, Michael
Scotchtown Hill ES
Participant
Maxwell, Kevin
Northwestern HS
Participant
McAnulty, Beverly
Thomas Edison HS
Participant
Mills, Janis
Laurel HS
Participant
Nourse-Miller, Alison
Old Bridge ES
Participant
will not be attending Tuesday's event
JUN 27 '97 12:49PM WASH POST COMMU DEPT 2023345609
P.3/3
Robeck, Sanford
Chantilly Center
Participant
Rodriguez, Realista
Pimut Hills HS
Participant
Rodriguez, Virginia
TWP
Steering Committee
Sawyer, Stephanie
TWP
Seleznow, Stephen
Montgomery
Assoc. Superintendent
M only
Shaw, Mary Ellen
Falls Church County
Interim Superintendent
T only
Sherwood, Linda
Springhill Lake ES
Participant
Shiels-Djouadi, Marie
Wakefield HS
Advisory Baord
Sims, Michele
Hybla Valley ES
Participant
Smith, Nicki
Jamestown ES
Advisory Board
Snider, Jane
Summit School
Participant
Stetson, Frank
Walter Johnson HS
Participant
M only
Strum, Jerry
Glade ES
Advisory Baord
Tarazi, Ghassan
Glasgow MS
Participant
Tillery, Kerry
Brooke Point HS
Advisory Baord
Wallace, Geneva
Panixent ES
Advisory Board
Walsh, Margaret May
Minnie Howard
Participant
Warfield, Joseph
Piccowaxen MS
Participant
White-Hood, Marian
Kettering MS
Participant
Whittington, Lynn
Henry G. Fergusen ES
Participant
Word, John
Tri-School Learning
Participant
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Hearst ES
Advisory Board
A Call to
Action For or
American
Education
In the 21st Century
PRESIDENT CLINTON'S CALL TO ACTION FOR AMERICAN
EDUCATION IN THE 21ST CENTURY
In his State of the Union address tonight, the President will make clear that his number
one priority for the next four years is to ensure that Americans have the best education in the
world. He will issue a 10-point call to action for American education in the 21st Century to
enlist parents, teachers, students, business leaders, local and state officials in this effort:
Set rigorous national standards, with national tests in 4th grade reading and 8th
grade math to make sure our children master the basics. Every 4th grader should be
able to read; every 8th grader should know basic math and algebra. To help make sure
they do, the President is pledging the development of national tests in 4th grade reading
and 8th grade math, and challenging every state and community to test every student in
these critical areas by 1999. These tests will show how well students are doing compared
to rigorous standards and to their peers around the country and the world. They will help
parents know if their children are mastering critical basic skills early enough to succeed in
school and in the workforce. Every state and school should also set guidelines for what
students should know in all core subjects. We must end social promotion: Students
should have to show what they've learned in order to move from grade school to middle
school and from middle school to high school. We must make sure a high school
diploma means something.
Make sure there's a talented and dedicated teacher in every classroom. In addition
to the talented and dedicated teachers already in the classroom, two million new teachers
will be needed over the next ten years to replace retirees and accommodate rapidly
growing student enrollments. We must take advantage of this opportunity to ensure
teaching quality well into the 21st Century by challenging our most promising young
people to consider teaching as a career, setting high standards for entering the teaching
profession, and providing the highest quality preparation and training. We should reward
good teachers, and quickly and fairly remove those few who don't measure up. The
President's education budget will make it possible for 100,000 master teachers to achieve
national certification from the National Board for Professional Teaching Standards over
the next ten years.
Teach every student to read independently and well by the end of the 3rd grade.
Reading is the key to unlocking learning in all subjects. While America's 4th graders
read on average as well as ever, more than 40 percent cannot read as well as they must to
succeed later in school and in the workforce. Research shows that students unable to read
well by the end of the 3rd grade are more likely to become school dropouts and truants,
and have fewer good options for jobs. The President's "America Reads" challenge is a
2
nationwide effort to mobilize a citizen army of a million volunteer tutors to make sure
every child can read independently by the end of the 3rd grade. Parents, teachers, college
students, senior citizens, and others can all pitch in to give children extra help in reading
during the afternoons, weekends, and summers. At the same time, schools must
strengthen the teaching of reading in the school day, and the President's budget invests
more in programs that address reading achievement in school.
Expand Head Start and challenge parents to get involved early in their children's
learning. A child's learning begins long before he or she goes to school. That's why the
President's budget expands Head Start to cover one million children by 2002. Parents are
their children's first teachers, and every home should be a place of learning. The
President and First Lady will convene a Conference this spring to review recent scientific
discoveries on early child learning and to show how parents, teachers, and policymakers
can use this new knowledge to benefit young children. And in June, the Vice President
and Mrs. Gore will host their sixth annual family conference, and focus on the importance
of parents' involvement throughout a child's education.
Expand choice and accountability in public education. The President has challenged
every state to let parents choose the right public school for their children. Innovation,
competition, and parental involvement will make our public schools better. We must do
more to help teachers, parents, community groups, and other responsible organizations to
start charter schools-innovative public schools that stay open only as long as they
produce results and meet the highest standards. The President's budget doubles funding
to help start charter schools so that there will be 3,000 charter schools at the dawn of the
21st Century, providing parents with more choices in public education.
Make sure our schools are safe, disciplined and drug-free, and instill American
values. Students cannot learn in schools that are not safe and orderly and do not promote
positive values. We must find effective ways to give children the safe and disciplined
conditions they need to learn, such as by promoting smaller schools, fair and rigorously
enforced discipline codes, and teacher training to deal with violence. We should continue
to support communities that introduce school uniforms and character education, impose
curfews, enforce truancy laws, remove disruptive students from the classroom, and have
zero tolerance for guns and drugs. We should also keep schools open later as safe havens
from gangs and drugs, expanding educational opportunities for young people in the
afternoons, weekends, and summers, and providing peace of mind for working parents.
Modernize school buildings and help support school construction. Just as we face
unprecedented and growing levels of student enrollment, a recent report by the General
Accounting Office shows that a third of our nation's schools need major repair or outright
replacement. To keep children from growing up in schools that are falling down, the
Administration has proposed $5 billion to help communities finance $20 billion in needed
school construction over the next four years.
3
Open the doors of college to all who work hard and make the grade, and make the
13th and 14th years of education as universal as high school. To prepare ourselves for
the 21st Century, we must open the doors of college to all Americans and make at least
two years of college as universal as high school is today. The President's HOPE
scholarship, a $1,500 tax credit for college tuition, would be enough to pay for a typical
community college tuition or provide a solid down payment for four-year colleges and
universities. The President also is proposing a $10,000 tax deduction for any tuition
after high school, an expanded IRA to allow families to save tax-free for college, and the
largest increase in Pell Grants for deserving students in 20 years.
Help adults improve their education and skills by transforming the tangle of federal
training programs into a simple skill grant. Learning must last a lifetime, and all our
people must have the chance to learn new skills. Adults should take on the responsibility
of getting the education and training they need, and employers should support their efforts
to do so. The President's G.I. bill for workers would provide a simple skill grant that
would enable eligible workers to get the education and training they need.
Connect every classroom and library to the Internet by the year 2000 and help all
students become technologically literate. Our schools must now prepare for a
transition as dramatic as the move from an agrarian to an industrial economy 100 years
ago. We must connect every classroom and library to the Internet by the year 2000, so
that all children have access to the best sources of information in the world. The
President is proposing to double the funding for America's Technology Literacy
Challenge, catalyzing private-public sector partnerships to put the Information Age at our
children's fingertips. CEOs of some of America's most innovative technology and
communications firms have already responded to the President's challenge to work with
schools to get computers into the classroom, link schools to the Internet, develop
effective educational software, and help train our teachers to be technologically literate.
4
NATIONAL STANDARDS OF ACADEMIC EXCELLENCE
Student achievement is not improving fast enough. Across our nation-in our cities, suburbs,
and rural communities alike-far too many students are still not meeting the standards that will
prepare them for the challenges of today and tomorrow. What the top 20 percent of our students
typically learn in math in the 8th grade is learned by most students in Japan in the 7th grade.
And while America's 4th graders today on average read as well as ever, 40 percent cannot read as
well as they should to hold a solid job in tomorrow's economy.
As a nation, we do not expect enough of our students. Strong schools with clear and high
standards of achievement and discipline are essential to our children and our society. These
standards of excellence are important to help instill the excitement, knowledge and basic values,
such as hard work, that will set our children on the right track. Unfortunately, we currently give
far too many of our students a watered-down curriculum inadequate to prepare them for the
challenges of the global society and information age. For too many of our children, we create a
tyranny of low expectations. A watered-down and boring curriculum and low expectations are
the surest way of turning a child eager to learn into an angry, high school dropout who can't read.
Every child can learn. We know that every child in America can meet higher standards, if we
have the courage and the vision to set the standards, to teach up to them, and to test whether
children have learned what we taught. Every state and every school must establish meaningful
standards for what students should master in the core subjects. Only with a standard measure of
excellence can parents hold schools accountable for improved performance, teachers and
principals improve curriculum and instruction, and students have a guide for charting their own
progress.
Mastering the Basics: High National Standards in Reading and Math
Every 4th grader should be able to read independently; every 8th grader should know algebra. To
help make sure they do, we are going to provide states and local schools the opportunity to
participate in rigorous national tests based on these widely accepted standards for reading and
math. By 1999, every state should test every student in the 4th and 8th grades to make sure these
standards are met. No matter where they live and no matter their background, all our students
must master the basics.
Reading and math are critical starting points in our drive toward higher standards.
It is essential that our students master the basics of reading by the end of 3rd grade. At
4th grade, students are expected to read so they can learn science, history, literature and
mathematics. If they can read by then, they can read to learn for a lifetime. Students who
5
fail to read well by 4th grade often have a greater likelihood of dropping out and a
lifetime of diminished success.
It is also important that our students master the basics of math and the essentials of
algebra and even geometry by the end of 8th grade. They will then have the foundation to
take college prep courses in high school and compete in the world arena. The United
States ranks below average internationally in 8th grade math. We must do better.
A New National Test in 4th-Grade Reading and 8th-Grade Math
The Clinton Administration will support the development by 1999 of rigorous national
tests for use by individual students based on the widely accepted 4th-grade National
Assessment of Educational Progress (NAEP) reading test and the 8th-grade Third
International Math and Science Study (TIMSS) test of mathematics.
Although the national reading and math tests will be based on existing tests (National
Assessment of Educational Progress (NAEP) in reading and the math portion of the Third
International Math and Science Study (TIMSS)), new tests must be developed. NAEP
and TIMSS test a random sample of students to produce estimates of overall statewide
and nationwide student achievement; no one student takes the entire test. In contrast, the
new tests will be expressly designed to produce individual student scores that will be
useful for parents and teachers.
The new tests will be developed during 1997 and 1998, with a pilot test in the spring of
1998 and the first full administration in the spring of 1999. They will be updated
annually. The US Department of Education will provide ongoing funding for the
development of the test, and funding for administering and scoring it during the first year.
Guidance for test development will come from the most successful math and reading
teachers across the country, as well as from parents, governors, and local and state
education, civic and business leaders.
The Administration is challenging every state and local school across the country to
participate in these tests so students, teachers, and parents will know how they are
progressing.
States and school districts can administer the test as part of their local testing program.
After each test's administration, the entire test (along with answers and scoring guides)
will be released, placed on the World Wide Web, and widely distributed with supporting
materials, so students, parents and teachers can know what is necessary to reach standards
of excellence. A new test each year will keep the content of the test current.
We need a national effort to ensure our students learn the basics and achieve world-class
6
standards of excellence in America's schools. These tests will help show us who needs
extra help and which schools need to be improved.
The Administration urges schools and teachers to work over the next two years to
improve instruction and prepare their students for these tests by 1999.
Preparing students for the national tests in 1999 means providing students the instruction
they need to read independently and well by the end of 3rd grade. And it means ensuring
that every student by the end of 8th grade has mastered the basics of mathematics and has
had a good introduction to algebra and even geometry. While this will require parents,
schools, communities and states to take a hard look at what teachers are now teaching and
children are now learning, we know it can be done.
For example, the results on the 8th Grade Third International Mathematics and Science
Study (TIMSS) test showed that the United States is below average in mathematics
achievement when compared with other countries. TIMSS also showed that U.S.
students receive a less demanding and less focused curriculum, and instruction focused
more on teaching mathematical procedures and less on helping students understand
mathematical concepts. However, the First in the World Consortium, a group of 20
Chicago-area school districts that joined together to try to become the best in the world in
math and science, defied these data, scoring among the top nations in science and second
only to Singapore in math.
Developing Challenging Academic Standards in All Core Academic Subjects
Many states and school districts-along with thousands of educators, parents and business and
community leaders-have been working to develop better academic standards for students. In
almost every core subject, we are better off today because of their efforts in defining essential
knowledge, skills and understanding in a range of subjects. But the work is not yet done.
7
Places that Set High Standards Have Shown a Difference
In Student Achievement
In 1993, the chancellor of the New York City Schools required all students to take
math and science courses at the level of the state's Regents honors exam. In 1995,
State Education Commissioner Richard Mills announced that all students would be
required to take Regents-level classes starting with that fall's freshman class (the
graduating class of 2000). Since the City University of New York (CUNY) began its
College Preparatory Initiative with the district, the number of New York City
freshman with four years of English has risen by 59 percent, the number of students
passing CUNY math entrance exams has increased by 7.5 percent, and the number of
Hispanic and black students who passed the science test has more than doubled.
Entering freshman at the City University of New York are reportedly the best
prepared academically in two decades.
Several important pieces of legislation developed by the Clinton Administration together with
Congress support the efforts of local schools, communities and states to develop challenging
standards and high-quality assessments and improve their teaching and learning to help all
children reach those standards:
The Goals 2000: Educate America Act, passed in 1994, is helping communities across
the country raise academic standards, improve teaching, increase parental involvement
and expand the use of technology in the classroom. Communities in all 50 states and
thousands of schools have decided to participate in Goals 2000 and many more than the
program currently has money to support want Goals 2000 funding to raise standards.
The Improving America's Schools Act of 1994 fundamentally reformed Title I-a $7
billion program for teaching basic and advanced skills in high-poverty schools-to get rid
of lower educational expectations for poor children and ensure that disadvantaged
students are held to the same standards as other children. The Improving America's
Schools Act also expands professional development focused on preparing teachers to help
students reach the new standards, provides opportunities for waivers of federal
requirements for the first time, and offers start-up funds for charter schools.
The Clinton Administration's proposal for the reauthorization of the Individuals with
Disabilities Education Act (IDEA) reinforces the importance of higher standards for all
children, including children with disabilities.
While the federal government can provide support and leadership through its programs, the
success of this drive toward high standards rests in the hands of teachers and parents, business,
community and religious leaders, and others at the grassroots level. Every community, school,
8
and state needs to continue its work to develop challenging standards and high-quality
assessments, measure whether schools are meeting those standards, cut red tape so that schools
have more flexibility for grassroots reforms, and hold schools, teachers, and students accountable
for results.
States Are Making Progress in Developing Standards and
Improving Achievement in Critical Areas
Since the early 1980s, the United States has made significant strides in raising
standards and improving student achievement. Across the country, 48 states are
developing common standards in core academic subjects, and 42 states either have or
are developing assessments to measure student progress towards those standards. The
proportion of students taking the core courses recommended in A Nation at Risk (4
years of English, 3 years of social studies, 3 years of science, 3 years of math) has
increased from 14 percent in 1982 to 52 percent in 1994. These efforts are beginning
to pay off. The number of students passing advanced placement (AP) exams has more
than tripled since 1982. Combined math and verbal Scholastic Aptitude Test (SAT)
scores are at their highest since 1974, while the number and diversity of students taking
the SAT has increased dramatically. American College Testing (ACT) scores have
increased or held steady in each of the last four years. Math and science achievement
on the National Assessment of Educational Progress (NAEP) has risen since the early
1980s. And in states like Kentucky, which established comprehensive school
improvements six years ago, student achievement is on the rise: more than 92 percent of
Kentucky's schools posted achievement gains in 1995-96, and 50 percent of schools in
the state met or exceeded their performance goals.
Holding Students and Schools Accountable for Reaching High Standards
It is not enough to set high standards; we must be willing to hold people accountable for meeting
them. Our schools and teachers must give all children the help needed to meet high expectations.
But we must also say: no more free passes. Today, only a handful of states in the country require
young people to demonstrate what they've learned in order to move from one level of school to
the next. Every state should do this and put an end to social promotion. No one in America
should graduate with a diploma he or she can barely read.
Not only students should be held to high standards. Schools must also be held accountable for
results. Despite the central importance of a school principal in leading a successful school, few
states hold their districts accountable for having good principals in every school and then give the
principals the authority they need to do the job. Too many school districts spend much too much
money on central administration and too little money on education and instruction. It is time to
9
hold administrators, as well as educators, accountable for results.
Every diploma must mean something, and students should pass tests to move from
one level of schooling to the next.
Once we set high expectations for students, we must help them believe they can learn,
challenge and motivate them so they want to learn, ask them to grasp challenging
subjects, assess whether or not they're learning, reward them when they succeed and hold
them accountable when they fall short. Every state should require a test for students to
move from elementary school to middle school, or from middle school to high school or
to receive a high school diploma. These tests should measure mastery of the basics and
the rigorous material expected in these tough new standards.
Some children may not measure up at first and may need extra help to lift themselves up.
Give them the extra help in afternoons, weekends and summers, keep schools open as
homework centers, involve their parents more-do whatever it takes to encourage and
help them master the basics and perform to the challenging standards we expect of them.
If we believe all students can learn, we have to give them a chance to demonstrate it.
Students, teachers, and schools will all perform better once we do.
We must begin holding schools and their states or school districts accountable for
results.
We must insist that schools and districts have good principals, recruit and hire talented
teachers, reduce administrative costs, and provide more options for parents. Moreover,
we should overhaul or shut down schools that fail, and allow new charter schools to start
over in their place. The Clinton Administration is urging states and districts to use their
authority under the reformed Title I program to hold schools accountable for the
assistance they receive, including reconstituting chronically failing schools.
10
TALENTED TEACHERS IN EVERY CLASSROOM
Every community should have a talented and dedicated teacher in every classroom and at least
one master teacher certified by the National Board for Professional Teaching Standards in every
school. Our most promising young people also must get encouragement and support to become
teachers.
This nation faces several challenges in sustaining and upgrading the quality of our teachers. Two
million teachers will be needed over the next ten years to replace retirees and accommodate
rapidly growing student enrollment. This presents an enormous opportunity for ensuring teacher
quality well into the 21st Century, if we recruit promising people into teaching and give them the
highest quality preparation and training.
As we demand higher levels of knowledge and skills from our students, we must honor and
support our teachers in the classroom today, equipping and expecting them to help our students
master the basics and be prepared for college, employment, and good citizenship. Without
quality teachers and teaching, our most serious efforts to raise standards and improve schools
will not succeed.
Everyone has a role to play in helping our teachers become the best in the world. Parents,
schools, community leaders, universities, state leaders-and most important, current and future
teachers themselves-can take many steps to address this challenge.
Identify and reward our most talented master teachers. For many years, many
educators, led by North Carolina Governor Jim Hunt and the National Board for
Professional Teaching Standards, have worked hard to establish nationally accepted
credentials for excellence in teaching. More than 400 of these master teachers have been
certified since 1995. Under the President's budget, 100,000 more teachers will be able to
seek certification from the National Board as highly accomplished master
teachers-enabling at least one teacher in every school to get certification from this
board. States, school districts, and the private sector can also establish rewards for master
teachers and other excellent teachers they identify in such ways as through teacher-of-the-
year competitions. School districts can call on these master teachers to become mentors
for other teachers.
Do more to challenge talented young people and mid-career professionals in other
areas to become teachers and help them make the transition into a teaching career.
Communities can start middle and high school academies for future teachers, and states
can establish centers for teacher recruitment that bring promising students into teaching.
States can make it financially easier for young people to teach in high-need areas through
fellowships and loan forgiveness programs. School districts can make sure that
beginning teachers get support and mentoring from experienced teachers. The Clinton
11
Administration will continue working to make college and teacher preparation more
affordable for young people who go into teaching.
Reinvent teacher preparation for
beginning teachers and professional
Teacher Recruitment-Starting Early
development for more experienced
School districts and universities can work
teachers so they get the training
they need to help students master
together to create middle and high school
the basics and reach high standards
programs that expose young people to the
in the core academic areas.
teaching profession. For example, the South
Carolina Center for Teacher Recruitment has
Colleges, universities and school
districts must provide current and
reached thousands of academically talented
future teachers ongoing, sustained
high school juniors and seniors through its
opportunities to learn how to be more
Teacher Cadet Program, offered in more than
effective and upgrade their skills. The
140 schools statewide. Teacher Cadets study
Clinton Administration has supported
education and have the opportunity to teach
their efforts by increasing funding
younger students under the tutelage of both
that may be used for sustained
school and university faculty. The center
professional development, stronger
also targets minority middle school students,
teacher standards, and performance
encouraging them to take rigorous courses in
evaluation for teachers. The
school and aspire to a career in teaching.
Eisenhower Professional
Development program, Goals 2000,
and the National Science Foundation's Teacher Enhancement Program also provide
substantial support for high-quality professional development.
Expand efforts to help teachers become technology literate and to use technology to
improve training available to teachers. The President's technology initiatives will play
a major role in helping teachers to become technology literate. For example, the
President's Technology Challenge Grant program supports private-public sector
partnerships to develop models for using technology in education, such as providing
"electronic field trips" for new teachers to learn from expert teachers and mentors around
the country. Moreover, the Technology Literacy Challenge Fund will leverage public
funds to target school districts and schools committed to helping teachers integrate
technology into the classroom. Finally, the Clinton Administration's 21st Century
Teachers initiative will recruit thousands of technology literate teachers to upgrade their
knowledge and help at least five of their colleagues learn how to use technology in the
classroom.
Set high standards to enter teaching and find ways to help-or quickly and fairly
remove-teachers who don't measure up. School districts and teachers can help start
and participate in peer assistance programs where they help identify, and then provide
intensive assistance to, burnt-out or low-performing teachers. School districts can
12
develop fair and faster processes for holding teachers accountable and assisting or
removing teachers who are not making the grade. Educators and communities should not
look the other way if a teacher is burned out or not performing up to standard. The
Clinton Administration will share promising strategies for recruiting talented young
people and others into teaching, rewarding good teachers, and quickly and fairly
improving or removing teachers that don't make the grade. The Administration also will
provide guidance to schools, districts, and states on how existing federal funds can be
used to address these challenges.
Upgrading Teacher Skills: An Award Winning School
The Woodrow Wilson Elementary School, in Manhattan, Kansas, was established as a
"professional development school" where current and future teachers can go for assistance
in upgrading their skills and knowledge in math, science, and technology. The school
helps teachers understand the widely acclaimed math standards developed by the National
Council for Teachers of Mathematics, and prepares them to help students meet or exceed
these standards. At the school, student test scores on the Kansas Mathematics Assessment
Test have improved for the past three years, including especially strong gains for girls. The
school recently was one of five schools to win a national award from the U.S. Department
of Education for its efforts to give teachers the skills they need to help students succeed.
13
AMERICA READS CHALLENGE
"We ought to commit ourselves as a country to say that by the year 2000, 8-year-olds in
America will be able to pick up an appropriate book and say 'I can read this all by
myself."
Remarks by President Clinton to the Community of
Fresno, California, September 12, 1996
According to the National Assessment of Educational Progress, 40 percent of America's 4th
graders are reading below the basic level-not nearly as well as they must to keep up with the
complexities of today's jobs and society. We need to do a real push toward improving our efforts
to help all children read.
While teachers and schools have the critical responsibility for making literacy and the basics a
top priority, study after study finds that sustained individualized attention and tutoring after
school and over the summer can raise reading levels when combined with parental involvement
and quality school instruction. Reading with children at the youngest age, quality pre-school, and
tutoring from pre-school to 1st, 2nd, and 3rd grade can work to help all our children read at an
early age-but certainly by the end of the 3rd grade. If families, schools, community groups,
employers and religious groups make improving the reading skills of children and adults a top
priority from the earliest years of a child's life at home until he or she becomes a successful
reader, then America can attain the goal of being a reading, literate society.
For this reason, in August 1996, President Clinton announced the America Reads Challenge to
ensure that every American child can read well and independently by the end of 3rd grade. And
he called on all Americans-parents, teachers, libraries, religious institutions, universities,
college students, the media, community and national groups, business leaders, senior citizens-to
join the effort to meet this challenge. Already, groups from JumpStart in Boston to the Reading
One-One program in Richardson, Texas, have responded enthusiastically to the President's
challenge.
The President has pledged $2.75 billion over 5 years toward the America Reads Challenge which
includes:
America's Reading Corps of 1 million tutors to provide individualized after-school and
summer tutoring for more than 3 million children in pre-K through 3rd grade who want
and need extra reading help. Thirty thousand reading specialists and tutor coordinators,
including Americorps volunteers, will mobilize and support this corps of 1 million
volunteer tutors who will work with teachers, principals and librarians to help children
succeed in reading.
Parents as First Teachers Challenge Grants that invest in success by supporting
14
effective and proven local efforts, as well as regional or national networks, that assist
parents who request help for their children to become successful readers by the end of 3rd
grade. Research shows that reading to children in their first three years helps children
learn words and concepts and actually stimulates physical development of the brain.
Expansion of Head Start. The President's balanced budget will expand Head Start to
reach one million 3- and 4-year-olds by the year 2002, while continuing the new 0-3 year-
old Head Start initiative. The priority of providing all children with high-quality
preschool responds to studies stressing that literacy problems are best averted with the
earliest intervention possible, including pre-school.
Support for 100,000 College Work-Study Students to Serve as Reading Tutors. Last
year, the President signed into law a budget that increased the number of work-study jobs
for college students by a third-enabling an additional 200,000 young people to work
their way through college while serving their communities. The President has called for
half of all new work study funds to support 100,000 college students to serve as reading
tutors, thereby providing a unique opportunity for college students to be involved in
helping young children learn to read. To encourage this activity, the Secretary of
Education has waived the matching fund requirement for those students who perform
work study through the America Reads project. Also, the President has called upon
college presidents to rally other students and college resources to help America read.
Accountability for Results. The Administration will use the improvements in the
National Assessment of Educational Progress (NAEP) to provide an annual measure of
the reading performance of 4th graders and their progress toward meeting the reading
challenge.
A challenge to every parent, teacher, principal, and community member
The success of the America Reads Challenge depends on the involvement of all
Americans-parents, teachers, principals, libraries, religious institutions, universities, college
students, the media, community and national groups, cultural organizations, business leaders, and
our senior citizens.
Parents should read to their children 30 minutes a day. Even as babies, children are
learning about language from their families. Parents need to turn off the TV, take their
child to the library and get a library card, talk with teachers about their child's progress,
and take time to read with their child at home. Parental involvement makes a real
difference. According to a recent study, 4th-grade average reading scores were 46 points
below the national average where principals judged parental involvement to be low, but
28 points above the national average where parental involvement was high.
15
Schools should provide a high-quality reading program for all students, including
making sure teachers know how to teach kids to read and have the support they need to
do so. They must also identify those students who need extra help. The America Reads
Initiative is not a substitute for in-school reading programs. Instead, it is designed to
build on the work of teachers and schools to improve their in-school reading programs, as
well as on the Administration's investments in Title I, Even Start and other in-school
programs to strengthen in-school teaching and learning.
Community members should start an America Reads Challenge reading tutoring program
at the local school, library, or community center or become a reading tutor after school,
on weekends, and in the summer. The Clinton Administration, through the summer
Read Write Now! effort, already has begun working with organizations like the Boys
and Girls Clubs, the American Association of Retired People, and Reading is
Fundamental to mobilize reading partners for children during the summer months.
Businesses should work with schools and libraries. The Administration also is working
with the private sector in helping parents help their children learn to read, through the
Partnership for Family Involvement in Education. Employers can help start a summer
reading program in their community as part of the Read Write*Now! effort to avoid the
summer drop-off in reading.
Colleges and universities should use half of their new funds for work study to provide
reading tutors, and if all colleges meet this challenge, 100,000 work-study students in
1998 would be tutoring young children in reading. Already 60 college presidents have
pledged almost 10,000 work-study slots in support of this goal, as well as thousands of
other students to do community service as reading tutors.
16
AmeriCorps SLICE Corps, Simpson County, Kentucky
In this program, 25 AmeriCorps members provided intensive tutoring in reading to 128 2nd
graders, helping the students improve their reading comprehension by an average of 2.8 grade
levels over nine months. One-third of the students improved by more than three grade levels.
Members visited each student's home every other week to show parents their children's
reading materials, update them on the child's academic progress and offer tips on how to help
their children read. The key is consistency. AmeriCorps SLICE members tutor students for
the entire school year. As a classroom teacher said about one student: "[The student] is in his
second year of being tutored by a SLICE Corps member. Last year he was very shy and
withdrawn. He was very adept verbally but not so at reading and writing. This year his
reading is better and he really enjoys writing. He's a real worker and seems to enjoy school
much more. [The student's] parents are very interested in his school progress. They are
willing to come whenever you call them and they spend time working with him on his school
work. He has thrived on the individual attention that only a SLICE Corps member could give
him."
Samuel W. Mason Elementary School, Boston, Massachusetts
Mason School, once cited in a 1990 Boston Herald article, with its then enrollment
of 133, as "The Least Chosen Elementary School In The City", turned itself around
through a variety of innovative approaches. The school has 296 students (43 percent
African-American, 23 percent Cape Verdian, 14 percent Latino, 13 percent white, 3
percent Asian-American, 2 percent Native American). Twenty-four percent of the
homes are non-English speaking. Reading has been a primary emphasis of Mason's
improvement efforts. Teaching teams include Reading Recovery and Resource
Room teachers. These teachers work with grade-level clusters in the morning to
reduce the student-teacher ratio from 26:1 to 13:1. In the afternoon, the team works
with the kindergarten and early childhood teachers in the early literacy program,
"Bright Start," in groups of nine students. Title I reaches all students and doubles the
time in reading instruction. Special attention is paid to learning styles, with emphasis
on accelerated reading instruction and problem-solving activities. In 1995, Boston
College's Urban District Assessment Consortium Project found that Mason's reading
performance exceeded the average score for the City of Boston and for the other 11
urban school systems in the project.
17
What It Means to Read Well by 4th Grade
The National Assessment of Educational Progress (NAEP) defines three main levels of 4th-grade reading: basic,
proficient, and advanced, and they help explain what it means to read well by the 4th grade. The following
sample passage is from Charlotte's Web, by E.B. White. While not from the actual NAEP, it helps illustrate the
kinds of skills expected of students at each level of comprehending a work of fiction:
Having promised Wilbur that she would save his life, she was determined
to keep her promise. Charlotte was naturally patient. She knew from
experience that if she waited long enough, a fly would come to her web;
and she felt sure that if she thought long enough about Wilbur's problem,
an idea would come to her mind. Finally, one morning toward the middle
of July, the idea came. "Why how perfectly simple!" she said to herself.
"The way to save Wilbur's life is to play a trick on Zuckerman. If I can
fool a bug," thought Charlotte, "I can surely fool a man. People are not as
smart as bugs."
Students at the basic level are able to read the passage and tell what
Charlotte promised Wilbur.
Students at the proficient level are also able to describe why Charlotte
thought she could fool Zuckerman.
Students at the advanced level recognize that Charlotte compares waiting
for ideas to entrapping a fly.
The following sample item from the 1992 NAEP exam helps illustrate the kinds of
skills expected of students at each level in a text that presents information. The
passage is from Amanda Clement: The Umpire in a Skirt, by Marilyn Kratz.
It was a hot Sunday afternoon in Hawarden, a small town in western Iowa.
Amanda Clement was sixteen years old. She sat quietly in the grandstand
with her mother, but she imagined herself right out there on the baseball
diamond with the players. Back home in Hudson, South Dakota, her
brother Hank and his friends often asked her to umpire games. Sometimes
she was even allowed to play first base. Today, Mandy, as she was called,
could only sit and watch Hank pitch for Renville against Hawarden. The
year was 1904, and girls were not supposed to participate in sports.
Students at the basic level are able to read the passage and tell what
Mandy wanted to do.
Students at the proficient level are also able to describe what was getting
in the way of Mandy's dream.
Students at the advanced level are able to generalize about how Mandy's
experience might differ from a girl's experience today.
President Clinton's America Reads Challenge asks all Americans to pitch in and
help children read so that by the time they reach the 4th grade, they can at least read
at the "basic" level and many more than now are reading at the "proficient" level.
18
EARLY LEARNING
The latest research on the human brain and its development confirms what we have known for
decades -- that the early years of children's lives are critical to their cognitive, emotional and
physical development. Parents need to be their children's first teacher if their children are to start
at school ready to learn.
Since the beginning of the Clinton Administration, early childhood investment has been a top
priority. Over the last four years, the federal government has invested heavily in effective
programs, increasing funding for Head Start by 43 percent. The Clinton Administration is
committed to building on this progress to ensure that every parent is their child's first teacher and
every child arrives at school ready to learn.
Expanding Head Start
Head Start Helps Children Get Ready to Learn and Ready to Read. For more than 30
years, Head Start has been one of our nation's best investments in helping low-income
parents be their children's first teacher, and in making sure that children start school ready to
read and ready to learn. Head Start provides hundreds of thousands of three- and four-year
old children cognitive, social and language development, comprehensive health services and
healthy meals and nutrition. Head Start offers parenting skills, support, education and
training to parents seeking to improve their circumstances and their children's chances of
success.
President Clinton's Budget Expands Head Start Participation to 1 Million Three and
Four Year Olds. Today, 800,000 low-income children and their families -- but not all of
those who are eligible -- have a chance to benefit from Head Start. The President's budget
plan continues to expand enrollment so by the year 2002, one million of this nation's most
disadvantaged children and families will have the chance for a Head Start.
Head Start Works. Research findings overwhelmingly show that Head Start works. Last
year, a Packard Foundation study reviewed nearly 150 separate studies of the Head Start
program and concluded that it not only had the immediate impact of raising reading scores,
but had the lasting effect of making students less likely to be held back a grade, less likely to
be placed in special education classes, and more likely to graduate from high school. Even
later in life, former participants were less likely to go on welfare or enter the criminal justice
system.
19
Parental Involvement Is The Bedrock of Head Start. Last year more than 800,000 Head
Start parents demonstrated their commitment by volunteering in their local program. And
they get a great deal in return: Head Start staff work closely with parents to help them build
their skills, not only to become better parents but also to become contributing members of
their community. Parents are taught the importance of reading to their children. When
parents have difficulty reading, Head Start programs work with them to improve their
literacy skills.
Early Head Start and Quality Improvements Under the Clinton Administration. In 1994,
the Clinton Administration established the Early Head Start program, providing tens of
thousands of children ages zero to three and their families with family-centered and
community-based services. 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 to improve the quality and
safety of the Head Start centers.
Family Literacy is a New Priority in Head Start. Under new standards developed by the
Clinton Administration, family literacy is a new priority in Head Start -- all parents will be
offered training to help them be involved in their children's education and to help them be
their children's first teacher.
The America Reads Challenge Will Build on the Strong Foundation Provided by Head
Start. After-school and summer tutoring for young school-age children and for their older
siblings and parents builds on what Head Start begins. Through the Head Start Transition
Initiative, Head Start programs will dedicate at least one part-time staff person to work with
local school systems, parents, child care providers and other members of the community to
make sure children successfully make the transition from Head Start to public school.
Other Early Learning Opportunities
America Reads Parents As First Teachers Challenge Grants: To make sure that every
child can read well by the end of 3rd grade, the President's America Reads Challenge
includes Parents as First Teachers Challenge Grants that will invest in proven efforts to
provide assistance to parents who want to help ensure their children will read well. The
grants will fund national and regional networks to share information on how parents can
help children to read, and fund the expansion of successful local programs, such as the
Home Instruction Program for Preschool Youngsters (HIPPY) or the Parents as First
Teachers (PAT) program. The President's proposal includes $300 million over 5 years for
these grants.
White House Conference on Early Learning and The Brain. Thanks to the latest
scientific research and discoveries, we now know much more about a child's cognitive,
emotional and physical development in the first few years of life. For example, we now
20
know that reading to children in their first three years not only strengthens the emotional
bonds between a parent and a child and helps children learn words and concepts, but that it
actually stimulates their brain growth. The President and First Lady will convene a White
House conference this spring to explore the implications of these scientific discoveries and
research for parents and policy makers.
National Prescription for Reading Campaign. In December 1996, the First Lady
announced, along with representatives of the American Academy of Pediatrics, the
American Booksellers Association, the American Library Association, and the Reach Out
and Read program a national campaign to put books in the hands of parents who bring their
young children to the doctor, and to get doctors to prescribe daily reading. Doctors and
nurses across the country are beginning to "prescribe reading" to infants and young children
because they know the impact reading has on babies and young children, and they have a
unique opportunity at every check-up to encourage parents to read to their children daily.
Vice President's Conference on Family and Learning. In June, Vice President and Mrs.
Gore will hold their sixth annual family conference, this time on families and learning. We
know that children learn best when their parents are active partners in the process. The
conference will bring together leaders in the field of education, parents, teachers, and policy
makers to build on successful examples of partnerships between families, schools and
communities, including those that help children learn before they start school.
Partnership for Family Involvement in Education: Over 2,000 family, school, community,
employer and religious groups have joined with Secretary of Education Richard Riley to create
the Partnership for Family Involvement in Education. The Partnership's activities include
strengthening at-home activities that encourage reading, promoting and adopting family-friendly
business practices such as providing leave time to attend parent-teacher conferences and
volunteer in schools, and supporting learning communities through organized before- and after-
school and summer activities.
Goals 2000 Parent Resource Centers: In addition to involving parents in the development of
state and local Goals 2000 education plans, the President's Goals 2000 program provides
funding for each state to establish parent resource centers that help parents learn how to help
their children achieve high standards. The centers coordinate existing programs, provide
resource materials, and support a variety of promising models of family involvement programs.
In fiscal year 1997, $15 million in funding is available for support centers in 42 states, 14 more
than in 1996.
21
Parental Involvement Is The Bedrock of Head Start. Last year more than 800,000 Head
Start parents demonstrated their commitment by volunteering in their local program. And
they get a great deal in return: Head Start staff work closely with parents to help them build
their skills, not only to become better parents but also to become contributing members of
their community. Parents are taught the importance of reading to their children. When
parents have difficulty reading, Head Start programs work with them to improve their
literacy skills.
Early Head Start and Quality Improvements Under the Clinton Administration. In 1994,
the Clinton Administration established the Early Head Start program, providing tens of
thousands of children ages zero to three and their families with family-centered and
community-based services. 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 to improve the quality and
safety of the Head Start centers.
Family Literacy is a New Priority in Head Start. Under new standards developed by the
Clinton Administration, family literacy is a new priority in Head Start -- all parents will be
offered training to help them be involved in their children's education and to help them be
their children's first teacher.
The America Reads Challenge Will Build on the Strong Foundation Provided by Head
Start. After-school and summer tutoring for young school-age children and for their older
siblings and parents builds on what Head Start begins. Through the Head Start Transition
Initiative, Head Start programs will dedicate at least one part-time staff person to work with
local school systems, parents, child care providers and other members of the community to
make sure children successfully make the transition from Head Start to public school.
Other Early Learning Opportunities
America Reads Parents As First Teachers Challenge Grants: To make sure that every
child can read well by the end of 3rd grade, the President's America Reads Challenge
includes Parents as First Teachers Challenge Grants that will invest in proven efforts to
provide assistance to parents who want to help ensure their children will read well. The
grants will fund national and regional networks to share information on how parents can
help children to read, and fund the expansion of successful local programs, such as the
Home Instruction Program for Preschool Youngsters (HIPPY) or the Parents as First
Teachers (PAT) program. The President's proposal includes $300 million over 5 years for
these grants.
White House Conference on Early Learning and The Brain. Thanks to the latest
scientific research and discoveries, we now know much more about a child's cognitive,
emotional and physical development in the first few years of life. For example, we now
20
know that reading to children in their first three years not only strengthens the emotional
bonds between a parent and a child and helps children learn words and concepts, but that it
actually stimulates their brain growth. The President and First Lady will convene a White
House conference this spring to explore the implications of these scientific discoveries and
research for parents and policy makers.
National Prescription for Reading Campaign. In December 1996, the First Lady
announced, along with representatives of the American Academy of Pediatrics, the
American Booksellers Association, the American Library Association, and the Reach Out
and Read program a national campaign to put books in the hands of parents who bring their
young children to the doctor, and to get doctors to prescribe daily reading. Doctors and
nurses across the country are beginning to "prescribe reading" to infants and young children
because they know the impact reading has on babies and young children, and they have a
unique opportunity at every check-up to encourage parents to read to their children daily.
Vice President's Conference on Family and Learning. In June, Vice President and Mrs.
Gore will hold their sixth annual family conference, this time on families and learning. We
know that children learn best when their parents are active partners in the process. The
conference will bring together leaders in the field of education, parents, teachers, and policy
makers to build on successful examples of partnerships between families, schools and
communities, including those that help children learn before they start school.
Partnership for Family Involvement in Education: Over 2,000 family, school, community,
employer and religious groups have joined with Secretary of Education Richard Riley to create
the Partnership for Family Involvement in Education. The Partnership's activities include
strengthening at-home activities that encourage reading, promoting and adopting family-friendly
business practices such as providing leave time to attend parent-teacher conferences and
volunteer in schools, and supporting learning communities through organized before- and after-
school and summer activities.
Goals 2000 Parent Resource Centers: In addition to involving parents in the development of
state and local Goals 2000 education plans, the President's Goals 2000 program provides
funding for each state to establish parent resource centers that help parents learn how to help
their children achieve high standards. The centers coordinate existing programs, provide
resource materials, and support a variety of promising models of family involvement programs.
In fiscal year 1997, $15 million in funding is available for support centers in 42 states, 14 more
than in 1996.
21
CHOICE AND ACCOUNTABILITY IN PUBLIC EDUCATION
One size does not fit all in American education. All students and their families need to be able to
choose a public school that meets their needs, and schools must be given more flexibility in
return for greater accountability to parents and the public for high standards. Public school
choice and public charter schools are especially promising strategies for expanding options and
accountability in public education.
Public School Choice
States and school districts should provide public school choice plans that give every
parent the ability to choose their child's public school. States and communities can provide
parents with their choice of school within a district, state, or even of smaller
schools-within-schools at their neighborhood public school. Local and state boards of
education can encourage and support the development of charter schools, magnet schools
and other choice strategies and undertake careful reviews of charter proposals to be sure
they are of the highest quality. The President has challenged states to provide parents with
more choice in their children's public education, and states and communities have been
responding.
Provide report cards on every school. States and school districts can publish in print and on
the Internet report cards on every school, providing parents the information they need to
choose their child's school. This can help parents compare things such as reading scores,
graduation rates, class size, courses offered, number of teachers with advanced certification,
safety records, and other key measures, with schools across the school district, state, and
country.
Public Charter Schools
Every state should pass a charter school law that enables parents and teachers to start
new public charter schools that stay open only as long as they do a good job. These
schools can be created by teachers, parents, community groups, businesses, universities,
museums, and others. Done right, they can be tailored to meet the needs of their students
and promote healthy competition within public education. State legislatures must enact
solid charter school laws to support the creation of a sizable number of high-performing
public charter schools, providing these schools with real flexibility while holding them
accountable for reaching high standards for all children. Five years ago, there was only one
charter school in America. Today, there are more than 400, and half the states have charter
school laws.
To support these efforts, the Clinton Administration, together with Congress, is
expanding start-up funding for charter schools. The Administration has proposed nearly
22
doubling the charter school start-up grant program to $100 million in FY 1998. The
President initiated this fund in 1994 to address the most commonly cited obstacle to creating
these schools-lack of access to start-up funding. The President's budget plan sets aside
enough funding to quickly bring more choices in public education to students and their
families, helping to start 3,000 charter schools over the next several years. The funding
requested for FY 1998 alone would support the development of about 1,000 charter schools
by teachers, parents, community groups, and other responsible organizations.
The Nation's First Charter School: A Teacher's Vision Becomes Reality
City Academy, in St. Paul, Minnesota, was the first charter school in the nation to open
its doors. Founded by two teachers with assistance from many of the first year students,
the school focuses on youth who have dropped out of school. City Academy, placing a
heavy emphasis on student responsibility and decision making, is a small school with a
personalized learning environment and has had significant success. Most of the students,
all former drop outs, have graduated and gone on to some kind of postsecondary
education. Like most charter schools in Minnesota, this school was started "from
scratch," rather than converted from an existing school. The school's director is also
helping teachers in other states to create charter schools.
The Clinton Administration will assist local teams of parents, teachers, community
leaders, and others to develop successful public charter schools. The Clinton
Administration will support regional meetings, helpful guidebooks, summer institutes, and a
World Wide Web site to help provide the information and assistance needed to start high-
quality schools, including developing the rigorous performance benchmarks by which
schools may be held accountable.
Accountability
Fix failing schools quickly and directly-even if it means closing them and then
reopening them in a way that meets the needs of students, parents, and communities.
Clear standards can be set to evaluate the success or failure of schools, and school districts
and states can intervene when schools are not meeting these standards. These efforts
should take advantage of the new approach to accountability in Title I of the Elementary and
Secondary Education Act-the largest federal program in K-12 education-which now
requires states and school districts to intervene in low-performing schools with such
strategies as intensive technical assistance, mentoring, reconstituting failing schools, or
23
creating new charter schools.
School districts can support and reward principals and teachers who establish an atmosphere of
learning, a system of accountability, and a spirit of adventure that help students learn. At the
same time, school districts can find ways to improve or remove teachers or principals who are
not making the grade. In return for greater accountability, principals and teachers, in turn, should
be given the authority and support they need to do a good job.
Holding Schools Accountable for Results
Maryland has held its schools accountable for results by putting in place a system for taking
over schools with low student attendance rates and achievement on state assessments. Low-
performing schools are first given the opportunity to improve based on a state approved plan.
Though no schools have yet been taken over yet, the focus on accountability is making a
difference. After being identified as low-performing, Patterson High School in Baltimore
hired a new principal who focused her team on increasing student achievement by
reorganizing instruction and the school day. As a result, attendance has risen, more students
passed the state's graduation test, and more seniors graduated than in prior years.
Greater flexibility
In return for accountability, the Clinton Administration has pressed for greater flexibility
and local decision making in the use of federal program funds. Drawing on their
experiences as former governors, both President Clinton and Secretary of Education Richard
Riley came to Washington strongly committed to increasing flexibility for states and
communities, cuting red tape, and supporing states and communities in their own education
improvement efforts. Since 1993, they have implemented the Goals 2000 program with no
new regulations, cut nearly 80 percent of elementary and secondary education program
regulations, approved over 140 waivers of requirements of major federal education
programs, and cut the required paperwork to receive student loans. In addition, they have
given nine states the authority to grant waivers of federal requirements for their own school
districts and made over 20,000 schools eligible to combine most of their federal funds to
support schoolwide reform, freeing them from most federal requirements.
24
SAFE, DISCIPLINED, AND DRUG-FREE SCHOOLS
We cannot educate our children in schools where weapons, gang violence and drugs threaten
their safety. For students to learn well, their schools must be disciplined and feel safe. While
most schools do provide a secure learning environment, a growing number of schools in all types
of communities-urban, suburban, and rural-are experiencing problems with violence and with
alcohol and drug use.
Fortunately, schools, parents, and communities are finding practical ways to provide children the
safe and disciplined conditions they need and should expect to find in school, such as by
promoting smaller schools, respectful communities, fair and rigorously enforced discipline codes,
teacher training to deal with violence, school uniforms, and after-school programs that keep kids
productive and off the streets.
As a nation, we too must do everything possible to ensure that schools provide a safe and secure
environment where the values of discipline, hard work and study, responsibility, and respect can
thrive and be passed on to our children. We have a basic, old-fashioned bottom line. We must
get drugs and violence out of our schools, and we must put discipline and learning back in them.
Ensuring Safe, Disciplined and Drug-Free Schools
The Clinton Administration challenges all schools to have in place high standards of discipline
and behavior with tough measures to keep guns and drugs out: a "zero tolerance" policy. In
October 1994, the President signed into law the Gun-Free Schools Act, and issued a Presidential
Directive later that month to enforce "zero tolerance" in our schools: If a student brings a gun to
school, he or she does not come back for a year.
In last year's budget, the President
successfully protected the Safe and Drug-
Free Schools and Communities Program,
In 1994, the Long Beach, California School
which now provides school security, drug and
District implemented a mandatory school
violence prevention and education programs
uniform policy for nearly 60,000 elementary
in 97 percent of America's school districts.
and middle school students. District officials
found that in the year following
We must continue working to ensure that
implementation of the policy, overall crime
every child, every teacher, and the community
decreased 36 percent, fights decreased 51
can feel safe in and around the school
percent, sex offenses decreased 74 percent,
building.
weapons offenses decreased 50 percent,
assault and battery offenses decreased 34
Schools should consider adopting
percent and vandalism decreased 18 percent.
uniform policies. School uniforms are
25
one way to deter school violence, promote discipline and foster a better learning
environment. The Administration sent a Manual on School Uniforms to the nation's 16,000
school districts last year. The manual is a road map for communities and schools that want
children in their schools to wear uniforms and is a vital source of information about
successful programs.
Communities should enforce truancy laws. One of the most effective ways to reduce
juvenile crime is to crack down on truancy. The Administration has also provided every
school district in the country with a Manual to Combat Truancy to help communities
establish fair and effective laws to reduce truancy and keep kids in school and off the
streets.
Keep schools open late. The President's budget includes a new initiative to provide
additional safe havens and extended learning opportunities for children and their families at
schools around the country. The initiative will help highlight how after-school, summer and
weekend programs in Community Learning Centers can get us "back to basics" and foster
active community involvement. Keeping schools open late can help give young people a
safe haven from gangs and drugs, and provide peace of mind for working parents.
Bringing in Parents to Increase Safety
Fathers at Beech Grove City Schools in Indiana have joined together to be "Security Dads"
attending school-sponsored sporting events, dances and other student activities. "Security
Dads" ensure proper behavior, evict troublemakers when necessary, and generally keep the
peace. As a result of this effort, parental involvement in their children's education has
increased and student behavior has improved.
Making Schools Places for Values, Not Violence
Schools are a place for values, not violence. They must teach the basic American values of
respect, hard work, and good citizenship.
Promoting character education as part of every curriculum. We cannot raise standards in
every other subject if we fail to teach our children good values and how to be good citizens.
Toward this end, the President has hosted two White House Conferences on Character
Education and has encouraged the development of character education through the
Improving America's Schools Act.
26
Protecting the religious freedom of students and reaching out to America's religious
community to support the learning of young people. With the support of a diverse group
of religious and school leaders, Education Secretary Riley issued guidelines in August 1995
making clear that students' religious rights do not end at the schoolhouse door. As a result
of these guidelines, the National School Boards Association has reported a dramatic drop in
the need to help school officials clarify what is allowed in public schools when its students
practice their religion. In addition, 33 religious communities representing 75 percent of
religiously affiliated Americans signed onto the Partnership for Family Involvement in
Education. Two successful religion and education local summits also brought together
religious leaders, school officials, and the leadership of community organizations and
businesses.
Promoting greater parental involvement. Thirty years of research shows that greater
parental involvement in children's learning is a critical link to achieving a high-quality
education for every student. Through the Partnership for Family Involvement in Education,
the Department of Education has played a critical role in helping schools to be more
welcoming and inviting to families; encouraging employers to provide ways for parents and
employees to be involved in education, including volunteering in their local schools; and
expanding the support that youth, community, cultural and religious groups are giving to
back greater family involvement in education. Over 2,000 employers, schools, religious,
and community groups-including the Urban League, Hadassah and Pizza Hut-have
joined the Partnership and have pledged to support the education of children and the
involvement of their parents.
Service in Support of Safety
In Los Angeles, AmeriCorps members are working with thousands of students to reduce
school violence. AmeriCorps members mentor and tutor 2,000 community youth, train
them in conflict resolution skills, and help establish after school programs.
Promoting community service by high school and college students through Learn and
Serve and AmeriCorps. AmeriCorps is the new domestic Peace Corps that involves
Americans of all ages getting things done to meet community needs. In just two years,
AmeriCorps has given more than 50,000 Americans an opportunity to serve their country.
The vast majority of AmeriCorps members are working on the critical problems of children
and youth. They tutor, mentor, organize after-school programs, teach violence and drug
prevention, and organize safe havens and safe corridor programs. National service
promotes core values of hard work, self discipline, and personal responsibility. It
27
encourages people to give something back to their country. And it teaches its members to
take responsibility for others, not just for a year, but for a lifetime.
Through Learn and Serve America, more than a half million students from kindergarten
through graduate school are helping their communities and proving their academic skills in
the process. They are learning citizenship in a direct and vital way, not by textbooks, but by
service, by working on real problems in society. The skills and habits they develop-
teamwork, self-discipline, initiative-will help them become productive workers as well as
responsible citizens. We must spread and develop this idea in every school, college and
university, to engage an increasing number of students in America.
The Clinton Administration challenges all students, schools, parents, communities, religious and
other groups to do what they can to make all our schools safe, disciplined and drug-free
environments to engage and motivate students to learn, and to teach the values of hard work and
respect.
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SCHOOL CONSTRUCTION AND MODERNIZATION
American schools face the twin pressures of rising enrollment and deteriorating buildings. To be
ready for the 21st Century, our children's schools should be safe and spacious places to learn.
The schools of the future should be equipped with computers, new media and state-of-the-art
science labs. Clean, well-maintained, up-to-date schools send every student a clear message: you
are important to us. We take your education seriously. In order to keep faith with our children,
we must ensure that our schools are prepared for the next century.
Distressingly, today our nation's schools, many built 50 years ago, are increasingly run-down,
overcrowded and technologically ill-equipped. Too many school buildings and classrooms are
literally a shambles. According to a report of the General Accounting Office, one-third of our
schools need major repair or outright replacement; 60 percent need work on major building
features-a sagging roof, or a cracked foundation; and 46 percent lack even the basic electrical
wiring to support computers, modems, and modern communications technology. These
problems are found all across America, in cities and suburbs and one-stoplight towns.
We have high expectations of our students, teachers and schools. But we cannot expect our
children and our teachers to build strong lives on a crumbling foundation. In order to keep faith
with our children, we must ensure that our schools are prepared for the next century. This is a
matter of real urgency. This year our schools opened their doors to the largest number of
students in the history of our republic-51.7 million. And enrollment is expected to continue to
rise over the next ten years, breaking all previous enrollment records.
Because of the unique circumstance of record enrollments and often run-down school buildings,
the President has proposed that the federal government for the first time join with states and
communities to modernize and renovate our public schools. The President's budget calls for $5
billion over the next four years to help pay for up to half the interest that local school districts
incur on school construction bonds, or for other forms of assistance that will spur new state and
local infrastructure investment. This financing assistance can help to spur $20 billion in new
resources for school modernization-a 25 percent increase above current levels over the next
four years.
29
This school construction initiative is
The Broward County, Florida, Public
Schools already ranks among the largest
flexible. It will give communities and
school systems in the nation with more than
states the power to decide how to use the
218,000 students, and it continues to grow at
new resources. It will help those who
a phenomenal rate (the district estimates it is
help themselves-requiring local
adding 10,000 more students a year).
communities to take responsibility for this
Although the district added 37 new schools
effort. And it will focus on sparking new
and refurbished many existing schools over
projects, not merely subsidizing existing
ones.
the past seven years, the district's projected
capital needs over the next seven years total
$2.4 billion. Funding from identifiable
The federal government will do its part by
subsidizing the interest that communities
sources to date totals only $1 billion, leaving
incur on school construction bonds or
a shortfall of $1.4 billion. The county's use
of 2,144 portable classrooms has earned it
other financing mechanisms - making it
cheaper and easier for communities to
the nickname "the portable capital of the
finance school construction.
world." Thousands of other students attend
classes in areas intended to be music and
Communities- with appropriate
science rooms, labs or auditoriums.
assistance from states-must do their part
Meanwhile, the space crunch is impeding the
by making a commitment in investing in
system's efforts to make greater use of
their schools. They must approve and
technology in the classroom, including
pay for local bond issues needed to repair
meeting the superintendent's goal of
old schools and build new ones. And they
must provide adequate maintenance for
providing a minimum of four computers in
every classroom for student use and one
today's schools so that they can continue
computer for teacher use.
to serve students into the next century.
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OPENING WIDE THE DOORS OF COLLEGE
Today, more than ever before in our history, education is the fault line between those who will
prosper in the new economy and those who will not. Most of today's good jobs require more
skills and training than a high school diploma affords. Over half the new jobs created in the last
three years have been managerial and professional jobs requiring higher-level skills. Fifteen
years ago the typical worker with a college degree made 38 percent more than a worker with a
high school diploma. Today, that figure is 73 percent. Two years of college means a 20 percent
increase in annual earnings. People who finish two years of college earn a quarter of a million
dollars more than their high school counterparts over a lifetime.
One of the great challenges of our time is making the dramatic economic changes occurring all
over the world benefit our young people and open opportunities for our older adults as well.
While many people were managing to find education and training that prepared them for high-
skilled jobs without a college degree, too many young people lost their way between high school
and the world of work. And for those who are academically prepared for college, the cost limits
access for many working families and middle-income families, just as it does for low-income
families. The average cost of a public college increased from 9 percent of the typical family's
income in 1979 to 14 percent in 1994.
We must make two years of college-the 13th and 14th years of education-as universal for
young Americans as the first 12 are today. And, we must make college more affordable for all
Americans. To support these goals, the President has already initiated an unprecedented college
opportunity strategy that will make college more accessible and affordable to Americans than at
any time in their lives, while also reducing fraud and abuse and reducing costs to taxpayers.
Over the next five years, the President's budget will more than double the federal
commitment to postsecondary education from the time he entered office-going from $24
billion a year in 1993 to $58 billion in 2002-opening up the doors to college for millions of
students.
The Direct Lending Program
The Direct Loan program, signed into law by President Clinton in 1993, gives student loans
directly to people who need them, with new flexible repayment plans. This dramatic change is
making loans to students and their families more affordable and debt more manageable,
providing borrowers and participating schools with a simple, more automated and accountable
system, while saving taxpayers billions of dollars. In its third successful year, the program will
provide $10 billion in loans at over 1,600 schools. More than 2.1 million student and parent
borrowers have received direct loans since the program began. During the 1996-97 academic
year, it is expected that Direct Loans will make up approximately 36 percent of federal student
loans.
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An important aspect of the new Direct Loan program is that it provides students the ability to
repay their loans as a percentage of their income -- income-contingent repayment -- to
encourage community service, and to make debt more manageable and to reduce defaults. As of
November 1996, nearly 100,000 borrowers with loans totaling $1.5 billion have consolidated
into direct lending. About three-quarters of these borrowers are selecting non-standard repayment
options with 52 percent selecting income-contingent repayment.
Through the legislation that created the Direct Student Loan program we were able in 1993 to
reduce by 50 percent (from 8 percent to 4 percent) the student loan fees that lenders and
guarantee agencies were allowed to levy on student borrowers. But we need to do more. We
propose to further reduce these fees in both the new Direct Student Loan and the older Federal
Family Education Loan programs, cutting loan fees from 4 percent to just 2 percent on need-
based Stafford loans, and to 3 percent on other loans for students and parents. Furthermore,
because the Congressional Budget Office and other analysts have noted that lender costs are very
low during the in-school period, when students are not required to make payments on their loans,
we propose to reduce the interest rate paid to lenders during that period by one percentage point.
Increasing Grant Aid Available to Students - Pell Grants
The Administration has worked hard to increase funding for student financial aid programs. Aid
available to students increased by $12 billion between 1993 and 1997-an increase of 48 percent.
This year, aid available to students will increase by an additional $3.4 billion for a record total of
$36 billion (excluding consolidation loans) benefiting an estimated 8.1 million students in 1998.
Pell Grants are the most important form of student financial aid for the nation's neediest
students. In the decade preceding 1992, funding for this critical program did not keep pace with
inflatio, which seriously eroded the Pell Grants' purchasing power. The Clinton Administration
began immediately in 1993 to restore fiscal integrity to this program at a time when it had been
allowed to accumulate a projected internal program deficit of over $2 billion. After eliminating
that program deficit, the President secured bipartisan support for the largest Pell Grant increase in
recent history, a $230 increase (9 percent) in the maximum grant to $2,700 by FY97. This
represents a full $400 increase, more than 17 percent, in the maximum grant since 1993.
We now are proposing to increase the maximum award from $2,700 to $3,000, as well as greatly
expand eligibility to older independent students. Increasing the maximum award to $3,000
provides more aid to currently eligible students, and makes an additional 130,000 students
eligible for the grants. The President's budget also expands the eligibility of low income
students age 24 and older. This change will make an additional 218,000 students eligible for Pell
Grants, and expand aid for over 890,000 students by an average of $800. These changes,
contained in the President's balanced budget, will increase Pell Grant funding by $1.7 billion in
fiscal year 1998, a more than 25 percent increase over current funding levels.
32
HOPE Scholarship and Other Tax Benefits: Making the 13th and 14th years of
education-at least two years of college-as universal in America as high school is today.
The President's plan includes five tax benefits for middle-class students and families that accept
the responsibility to pursue additional education for their children and themselves. We believe
that not only will these students and families reap substantial personal and financial benefits
from these education incentives, but these investments will also pay a huge long-term dividend to
the country. For much of the 20th century, tax policies included incentives to invest in capital
and equipment. At the beginning of the 21st century-the education and information age-we
must create incentives to invest long term in education and human capacity.
HOPE Scholarships. A centerpiece of President Clinton's HOPE and Opportunity Agenda for
higher education is the proposed HOPE Scholarship tax credit, which offers two years of
tuition at the typical community college for any student enrolled at least half-time. It provides
students with a maximum $1,500 tax credit for tuition and required fees in their first year, and
another $1,500 in their second year if they work hard, stay off drugs, and earn at least a B minus
average in their first year. This $1,500 tax credit will pay the full cost of tuition at a typical
community college-essentially making community college free or nearly so for every student.
In 1998, this credit is expected to help 4.2 million middle-income students pay for college.
Although the HOPE Scholarship tax credit is priced to pay the full cost of two years of tuition at
a typical community college, the credit can be applied to tuition at any college, including four-
year public and private colleges. The credit would be a substantial down payment for parents
sending their children to four-year colleges with higher tuition. Students receiving tax credits
would still be eligible for other federal student aid, including student loans, Pell Grants, and
Work Study. However, the maximum tax credit would be $1,500 minus any federal grants
awarded to the student.
The proposal builds on the enormously successful HOPE Scholarship program in Georgia,
which guarantees any student in the state of Georgia free college as long as they have earned a B
average and stay off drugs. This year the scholarships are helping 80,000 students-including 70
percent of the freshman class at the University of Georgia.
The HOPE scholarship tax credit will help open the doors of college opportunity to every
American who works hard and makes the grade, regardless of that student's ability to pay, since
education at the typical community college will now essentially be free. The program also makes
it clear that with opportunity comes the responsibility to work hard and achieve at a high level.
This benefit will initially be available without restrictions tied to previous academic performance
but the continued benefit will be reserved for those people who, by definition, are willing to work
for it. It's America's most basic bargain: we as a nation will help create opportunity if you'll take
responsibility.
$10,000 Tax Deduction for Education and Training. We have also proposed a tax deduction
33
of up to $10,000 per family per year for tuition and fees (minus grants) for college, graduate
school, community college and certified training and technical programs. In 1998, 8.1 million
students stand to benefit from this proposal for tax relief in 1998.
Students eligible for both the tax credit and the tax deduction would choose one or the other,
although students benefiting from the tax credit in the first two years would still be eligible for
the deduction in later years. Because the tax proposals are meant to help working families and
low- and middle-income students pay for college, eligibility for both the tax credit and the tax
deduction would be phased out for joint tax filers with incomes between $80,000 and $100,000
and for individual filers with incomes between $50,000 and $70,000.
Tax-Free Education Savings Accounts. We have proposed greater flexibility in using
Individual Retirement Accounts so that all funds saved in these accounts can be used for
postsecondary education expenses free from early withdrawal tax penalties. In addition, our
proposal makes more than 20 million families eligible for tax-deductible IRA contributions by
substantially extending the income cutoffs for IRA participation. Currently, if an individual or
spouse participates in an employer's retirement plan, eligibility is phased out for taxpayers filing
a joint return with adjusted gross income between $40,000 and $50,000 (between $25,000 and
$35,000 for single taxpayers). The proposal would expand the phase-out ranges to match the
ranges described for the HOPE Scholarship tax credit and $10,000 deduction. Families who save
through an expanded IRA, and then use the savings for higher education, can deduct up to
$10,000 of their withdrawals a year, making savings for college virtually tax free for middle-
class families.
Tax-Free Forgiveness of Educational Debt for Public Service and Income-Contingent
Student Loan Repayment. We propose that the tax law be changed to allow that the
forgiveness of a student loan extended by a charity or educational institution not be counted as
income, if it is forgiven as part of a program that enables graduates to work in public service
professions. We also plan to apply the same tax treatment to forgiveness provided through our
income-contingent repayment plan.
Extension of Tax Benefit to Employees Who Receive Employer-Provided Education
Assistance (Section 127). We propose reinstating through the year 2000 the current exclusion
from an employee's income of up to $5,250 per year of postsecondary educational assistance
provided by an employer for undergraduate and graduate students. In addition, for 1998-2000,
small businesses would be given a new incentive to provide educational assistance to their
employees through a 10 percent tax credit for amounts paid under an employer-provided
educational assistance program for education provided by a third party.
Other Forms of Aid
National Service Corps. Through creation of the National Service Corps, more than 70,000
34
AmeriCorps members have been able to provide service throughout the country to work on
projects to tutor children to read and learn and to improve the environment, health services, and
community policing. This creative new program is helping to regenerate an ethic of community
service in this country, particularly for a generation of young adults who were at risk of becoming
further alienated from the powerful societal needs of a sense of community and commitment to
those communities. The participants also receive scholarships or loan forgiveness for
postsecondary education, in return for their service.
Work-Study helps students earn money while they are in school. The President proposed a
multi-year plan to increase funding for this valuable federal program by 50 percent by the year
2002, so that 1 million students will be able to attain part-time employment. With strong
bipartisan support from the Congress we received an exceptional one-year increase of 35 percent
for FY 1997. This increase is substantial enough to allow an increase in the wages for student
workers, an expansion of traditional work study opportunities, and, perhaps most important, to
expand higher education's commitment to community service activities. To this end, the
President has challenged the higher education community to use one-half of the college work
study increase for community service, including to tutor young children in reading. Indeed, the
Secretary of Education has issued regulations to waive the match for those who use work-study
funds to help tutor young children to read.
Presidential Honors Scholarship. We propose a Presidential Honors Scholarship that further
emphasizes the importance of student achievement. This program would award one-year, $1,000
scholarships to the top 5 percent of graduating high school students in every high school in the
nation. We need to send a message to every high school in America that we are serious about
excellence.
***
Reducing Fraud and Abuse. The Administration has made aggressive accountability and
oversight efforts to remove ineffective schools from the student financial aid programs, both
protecting students and ensuring accountability for taxpayer funds. The U.S. Department of
Education's efforts, along with new statutory controls and lender and guarantor efforts, have cut
the student loan default rate by more than one-half, from 22.4 percent for the FY90 cohort to
10.7 percent for the FY94 cohort. About 700 institutions have been eliminated from eligibility to
participate in the federal student assistance programs, in an effort to assure that students
benefitting from these valuable programs receive a good education as well. At the same time, the
U.S. Department of Education has reduced the administrative burden on participating institutions
by streamlining our regulations and by reengineering our administrative processes to make them
less intrusive and more effective.
35
A call to parents, schools, colleges and universities to help students take advantage of these
expanded options.
Although the federal government can expand options for paying for college, it will be up to
students, parents, families, communities, colleges and universities, and states to make them
work.
Students must work hard, play by the rules, and assume responsibility for obtaining the
education they will need to get a job and succeed in life.
Parents must make sure their children have the classes they need to get into college and
take advantage of the savings afforded by the tax policies to help support their children once
there.
Schools can make sure students (as early as in middle school) and their families understand
the options available for paying for college and make sure students take the classes and
obtain the skills they need to enroll and succeed in college.
Colleges and universities must contain costs of postsecondary education to assure that the
benefits of these increases in federal support accrue to the intended beneficiaries-students
and their families.
States can build on the HOPE Scholarship plan by making scholarships available for four
years of college for students who maintain a B average.
36
LIFELONG LEARNING
A G.I. Bill for America's Workers
A centerpiece of President Clinton's G.I. Bill for America's Workers has been our proposal to
fundamentally reform the current federal job-training system. We have proposed consolidating at
least 70 separate job training programs, replacing them with an integrated system that minimizes
red tape and maximizes individual choice in each local community. Unemployed workers and
workers in transition from one job to another would receive Skill Grants of up to $3,000 to use as
they choose to learn new skills to find new and better jobs.
We would provide these workers access -- through computerized networks open to all and One-
Stop Career Centers already operating in many states -- to reliable information on jobs, careers,
skill sets required for those jobs, and the success records of various training institutions, so that
they can make informed choices about how best to improve their futures.
For our youth, federal education, training, and employment programs will be reshaped to support
the community-based school-to-work activities that have evolved in response to the innovative
School-to-Work initiative we began in 1994. These programs enable high schools, colleges, and
the private sector to offer all youth academically rigorous school- and work-based learning
opportunities and so that all youth graduate with the skills and habits of mind to benefit from
college education, lifelong learning, and rewarding careers.
Preparing Academically for College
To get ahead and navigate these changing times, our middle and high school students today need
to be preparing to go to at least two years of college and probably go back to college,
postsecondary training programs, and universities, several more times in their lifetime to
continually upgrade their skills and knowledge. That means our elementary and secondary
schools need to raise their standards for promotion and graduation. They need to make mastering
the basics universal and strengthen all of their core subjects from science to American history
and from the arts to foreign languages. Students can get on the path to college by mastering
successfully not only basic math but the essentials of algebra and geometry by the eighth grade.
High schools need to eliminate their general track and replace it with advance placement and
tech-prep classes. Students need to be preparing for college courses. That's why the President in
his 1998 budget is supporting expansion of advanced placement courses, raising standards for
students, teachers and schools and continuing support for tech-prep.
The School-to-Work Opportunities Act, signed by President Clinton in 1994, also creates a
pathway for many young people who cannot see the relevance of what they're doing in the
classrooms to the world of work and thus get bored and tune out. When the barrier between
37
academic learning and vocational education is broken, when work-based learning and
school-based learning are linked, these students not only stay in school, but they become engaged
in learning and do better and continue on to college.
Students at the Oakland Health and Bioscience Academy in Oakland, California
learn all aspects of the health care industry. Their knowledge of health care includes
planning, management, finance, technical and production skills, technology, labor
issues, community issues, safety, and environmental issues. They gain this broad
understanding through a variety of learning experiences and teaching techniques.
Interactive career explorations and a 200-hour hospital internship in the 11th and 12th
grades expose them to the business, administrative, and clinical departments of a health
care facility. Students also create work-based learning portfolios, which include
reflective journal entries and works samples keyed to health career standards. Projects
offer an opportunity to explore different aspects of health care and their relationship.
Projects may simulate the decision-making processes of a health care provider-for
example, reading a case study of a lead-poisoned child, interpreting the results of lab
tests, and creating a medical management plan. Student teams may explore health care
delivery systems by planning a school-based clinic, and operating a student-run health
education center.
All 50 states have received grants under School-to-Work to plan comprehensive training and
education and apprenticeship systems. By late 1996, 37 states had made sufficient progress in
their planning efforts to receive 5-year grants for implementing their plans. Over 500,000 young
people in 1,800 schools throughout the nation are participating in school-to-work systems that
integrate academic and vocational instruction and provide work-based learning, preparing them
for one to two years of college or more and careers. Over 135,000 employers have been involved
in these efforts.
The support of the business community and state and local governments is essential to maintain
local and state school-to-work systems that will help ensure a pathway to the middle class for
most Americans.
38
TECHNOLOGICAL LITERACY
Just as 100 years ago the nation struggled with the transition from an agrarian to an industrial
economy, today we confront the transition from an industrial to a global, technological economy.
Technology - - the World Wide Web, computer-aided design, word processing, data processing,
electronic transfers - has become an engine of our economic growth and has fundamentally
changed the ways we learn, how we do business, and the skills students in America need to
flourish in the world of work. States, communities, business, families and teachers need to
ensure that by the dawn of the next century every classroom in America is connected to the
information superhighway with high-quality computers, creative software, and well-trained
teachers.
Today, technological literacy-computer skills and the ability to use computers and other
technology to improve learning, productivity and performance-is a new basic that our students
must master. Preparing our children for a lifetime of computer use is now just as essential as
teaching them to read and write and do math. Every major U.S. industry has begun to rely
heavily on computers and telecommunications to do its work.
Technology also enriches education. Children with access to computers and trained teachers can
learn faster and learn better. In some cases, scores on standardized tests of basic skills for
children taught with computers rise by 10 to 15 percent compared to the scores of those taught
using conventional instruction. With computers, students can learn at their own pace and
practice as much as they need to. For students with disabilities, technology such as word
processing and speech recognition can give them the tools they need to participate fully in
challenging academic courses. Children master basic skills in 30 percent less time than would
normally have been the case. Using technology, quality software and good teachers, students can
also learn differently. For example, instead of reading about the human circulatory system in a
book and seeing textbook pictures, students can use technology to see blood moving through
veins and arteries, watch the process of oxygen entering the bloodstream, and experiment to
understand the effects of cholesterol on blood flow, gaining a better understanding of these
processes.
Despite the importance and promise of technology, America's schools are not yet prepared for
the technological era. About half of all teachers have little or no experience at all with
technology in the classroom. Only 4 percent of schools have a computer for every five
students-a ratio that allows regular use by each student. Only 9 percent of classrooms have
connections to the Internet.
The goal we have presented cannot be set and cannot be achieved unless we all work together. It
can only be met with communities, businesses, governments, teachers, parents and students all
joining together-in a sense, a high-tech barn-raising.
39
Technology in Support of Reform
A partnership between the Union City, N.J. school district and Atlantic Bell turned
around a failing middle school. Christopher Columbus Middle School demonstrates
how technology can improve student performance. Every classroom has several
computers and students and teachers have computers at home so that they - and
parents - can communicate with each other, get assignments and do homework. As a
result of intensive use of technology, reading, math and writing scores are up
significantly. Moreover, the school, which had a high absenteeism rate, now has the
best attendance record in the district.
Beginning in 1995, President Clinton challenged the nation's parents, teachers, government,
community, and business leaders to work together to ensure that all children in America are
technologically literate by the dawn of the 21st century-equipped with the communication,
math, science, and critical thinking skills essential for the 21st-century economy. He established
the four pillars of his technology literacy agenda:
1.
Connect every school and classroom in America to the information superhighway;
2.
Provide access to modern computers for all teachers and students;
3.
Develop effective and engaging software and on-line learning resources as an integral
part of the school curriculum; and
4.
Provide all teachers the training and support they need to help students learn through
computers and the information superhighway.
The response to the President's challenge was immediate and came from all parts of the
American community. While much remains to be done, an enormous amount has already been
accomplished and steady progress continues to be made.
The Private Sector Response. CEO's of some of the nation's largest and most innovative
technology and telecommunication companies have responded to the President's challenge by
contributing resources and energy to work in partnership with schools and communities in
meeting all four of the President's goals.
In October, the President announced the U.S. Tech Corp, a volunteer organization which enables
high-tech workers from the private sector to assist teachers and schools to put the information
age at the fingertips of their students.
America's Technology Literacy Challenge. In his 1996 State of the Union Address, President
Clinton asked Congress to fund a $2 billion, five-year Technology Literacy Challenge designed
to catalyze state, local, and private sector partnerships in each state to achieve the four
educational technology goals and to spur substantial additional private, state and local investment
in education technology. Congress supported the President's request for first-year funding and
40
appropriated $200 million for grants to states to launch this challenge. States will develop a
strategy for using the funds to achieve the President's four goals and for ensuring that no
students-especially students in low-income areas and students with special needs— are left
behind. The Challenge builds on the Secretary of Education's National Plan, Getting America's
Students Ready for the 21st Century, Meeting the Technology Literacy Challenge. The
President's FY 1998 Budget calls for more than double funding to $425 million.
The Global Learning and Observations to Benefit the Environment (GLOBE)
program is a national and international hands-on environmental science and
educational program that officially started on Earth Day 1995. GLOBE uses scientific
instruments and state-of-the-art technology to make science relevant to today's K-12
students. Through GLOBE, students conduct an array of measurements and
observations at their schools and share their data via the Internet with other students
and scientists around the world to detail an environmental picture of the globe. Vice
President Al Gore articulated his vision of the GLOBE program in his book, Earth in
Balance. He proposed a program "involving as many countries as possible that will
use school teachers and their students to monitor the entire earth..."
The Technology Innovation Challenge Grants. This component of the technology literacy
challenge invites school systems, colleges, universities, and private businesses to form
partnerships to develop creative new ways to use technology for learning. These local innovation
grants focus on integrating innovative learning technologies to improve teaching and learning.
Each federal dollar is matched by more than 3 to 1 by local and private funds. The 19 consortia
funded in FY95 out of 500 proposals are reaching schools with 1.2 million students and involve
partnerships with businesses, museums, libraries, and parks in school systems around the nation.
An additional 24 partnerships funded in FY96 will allow 24 school districts to work in
partnership with a total of 153 other school districts and 130 businesses in 34 states. Another
$57 million will be available for the program in FY97 to support a third round of grants and
FY98 will call for $75 million a more than 30% increase.
Universal and Affordable Access to Advanced Telecommunications. President Clinton
signed into law the Telecommunications Act of 1996 which ensures that all U.S. schools,
libraries, hospitals, and clinics have affordable access to advanced telecommunications services.
The President called on the Federal Communications Commission's regulators to ensure that
every school and library has access to the information superhighway and in November 1996, the
Federal/State Joint Board on Universal Service unanimously recommended that schools and
libraries receive discounts for telecommunications services, Internet access, and internal
connections. If approved by the FCC, the average discount would be about 60 percent, and
one-third of all schools and libraries will receive discounts of 80 to 90 percent.
41
NetDays. The President and Vice President launched an historic effort to mobilize communities
of volunteers to connect classrooms to the Internet. As a result, on March 9, 1996, the President
and Vice President and more than 20,000 volunteers laid 6 million feet of cable connecting
thousands of California schools with the technology needed to link classrooms, libraries, and
laboratories to the information superhighway. This effort sparked an enormous response around
the nation and in the fall of 1996 over 40 states organized and participated in NetDays, wiring
over 25,000 schools, using over 250,000 volunteers. More NetDays are scheduled for this year.
21st Century Teachers. The new technology cannot make much of an impact on learning
unless teachers help find creative new ways to exploit its power and make the new tools an
integral part of their teaching. The teachers, and the organizations that support teachers, all
stepped forward earlier this year to work together to meet the President's challenge. The National
School Boards Association, the National PTA, the National Education Association, the American
Federation of Teachers, and many other business and professional organizations have launched
this initiative to recruit thousands of teacher volunteers who will improve their own
understanding of how to use education technology and share their expertise with at least five of
their peers during the coming school year.
42
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republished without the express written consent of The Associated Press.
July 1, 1997, Tuesday, AM cycle
SECTION: Washington Dateline
LENGTH: 566 words
HEADLINE: Mrs. Clinton calls drug trade near school unacceptable
BYLINE: By RON FOURNIER, Associated Press Writer
DATELINE: WASHINGTON
BODY:
Calling drug-peddling near classrooms unacceptable, Hillary Rodham Clinton told principals
Tuesday that they must demand safer streets and schools from local officials.
The first lady challenged educators and the local government during a question-and-answer session with
Washington-area principals, including John Word, who commended President Clinton for closing drug
markets near his middle school.
Word said the president ordered federal agents to sweep the area clean after eighth-grader Mickisha
Bonner, during an April White House event, complained about wide-open drug trafficking on her route
to Garnet-Patterson Middle School.
Mrs. Clinton accepted Word's thank-you on behalf of her husband, but quickly said the president was
frustrated that the girl "had to go to the president of the United States to stop having to go to school past
open-air drug markets."
"It is unacceptable that the authorities of any neighborhood or any city would let that go on," she said.
"Teachers and principals have to be more demanding that your mayors and police and city officials put
safety of children first."
In a sweeping exchange with about 30 principals attending The Washington Post Principals
Leadership Institute, Mrs. Clinton also said:
-Salaries for veteran teachers must be raised, suggesting that the money could be shifted from
administration expenses. "A lot of teachers feel the only way they can be true to their family is to leave
the classroom and go into administration," she said. "We need to change the pay scale in schools so
principals and teachers who are on the frontlines" get more money.
-English must be taught to all public school students, even as educators are careful to respect the variety
of ethnic backgrounds in classrooms. "Nobody is going to succeed in this country unless you speak
English well," she said. "I am unapologetic about that because I think it's unfair to students to do
otherwise."
-Teachers should not be afraid of Clinton's push to raise education standards. "Those of you who are
leaders in the field should want the entire profession to be held to a higher standard."
-Smaller classes and schools are needed to give students an old-fashioned sense of community. "Kids
really need adult supervision and they need adult structure, and it's hard to do that if a class is too big."
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Afterward, principal Word said he was somewhat surprised that Mrs. Clinton turned his compliment into
a demand for more action from educators and local officials. "What she could not possibly know is what
we had done on a local level," he said.
Word said the local government had already promised a plan to crack down on the drug-trafficking.
"Unfortunately, their plan was more long-term than any of us were comfortable with," he said.
The day after Mickisha complained to Clinton, Drug Enforcement Agency agents showed up at the
school, set up roadblocks and began sting operations, Word said. That action, coupled with a
private-sector effort to purchase crack houses, cleaned up the neighborhood, he said.
He did not take Mrs. Clinton's admonishment personally, Word said.
"We are all part of this thing. I'm not going to point the finger at anybody else. My point to (Mrs.
Clinton) was I have a much better situation today because of the president's action," Word said.
"I don't care how we got it done," he added. "It got done."
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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.
6/10/97 Reach Out
& Read
Divider Title:
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
FINAL
WASHINGTON, D.C./BALTIMORE, MD/PHILADELPHIA, PA/WASHINGTON, D.C.
STATE DEPARTMENT
CHERI STOCKHAM
LEAD ADVANCE:
WHCA PAGER
#4143
LAWYER'S LUNCH
ROB HOUSMAN
LEAD ADVANCE:
WHCA PAGER
#4267
BALTIMORE LEAD
DAVID NESLEN
ADVANCE:
PRESS ADVANCE:
SAM MYERS, JR.
PHILADELPHIA
SAM MYERS
LEAD ADVANCE:
WARWICK HOTEL
215/735-6000
PHONE
215/790-7766
FAX
202/757-9512
CELL
SITE ADVANCE:
PAUL RIVERA
PRESS ADVANCE:
MARK BERNSTEIN
SCHEDULER:
JAYCEE PRIBULSKY
202/456-2922
OFFICE
202/456-5340
FAX
202/544-4123
HOME
WHCA PAGER
#4797
PREV RON
The White House
11:00am-
PRIVATE MEETING
11:30am
Map Room
CLOSED PRESS/NO WH PHOTO
11:30am-
DROP-BY
11:45am
Diplomatic Reception Room
CLOSED PRESS/WH PHOTO ONLY
11:50am
DEPART The South Portico
EN ROUTE The State Department
[drive time: 10 minutes]
12:00pm
ARRIVE The State Department
NOTE: Cheri Stockham will meet the First Lady on arrival.
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 2
Greeters (C Street entrance) :
-Ambassador Raiser or Mel French
12:05pm-
WOMEN'S INTERAGENCY COUNCIL MEETING
12:30pm
Jefferson Room, 8th Floor, State Department
HRC Hold: Monroe/Madison Room
Phone: 202/647-3687
Fax: 202/647-8947
CLOSED PRESS
FORMAT:
--
Secretary Albright announces the First Lady
into the Jefferson Room.
--
The First Lady proceeds to the head table.
NOTE: The First Lady is seated between
Secretary Shalala and Secretary Albright.
--
Secretary Albright introduces the First Lady.
--
The First Lady delivers remarks.
--
Secretary Albright calls upon the Council
Representatives to discuss the working
groups.
--
Upon conclusion of discussion, the First
Lady, accompanied by Secretary Albright and
Secretary Shalala, departs.
PARTICIPANTS: Approx. 65 people to attend.
12:40pm
DEPART The State Department
EN ROUTE The Capital Hilton Hotel
[drive time: 10 minutes]
12:50pm
ARRIVE Capital Hilton Hotel
Greeters:
-Frank Otero, General Manager, Capital Hilton Hotel
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 3
12:55pm-
VIDEO TAPING for Charlene Hunter-Gault
1:00pm
Continental Room, Capital Hilton Hotel
1001 16th Street, N.W.
Washington, D.C.
HRC Hold: Continental Room
Phone: 202/393-1000
Fax: 202/639-5784 at concierge desk
CLOSED PRESS
FORMAT:
-- The First Lady will tape a farewell message
for Charlene Hunter-Gault.
1:00pm
ADDRESS WASHINGTON LAWYER'S LUNCH
1:30pm
The Ballroom, Capital Hilton Hotel
1001 16th Street, N.W.
Washington, D.C.
HRC Hold: Continental Room
Phone: 202/393-1000
Fax: 202/639-5784 at concierge desk
CLOSED PRESS
FORMAT:
-- Announcement of the First Lady,
accompanied by Iris Toyer, Director, Public
Education Legal Services Project, Washington
Lawyers' Committee and Thomas Williamson,
Jr., Covington & Burling.
-- The First Lady proceeds to chair stage right.
NOTE: The First Lady is seated next to Iris
Toyer and Thomas Williamson, Jr., Covington
& Burling.
-- Video presentation on Law Firm/D.C. Public
School Partnerships.
-- Iris Toyer delivers brief remarks and
introduces the First Lady.
-- The First Lady delivers remarks.
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 4
-- Upon conclusion of remarks, the First Lady
departs stage right.
PARTICIPANTS: Approx. 650 people to attend.
1:35pm
DEPART Capital Hilton Hotel
EN ROUTE Union Station
[drive time: 10 minutes]
1:45pm
ARRIVE Union Station
NOTE: Brian Alcorn will meet the First Lady on arrival.
2:00pm
DEPART Union Station
VIA Amtrak Metroliner
EN ROUTE Baltimore, MD
[travel time: 36 minutes]
2:36pm
ARRIVE Baltimore, MD
Pennsylvania Station
HRC Hold: Amtrak Police Office
Phone: 410/291-4411 or ATS 410/729-4411
Fax: 410/291-4430
NOTE: David Neslen will meet the First Lady on arrival.
2:40pm
DEPART Pennsylvania Station
EN ROUTE University of MD Pediatric Ambulatory
Clinic
[drive time: 15 minutes]
2:55pm
ARRIVE University of MD Pediatric Ambulatory
Clinic
Greeters:
-Mayor Kurt Schmoke
-Dr. Michael Berman, Chairman, University of Maryland Hospital
-Dr. Perri Klass, Medical Director, Reach Out and Read
-Pat Cowan, National Program Coordinator, Reach Out and Read
-Christine Benero, First Book
-Steve Cohen, Scholastic Inc.
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 5
3:00pm-
REACH OUT AND READ ANNOUNCEMENT
3:25pm
Large Waiting Room
University of MD Pediatric Ambulatory Clinic
Western Building
700 West Lombard Street
HRC Hold: Dr. Keane's Office
Phone: 410/962-2200
Fax: 410/706-0653
OPEN PRESS
FORMAT:
-- The First Lady, accompanied by Mayor Schmoke,
Dr. Perri Klass, and Dr. Keane, proceeds to
the large waiting room.
-- Mayor Kurt Schmoke delivers welcoming remarks
and introduces Dr. Perri Klass, Medical
Director, Reach Out and Read.
--
Dr. Perri Klass delivers brief remarks and
introduces Dr. Virginia Keane, University of
Maryland Pediatric Ambulatory Center.
-- Dr. Virginia Keane, University of Maryland,
introduces The First Lady.
--
The First Lady delivers brief remarks.
--
Upon conclusion of remarks, The First Lady,
accompanied by David Kirk, proceeds to the
small waiting room.
PARTICIPANTS: Approx. 50 people to attend.
3:35pm-
BOOK READING w/ David Kirk
3:55pm
Small Waiting Room
University of MD Pediatric Ambulatory Clinic
Western Building
700 West Lombard Street
HRC Hold: Examining Room
Phone: 410/962-2200
Fax: 410/706-0653
OPEN PRESS
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 6
FORMAT:
- - The First Lady and David Kirk proceed to
chairs.
-- David Kirk, author, will read Miss
Spider's New Car to the children.
-- The First Lady will follow along with the
children seated beside her.
-- Upon conclusion of the story, the First Lady
and David Kirk depart.
PARTICIPANTS: Approx. 10-12 children.
4:00pm
DEPART University of MD Pediatric Ambulatory
Clinic
EN ROUTE Pennsylvania Station
[drive time: 15 minutes]
4:15pm
ARRIVE Pennsylvania Station
Pennsylvania Station
HRC Hold: Amtrak Police Office
Phone: 410/291-4411 or ATS 410/729-4411
Fax: 410/291-4430
4:33pm
DEPART Pennsylvania Station
VIA Amtrak Metroliner
EN ROUTE Philadelphia, PA
[travel time: 1 hour 8 minutes]
5:41pm
ARRIVE Philadelphia, PA
30th Street Station
30th and Market Streets
HRC Hold: 30th Station Lounge
Phone: 215/349-3090
NOTE: Sam Myers will meet the First Lady on arrival.
5:50pm
DEPART 30th Street Station
EN ROUTE The Philadelphia Museum
[drive time: 10 minutes]
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 7
6:00pm
ARRIVE The Philadelphia Museum of Art
Greeters:
-Anne d'Harnonchurt, Director, The Philadelphia Museum of Art
6:00pm-
DROP-BY w/ Alexei Vranich, Archaeologist
6:05pm
Administrative Office
The Philadelphia Museum of Art
Benjamin Franklin Parkway
HRC Hold: Room next to Committee Room
Phone: 215/684-7868 or 215/684-7716
Fax: 215/236-5435
Staff Hold: VP's Office
Staff Hold Phone: 215/694-7791
CLOSED PRESS/WH PHOTO ONLY
6:10pm-
ROUNDTABLE DISCUSSION
6:50pm
Committee Room, The Philadelphia Museum of Art
Benjamin Franklin Parkway
HRC Hold: Room next to Committee Room
Phone: 215/684-7868 or 215/684-7716
Fax: 215/236-5435
Staff Hold: VP's Office
Staff Hold Phone: 215/694-7791
CLOSED PRESS/WH PHOTO ONLY
FORMAT:
-- The First Lady enters the Committee Room and
proceeds around the conference table to greet
each guest.
-- Carol Pensky will moderate an open
discussion.
NOTE: The First Lady is seated next to Carol
Pensky and Leslie Price.
-- Upon conclusion of the discussion, the First
Lady departs.
PARTICIPANTS: Approx. 12 people to attend.
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 8
6:55pm-
MEET AND GREET
7:20pm
Cloister Room, The Philadelphia Museum of Art
HRC Hold: n/a
Phone: n/a
Fax: n/a
CLOSED PRESS/WH PHOTO ONLY
FORMAT:
--
The First Lady greets guests from left to
right in a photo receiving line.
NOTE: Amy Conroy, Executive Director, Women's
Leadership Forum, will introduce the guests
to the First Lady.
PARTICIPANTS: Approx. 56 people to attend.
PRE-PROGRAM:
-Happy Fernandez, Philadelphia City Councilwoman
Carol Pensky
7:25pm-
WOMEN'S LEADERSHIP FORUM FUNDRAISER
7:55pm
Great Stair Hall, The Philadelphia Museum of Art
HRC Hold: Museum Gift Shop
Phone: 215/684-7371
Fax: n/a
OPEN PRESS
PROGRAM:
-- Marianne Tasco, Philadelphia City
Councilwoman and Allison Schwartz,
Pennsylvania State Senator, will be on the
stage.
--
Marianne Tasco announces the First Lady,
accompanied by Mayor Ed Rendell, into the
room.
--
The First Lady, accompanied by Mayor Rendell,
proceeds to the stage.
--
Marianne Tasco delivers brief remarks and
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 9
introduces Allison Schwartz.
--
Allison Schwartz delivers brief remarks and
introduces Mayor Ed Rendell.
--
Philadelphia Mayor Ed Rendell delivers brief
remarks and introduces the First Lady.
-- The First Lady delivers remarks.
-- Upon conclusion of remarks, The First Lady
exits stage left and works a ropeline from
left to right and departs.
PARTICIPANTS: Approx. 500 people to attend.
8:00pm
DEPART The Philadelphia Museum of Art
EN ROUTE Philadelphia International Airport
[drive time: 15 minutes]
8:15pm
ARRIVE Philadelphia International Airport
8:25pm
WHEELS UP Philadelphia, PA
Philadelphia International Airport
FBO: Atlantic Aviation
HRC Hold: 215/492-4976
Phone: 215/492-2970
Fax: 215/492-2988
CLOSED PRESS/CLOSED PUBLIC
FLIGHT TIME: 40 MINUTES
9:05pm
WHEELS DOWN Andrews Air Force Base
:10pm
DEPART Andrews Air Force Base
EN ROUTE The White House
[drive time: 20 minutes]
9:30pm
ARRIVE The White House
RON
The White House
WEATHER FORECAST FOR WASHINGTON, D.C.:
-Partly cloudy. Wind west-northwest at 5 to 10 knots. Low 62.
High 89.
SCHEDULE FOR HILLARY RODHAM CLINTON
TUESDAY, JUNE 10, 1997
PAGE 10
WEATHER FORECAST FOR BALTIMORE, MD:
-Mostly sunny and warmer. Highs in the mid 80s.
WEATHER FORECAST FOR PHILADELPHIA, PA:
-Mostly sunny. Very warm. Highs in the mid to mid 80s.
June 9, 1997
REACH OUT AND READ BALTIMORE ANNOUNCEMENT
DATE:
Tuesday, June 10
TIME:
3:00 pm- 3:55 pm
LOCATION:
University of Maryland Pediatric
Ambulatory Clinic
Baltimore, MD
FROM:
Brenda Costello
I.
PURPOSE
To help launch Prescription for Reading in Baltimore, and to highlight the
Administration's efforts to strengthen early childhood education, particularly the
Prescription for Reading initiative.
II.
BACKGROUND
On Tuesday afternoon you will participate in an event to help launch the city of
Baltimore's Prescription for Reading initiative with the leadership of the Reach Out and
Read program, building on the national effort urging pediatricians to prescribe that
parents read to their young children. Like your event at Georgetown University
Medical Center, in which you called for the creation of this national effort, and the
recent the announcement of the national partnership at the White House in April, this
event seeks to raise awareness of the importance of the first few years of a child's life in
their development and to encourage reading to young children (see attached
Prescription for Reading summary).
Baltimore and Reach Out and Read
As with the original Reach Out and Read (ROR) model developed by Boston City
Hospital in 1989, which made literacy development part of regular pediatric care for
children, the Baltimore's program combines reading to children in the hospital by
volunteers and pediatricians, counseling parents on the importance of and methods for
reading to children, and giving children a book to take home.
Baltimore's initiative has a unique aspect, however, representing the first effort to
sponsor a city-wide coordinated ROR program. A number of pediatric clinics and
agencies have formed the ROR Partners Group and the ROR Steering Committee to
coordinate this effort. The Partners Group is made up of ten pediatric clinics and as
many education and social service agencies such as Baltimore Healthy Start, Baltimore
City Schools, the Maryland State HIPPY Network, and the Annie E. Casey Foundation
(complete list attached). The Steering Committee includes representatives from all
organizations involved, and will also pursue additional funding and book donations to
expand on the initial grant from the Casey Foundation and to allow additional pediatric
sites to participate.
The first program began at St. Agnes Hospital in September 1996, Johns Hopkins
Children's Center opened last month, with the remaining sites joined the initiative in
the last two weeks. The Steering committee is planning to have ROR implemented in
all participating sites by August. The Baltimore Initiative is also supported by national
ROR partners such as First Book, Scholastic, and local literacy initiatives including
Baltimore Reads.
Note: Baltimore's city park benches say "Baltimore: The City that Reads"
One of the Baltimore ROR Partners, Sinai Hospital's Greenspring Pediatric Association,
further encourages childhood literacy by training future doctors in literacy promotion.
Pediatric residents receive training in early literacy development and in assisting
parents in encouraging children to read. Baltimore's Enoch Pratt Library, also a ROR
partner, provides residents training in how to read to children as well as introducing
them to outstanding children's books.
Announcement and Book Reading
The speaking program will include Baltimore Mayor Kurt Schmoke, Dr. Perri Klass,
Medical Director for Reach Out and Read, and Dr. Virginia Keane, Medical Director,
University of Maryland Pediatric Ambulatory Center, who will introduce you. The
audience will be comprised of approximately 40 representatives from the participating
ROR partners.
Following the Announcement, you will proceed to the book reading with David Kirk,
who will read his latest book Miss Spider's New Car to approximately 10 children, ages
3-6. This is Kirk's third book, which is not yet on the shelf. Tuesday's reading will be a
special preview, and each child will be given a copy of the book to take home. Nicholas
Callaway, President and Editor-in-Chief of Callaway Editions, Inc., publisher of Miss
Spider will also attend.
University of Maryland Pediatric Ambulatory Center
Maryland's Hospital for Children and the Department of Pediatrics at the University of
Maryland provide comprehensive care for children in local neighborhoods and
outstanding specialty care for children from all over the Mid-Atlantic region. A
comprehensive range of child health services, including primary care, neonatology, and
sub-specialty services, are provided by faculty, students, and residents from the
Maryland School of Medicine.
The Pediatric Ambulatory Center is the major primary care practice for the Department
of Pediatrics at the University of Maryland. For thirty years, the Pediatric Ambulatory
Center has provided comprehensive care to some of Baltimore's neediest children.
Seventy-five percent of patients are insured through Medicaid and about 20% are "Grey
Zone," --children whose parents work but who do not have health insurance. Title V
funding from the Baltimore City Health Department covers the cost of "Grey Zone"
patients. Healthy Start and SSI case management funds pay additional costs. The
patients represent the demographics of the neighborhood around the Center: 90% of the
children are African American and the remainder are mostly white. Dr. Virginia Keane
is the Medical Director at the Center.
III.
PARTICIPANTS
Announcement
-The First Lady
-Mayor Kurt Schmoke, Baltimore
-Dr. Perri Klass, Medical Director, Reach Out and Read
-Dr. Virginia Keane, University of Maryland
Book Reading
-The First Lady
-David Kirk, Author, Miss Spider's New Car
-10 children (list attached)
IV.
SEQUENCE OF EVENTS
-- Announcement
The First Lady, accompanied by Mayor Schmoke, Dr. Perri Klass, and Dr. Keane,
proceeds to the large waiting room.
Mayor Kurt Schmoke delivers welcoming remarks and introduces Dr. Perri
Klass, Medical Director, Reach Out and Read.
Dr. Perri Klass delivers brief remarks and introduces Dr. Virginia Keane,
University of Maryland Pediatric Ambulatory Center.
Dr. Virginia Keane, University of Maryland, introduces The First Lady.
The First Lady delivers brief remarks.
Upon conclusion of remarks, The First Lady, accompanied by David Kirk,
proceeds to the small waiting room.
-- Book Reading
The First Lady and David Kirk proceed to chairs.
David Kirk, author, will read Miss Spider's New Car to the children.
The First Lady will follow along with the children seated beside her.
Upon conclusion of the story, the First Lady and David Kirk depart.
V. PRESS
Open press.
VI. REMARKS
Talking points provided by Carrie Greenstein.
06/05/1997 16:23 6175347557
PAGE 08
CEN
BOSTON
MEDICAL
One Boston Medical Center Place
Baston, MA 02118-2393
BIOGRAPHY
Tel: 617 638 8000
Tel: 617 638 5000
Perri Klass, MD
Perri Klass, MD, is a pediatrician who serves as Medical Director of Reach
Out and Read at Boston Medical Center, where she is Assistant Professor of
Pediatrics. She has trained pediatricians in Boston around the country in
literacy development, in how to counsel parents about books and looking at
books with their children, and in how to integrate books and literacy into
routine pediatric care. Dr. Klass also has a pediatric primary care practice at
Dorchester House, a neighborhood health center in Boston, where she is
part of an active health center Reach Out and Read Program, giving books
to patients at their well-child visits.
Dr. Klass is an extensively published writer, whose most recent books
include Other Women's Children, a novel, and Baby Doctor: A
Pediatrician's Training, a collection of essays. Her short stories have won
five O. Henry Awards and have been widely anthologized, and her essays
and journalism have appeared in The New York Times Magazine,
Parenting, Discover, Esquire, American Health, and many other newspapers
and magazines.
Through her work with Reach Out and Read, Dr. Klass has been able to
integrate her commitment to the health care of young children with her love
of books, stories, and the written word. In an essay on the program, she
wrote, "When I think about children growing up in homes without books, I
have the same visceral reaction as I have when I think of children in homes
without milk or food or heat: It cannot be, it must not be. It stunts them and
deprives them before they've had a fair chance."
ISTON UNIVERSITY MEDICAL CENTER
Boston Medical Center
Boston University School of Medicine
Boston University School of Public Health
Boston University Henry M. Goldman School of Dental Medicine
06/05/1997 16:23 6175347557
PAGE 09
MAYORSOFFICE
TEL No. .4106251046
Jun 5.97 15:39 No. 010 P.02
Biographical Sketch of Mayor Kurt L. Schmoke
Kurt L. Schmoke, now in his third term as Mayor of the City of Baltimore, was
born in Baltimore on December 1, 1949. He attended the City's public schools and
graduated with a bachelor's degree in history from Yale University in 1971. After
attending Oxford University as a Rhodes Scholar, he received his law degree in 1976
from Harvard Law School.
He entered law practice with the Baltimore firm of Piper and Marbury and, in
1977, joined President Carter's White House Domestic Policy Staff. A year later, he
returned to Baltimore as an Assistant United States Attorney. Four years later, Mr.
Schmoke was elected State's Attorney, the City's chief prosecuting officer.
Mr. Schmoke was first elected Mayor of Baltimore on November 3, 1987, and
went on to develop a reputation as one of the most innovative mayors in the nation, as
demonstrated through his initiatives in such areas as literacy, education, housing,
community revitalization, health, and economic development.
In his first inaugural address, Mr. Schmoke announced his intention to make
Baltimore "The City That Reads." Since then, Mayor Schmoke, in partnership with
Baltimore's public and private sectors, has established a cabinet-level City agency and a
private foundation to fund, coordinate, and expand adult literacy programs throughout
the City. He has also overseen passage of the largest increase ever in the City's
education budget, and together with Baltimore businesses and community-based
organizations, has developed programs to guarantee job opportunities or college financial
assistance to qualified high school graduates. In addition, the Mayor has implemented a
bold school reform strategy that has reduced the central bureaucracy and returned the
decision-making power to teachers, parents, and community members. He also has
greatly expanded business partnerships with City schools.
Under Mayor Schmoke, Baltimore has been a leader in the national effort to tear
down dilapidated, crime-plagued high-rise public housing developments and replace them
with lower density, low-rise communities that better support the healthy development of
families. Mr. Schmoke's other housing initiatives include establishing the Baltimore
Community Development Financing Corporation, which pools private and public
resources to renovate abandoned City homes; and developing the Settlement Expense
Loan, which gives home buyers up to $5,000 to meet settlement costs.
Mayor Schmoke has made Baltimore a national model for neighborhood
revitalization. His community development projects include the transformation under
way in the Sandtown-Winchester community in West Baltimore and the neighborhoods
surrounding the Johns Hopkins Medical Institutions in East Baltimore. In 1994, these
neighborhood revitalization efforts received a major boost when President Clinton
selected Baltimore as one of only six Empowerment Zone cities in the nation. This
designation brings millions in federal funds to support iob development housing. and
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MAYORSOFFICE
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2
social service projects in targeted neighborhoods, as well as tax credits and incentives for
businesses located in these neighborhoods.
Believing that every crime is one crime too many, and every victim is one victim
too many, Mayor Schmoke has demonstrated a strong commitment to public safety. He
has improved the effectiveness of the City's Police Department; implemented
community policing throughout the City; ordered successful drug and gun sweeps to
stabilize neighborhoods; and is the first mayor in Baltimore to put police bike patrols on
the streets and security cameras on street corners.
Since the end of the 1980s, Mr. Schmoke has supported a national drug policy
that views substance abuse primarily as a public health problem, instead of primarily as a
law enforcement problem, and has called for a national dialogue on this issue. He also
has been 8 strong advocate for needle-exchange programs as a way to combat the spread
of AIDS, initiating in Baltimore what is now the largest government-sponsored needle-
exchange program in the nation.
In the area of economic development, Mayor Schmoke has worked aggressively
and with considerable success to attract, retain, and expand businesses in the City,
especially in areas of projected job growth, such as the health sciences, tourism, and
information technology. As part of his efforts to foster economic growth, be is
overseeing a host of new development initiatives for Baltimore's downtown and Inner
Harbor areas. Among these initiatives are therexpansion of the Convention Center and
several innovative new museums.
In championing Baltimore's economic development, Mayor Schmoke has upheld
the principle of inclusion. He has successfully implemented policies designed to improve
the participation of minority and women entrepreneurs in the economic life of the City.
As a result, Baltimore was named one of the top cities for women entrepreneurs in the
nation, and minorities have participated in a number of the City's major development
projects, including the expansion of the Convention Center. the Columbus Center for
Marine Biotechnology, and Inner Harbor East, a new commercial and residential
complex.
Mayor Schmoke was elected to his third term in November 1995. In his inaugural
address, the Mayor spoke of what he called "The Spirit of Baltimore," a shared sense of
pride in the City that unites diverse individuals and communities and inspires them to
work together to improve the City's quality of life. In 1997, under Mayor Schmoke's
leadership, Baltimore will celebrate that spirit and the City's rich history when it
commemorates its Bicentennial.
#####
10/28/96
Dr. Virginia Keane has been the Medical Director of the Pediatric
Ambulatory Center since 1990. An Associate Professor of Pediatrics,
she is a graduate of the City College of New York School of Biomedical
Education and the State University of new York at Buffalo. She
received her residency training at the University of Maryland and
completed a Robert Wood Johnson General Academic Pediatrics
fellowship at the Johns Hopkins Hospital. She joined the faculty at the
University of Maryland in 1987. Her research interests include high
risk behaviors and immunizations. Her clinical interest is in care of
urban children with complex medical and social problems, and in
integrating health care services for poor families. Under her leadership
services provided at the PAC have expanded to include WIC and
Medicaid eligibility. She serves as a consultant on various issues to
the State of Maryland Health Department, the Baltimore City Health
Department, is on the State WIC Advisory Board, and is an active
member of the local Chapter of the Academy of Pediatrics. She is
currently involved in implementing the transition to managed care under
Maryland Medicaid 1115 waiver. She is a recent recipient of a Reach
Out and Read grant. She lives in a three generation household,
including her father, her husband and her two sons, ages seven and ten.
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06/05/97 11:42 FAX 12129298087
CALLAWAY
002
Miss SPIDER
ABOUT DAVID KIRK
Master artist and storyteller David Kirk is hailed as one of today's most innovative and
exciting creators of books and toys for children. Before his remarkable success in the
world of children's publishing, Kirk was the founder and designer of two toy compa-
nies, Ovicular Toyworks and Hoobert Toys. His bright, hand-painted, wooden toys
(including multi-colored robots inspired by his boyhood collection) have been sold
around the world and are, together with his paintings and hand-crafted furniture
pieces, treasured by collectors and featured in books, art galleries and museums. Each
toy is distinguished by its unique design, and is packed in a little box decorated with a
painting. One such box caught the eye of book publisher Nicholas Callaway, who
encouraged Kirk to create a children's book.
Then along came a spider: Miss Spider. Inspired by his daughter Violer's love for insects
in the family garden, Kirk found the perfect subject for his story. MISS SPIDER'S TEA
PARTY (Spring 1994), a lush counting book in verse with mesmerizing oil-on-paper
illustrations, quickly became a phenomenon, earning praise from booksellers and
librarians across the country. Children (and adults) instantly fell in love with the eight-
legged beauty named Miss Spider. Kirk immediately followed this success with MISS
SPIDER'S WEDDING (Fall 1995), the rhyming story of how his flower-eating arachnid
finds her perfect spider man. Both books were on national bestseller lists and have sold
more than a million copies internationally. His upcoming book, MISS SPIDER'S NEW
CAR, will be released in the Fall of 1997.
Most recently, Callaway & Kirk Company signed an agreement with Universal Studios
for exclusive rights to the Miss Spider character, including: the motion picture rights as
well as the ancillary rights to theme park, home video, CD-ROM, music, interactive
media, any sequel and additional home video and television properties. David Kirk will
serve as executive producer and writer of the motion picture currently in development,
and Nicholas Callaway will co-produce.
David Kirk and Nicholas Callaway are the co-founders of Callaway & Kirk Company.
Miss Spider spearheads Callaway & Kirk Company's expansion into a variety of media,
including a wide range of merchandising products, such as plush and wooden toys,
puzzles, t-shirts, hats and Callaway & Kirk Collectibles - a line of special edition books
and toys for children of all ages.
Kirk lives in the Finger Lakes region of New York with his daughter, Violet, and a house
filled with real and imaginary creatures.
CALLAWAY & KIRK COMPANY 70 BEDFORD STREET NEW YORK NY 10014
TELEPHONE 212 929 5212 FAX 212 929 8087
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TO
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Final Attendance List - - ROR event on 6-10-97
as of 6:00 pm, 6-9-97
Kurt L. Schmoke
Mayor, City of Baltimore
Barbara Bostick-Hunt
Assistant to the Mayor
Jay Baker
Mayor's photographer
Sarah Garrett
Mayor's office
Peter Beilenson, M.D.
Commissioner of Health
Baltimore City Health Department
Elias Dorsey
Deputy Commissioner of Health
Baltimore City Health Department
Thomas P. Coyle
Assistant Commissioner
Baltimore City Health Department
Barbara Squires
Reach Out and Read Coordinator
Healthy Start/Starting Points
Donald Wilson, M.D., MACP
Dean, University of Maryland School of Medicine
Michael A. Berman, M.D.
Professor Chairman, Dept. of Pediatrics
University of Maryland School of Medicine
Tyson Tildon, Ph.D.
Professor, Dept. of Pediatrics
Associate Dean, Research and Graduate Students, University of Maryland
President, Baltimore City School Board
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Joel Lee
Vice President
Market Development & Communications
University of Maryland Medical Center
Victoria Strittmatter
Director, Public Affairs
University of Maryland School of Medicine
Marianne Felice, M.D.
Director, Division of Adolescent Medicine
Department of Pediatrics
Maryland's Hospital for Children
University of Maryland Medical Center
Morton 1. Rapoport, M.D.
President & CEO
University of Maryland Medical System
Susan Swift
Consultant to the Dept. of Pediatrics
University of Maryland
Chris Carver, Ben & Noah
Family of Virginia Keane, M.D.
David Ramsay, D.M., D.Phil.
President
University of Maryland at Baltimore
Kenneth Mallott & Alex Helsand
Youth coordinators of PAC Book Drive
Mimi Blitzer
parent of one youth coordinator
Steve Cohen
Managing Director, Scholastic Books
Alan Cohen
Director of Publicity, Scholastic Books
Nicholas Calloway
Partner of David Kirk
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David Kirk
Author
Robert Giraux
Photographer, traveling with Scholastic and Callaway
Paul Dougherty
Camera man, traveling with Scholastic and Callaway
Thomas M. Stanton
Sound man, traveling with Scholastic and Callaway
Pat Cowan
Boston Reach Out and Read Coordinator
Perri Klass, M.D.
Medical Director, Boston Reach Out and Read
Christine Benero
CEO, First Book
Tony Cippolone
Director, Annie F. Casey Foundation
Heather Neblatt & newborn daughter Camille
Baltimore Medical Systems
Deborah Taylor
Enoch Pratt Free Library
Robert Rieffel
Enoch Pratt Free Library
James Welbourne
Asst. Director, Enoch Pratt Free Library
Mary Ashe
Child Life Specialist
Hopkins Harriet Lane Pediatric Clinic
John Andrews, M.D.
Hopkins Harriet Lane Pediatric Clinic
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Marissa Ladinsky
Clinical Fellow
Hopkins Harriet Lane Pediatric Clinic
Teri Metcalf
2nd Year Resident, Hopkins Harriet Lane Pediatric Clinic
Dan Hawkins
Mid-Atlantic Primary Care Assn.
Shannon Wright
Reach Out and Read Site Coordinator
East Baltimore Medical Center
Barbara Burns
Reach Out and Read Coordinator
St. Agnes Hospital
Michael Burke, M.D.
Chairman, Dept. of Pediatrics
St. Agnes Hospital
Delores Smith
Druid Family Health Center
Karen Nelson, M.D.
Medical Director
Druid Family Health Center
Dawn Breon
Child Case Management Supervisor
Johns Hopkins Bayview Medical Center
Vickie Walters
Director of Clinical Services
Center for Addiction & Pregnancy, Hopkins Bayview
Lisa Blaney
Total Health Care
Preston Reed
Community Affairs Liaison
Park West Medical Center
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Rhonda Friedman
Baltimore City Public Schools
Rebecca Hartman
Greenspring Pediatric Assn., Sinai Hospital
Charlene Uhl
Executive Director
Ready At Five Partnership
Bobbi Seabolt
Executive Director
American Academy of Pediatrics, Maryland Chapter
Maggi Gaines
Executive Director
Baltimore Reads
Anne London
Executive Director
Maryland State HIPPY Network
The Honorable Samuel "Sandy" Rosenberg
State Delegate
Cinnamon Brown
Early Childhood Specialist, Healthy Start
Beth Michelson
University of Maryland
Bonnie Winters
University of Maryland
TOTAL P.06
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
002. list
re: patient SSNs and DOBs (1 page)
06/09/1997
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
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.
06/09/1997 11:48
4105479018
HEALTHY START INC.
PAGE 06
Baltimore Reach Out and Read Partners Group
Pediatric Clinics
The Johns Hopkins Harriet Lane Primary Care Pediatric Clinic
The University of Maryland Pediatric Ambulatory Clinic
Sinai Hospital Greenspring Pediatric Association
Baltimore Medical System Matilda Koval Pediatric Clinic
Druid Family Health Center, Children & Youth Clinic
Johns Hopkins Bayview Center for Addiction and Pregnancy
East Baltimore Medical Center Pediatric Clinic
St. Agnes Hospital Pediatric Clinic
Park West Medical Center Pediatric Clinic
Total Health Care Pediatric Clinic
Other Partners
Baltimore Healthy Start/Starting Points
Enoch Pratt Free Library
Ready At Five Partnership
Mid Atlantic Primary Care Association
American Academy of Pediatrics, Maryland Chapter
Baltimore City Public Schools
Baltimore Reads
Ripken Learning Center of Baltimore Reads
Maryland State HIPPY Network
In the First Place
The Annie E. Casey Foundation
First Lady Hillary Rodham Clinton Participates in Launch of Baltimore Partnership
to Prescribe Reading to Infants and Toddlers
June 10, 1997
"There are few things that I believe could make a more dramatic difference over the next 10 years in
this country than to persuade parents of all educational and economic levels to take this mission of
reading to and talking with their young babies seriously."
--First Lady Hillary Rodham Clinton, January 10, 1997
Today, First Lady Hillary Rodham Clinton will participate in the launch of a Baltimore partnership to bring
pediatricians, hospitals, health centers, book publishers, libraries and others together to make sure that infants
and toddlers who come to the doctor have access to books and are read to regularly. The Baltimore initiative is
part of a new national effort to urge pediatricians to routinely "prescribe" that parents read to their young
children. Mrs. Clinton called for the creation of this effort at Georgetown University Medical Center on January
10, 1997, and she announced the national partnership at the White House on April 16, 1997. The American
Academy of Pediatrics now recommends that pediatricians prescribe reading to infants and toddlers as part of
standard pediatric care.
The Baltimore Partnership will build on the Reach Out and Read Program, in which volunteers read to
children in waiting rooms, health care providers prescribe reading, use books in well-visits, and give books to
children at the end of a visit. This model program is already being used in more than 80 health centers and
hospitals around the country.
The National Partnership Has Already Secured:
- More than 250,000 books to be distributed through health clinics and centers around the country;
- Commitments to train 10,000 pediatricians and 950 community health centers to prescribe reading and
ovide books to hundreds of thousands of children by the year 2000.
ne National Partnership, Led by Reach Out and Read, Scholastic, Inc., and First Book, includes the
American Academy of Pediatrics, National Association of Community Health Centers, National Association of
Children's Hospitals and Related Institutions, American Library Association, Random House, Irving Harris and
the Harris Foundation, Annie E. Casey Foundation, American Booksellers Association, Association of American
Publishers, Mellon Trust, Dreyfus Corporation, ABC television, Reading Is Fundamental, National Association
of Chain Drug Stores, and the National Community Pharmacists Association, and seeks additional partners.
Call to Ensure that by the Year 2000 Every Child Under Age Five is Read to Regularly. The First Lady is
calling for every community to come together using its local library in partnership with health providers to help
encourage reading to young children and ensure that every child under age five is read to regularly by the year
2000. Today, only 39% of parents with children three read to their children daily [Commonwealth Fund, 1996] Research
shows that when doctors prescribe reading and give books to low-income parents and their children, these
parents are four times more likely to read to their children [AMA, AJDC; 8/91]
Response to the President's America Reads Challenge and the First Lady's call for a National Effort to
Prescribe Reading to Infants and Toddlers. The national partnership is in direct response to the First Lady's
call in January, 1997, for a national effort to build on the existing efforts to prescribe reading -- by programs
such as Reach Out and Read and the American Library Association's Born to Read -- and to the President's
America Reads Challenge to help parents be their children's first teachers and ensure that every child can read
well by the end of third grade.
The White House Conference on Early Childhood Development and Learning Underscored the
Importance of Reading to Infants and Toddlers. The White House Conference on Early Childhood
Development and Learning: What New Research on the Brain Tells Us About Our Youngest Children (April 17,
97) explored new research which shows that reading to children in their first few years of life actually helps
ir brains grow in addition to enhancing their emotional and social development and laying the groundwork
r vocabulary and later educational success.
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REACH OUT AND READ (ROR)
THE PROBLEM
Children who live in print-rich environments and are read to in their preschool years
are much more likely to learn to read on schedule
Parents of children living in poverty may lack the money to buy books, may not have
easy access to good children's books, and may not themselves have been read to as children
Reading problems may mean school failure, which increases the risk of absenteeism,
dropping out, juvenile delinquency, substance abuse, and teenage pregnancy--all of which
perpetuate the cycles of poverty and dependency
PROGRAM DESCRIPTION
Reach Out and Read is a program that makes early literacy part of pediatric primary care
Pediatricians encourage parents to read aloud to their young children and give their
patients books to take home at all pediatric check-ups from six months to five years of age
Through Reach Out and Read, every child starts school with a home library of at least ten
beautiful children's books, and parents understand that reading aloud is the most important
thing they can do to help their children learn to love books
HOW ROR WORKS--PROGRAM COMPONENTS
Volunteer readers in the clinic waiting room read aloud to children as they wait for their
appointments, showing parents and children the pleasures and techniques of looking at
books with children
Pediatricians are trained to counsel parents about the importance of reading with young
children, offering age-appropriate tips and encouragement
The doctor gives the child a new developmentally and culturally appropriate children's
book to take home and keep at every check-up from six months to five years of age
PROGRAM BACKGROUND
Reach Out and Read was developed at Boston City Hospital in 1989 by a collaboration of
pediatricians and early childhood educators
In collaboration with the Association of American Publishers, ROR has developed a
Program Manual, handouts for doctors and parents, prescription pads to help doctors
"prescribe" reading aloud, and many other unique materials to encourage literacy in pediatric
practice
With generous support from the Annie E. Casey Foundation, the program has been
replicated in sites around the country; with further support from the William T. Grant
Foundation, Robert Wood Johnson Foundation, Boston Company, there are now over 80
Reach Out and Read sites in clinics and pediatric practices in 34 states
FOR MORE INFORMATION:
Please contact the Reach Out and Read office by phone (617)534-5701 or fax (617)534-7557
or write to Reach Out and Read National Training Center, Boston Medical Center, One
BMC Place, Dowling 5 South, Boston, MA 02118.
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, universities, 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 volunteer tutors.
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
Clinton Administration Efforts To Encourage Adults to Read to Very Young Children
America Reads' Parents As First Teachers Challenge Grants: The President's America
Reads Challenge to make sure that every child can read well by the end of 3rd grade
includes Parents as First Teachers Challenge Grants that will invest in proven efforts to
provide assistance to parents who want to help ensure their children will read well. The
grants will fund national and regional networks to share information on how parents can help
children to read, and fund the expansion of successful local programs, such as the Home
Instruction Program for Preschool Youngsters (HIPPY) or the Parents as First Teachers
(PAT) program. The President's proposal includes $300 million over 5 years for these
grants.
Read*Write*Now: Read*Write*Now is an intensive summer component of the President's
America Reads Challenge. More than 60 businesses and reading associations, community
and religious groups joined together with the Education Secretary Richard Riley and have
provided summer reading partners to almost one million children.
Partnership for Family Involvement in Education: Over 2000 family, school, community,
employer and religious groups have joined with Secretary of Education Richard Riley to create
the Partnership for Family Involvement in Education. The Partnership's activities include
strengthening at-home activities that encourage reading, promoting and adopting family-friendly
business practices such as providing leave time to attend parent-teacher conferences and
volunteer in schools, and supporting learning communities through organized before- and after-
school and summer activities.
Head Start and Early Head Start: For more than 30 years, Head Start has been one of our
nation's best investments in helping low-income parents be their children's first teachers and in
making sure that children start school ready to read and learn. Head Start provides low-income
3- and 4-year olds with cognitive, social and language development, comprehensive health
services and nutrition. Under new standards developed by the Clinton Administration, family
literacy is a new priority for Head Start. The 1994 Head Start reauthorization also set-aside a
small percentage of Head Start funding for an Early Head Start program, providing family-
centered and community-based services to tens of thousands of poor families with children age
0-3. All Head Start staff work closely with parents to help them build their reading, parenting,
and work skills. President Clinton has increased Head Start funding 43% in the last four years,
providing Head Start to 800,000 children this year alone. The President's balanced budget
continues to invest in Head Start with the goal of reaching 1 million children in the year 2002.
Even Start Family Literacy: Even Start is a family-focused Education Department grant
program providing participating families with an integrated program of early childhood
education, adult literacy and basic skills instruction, and parenting education. Even Start
received $102 million in funding in fiscal 1997, providing funding to every state and the District
of Columbia to reach 576 local programs.
Goals 2000 Parent Resource Centers: In addition to involving parents in the development of
state and local Goals 2000 education plans, the President's Goals 2000 program provides funding
for each state to establish parent resource centers that help parents learn how to help their
children achieve high standards. The centers coordinate existing programs, provide resource
materials, and support a variety of promising models of family involvement programs. In fiscal
1997, $15 million in funding is available for support centers in 42 states, 14 more than in 1996.
09/1997
17:17
6175347557
Boston Globe
For children's good health,
10/27/96
a book at every check-up
He came for a physical recently and we
PERRI KLASS
checked his lead level, since as a toddler
in the inner city he's at high risk. and
his week Boston will play host
checked for anemia. But he didn't seem
T
to the annual meeting of the
to have needles on his mind.
American Academy of Pediat-
"Want book!" hu yelled to me with
rics. the professional organi-
2-year-old intensity. "Want book!" I
zation that speaks for pediatricians,
gave him a board book at his 18-month
tests us and certifies us, sets our stan-
visit (along with his fourth DTP shot).
dards of medical practice to keep up
another when he was 15 months (Hae-
with changing times.
mophilus influenzae shot) and another
But the pediatric innovation that my
when he was one year (measles-
collegues and I will be demonstrating at
mumps-rubella). And so on, way back to
the meeting, the Boston-bred innova-
the 6-month-old checkup. That's six
tion we hope will diffuse out through
books already: there'll be at least four
pediatric clinics around the country, has
more before he starts school.
nothing to do with wonder drugs or fi-
Reading success starts well before
ber-optic miracles. We want doctors to
school and formal reading instruction.
give books to their young
as infants and toddiers
patients
learn to love books and to
A decade ago; it
It's called
understand that books
wasn't part of a pediatri-
cian's job to give out
'a light in the
contain stories and infor-
mation. A 1995 analysis
books. But then, formal
darkness.'
that statistically exam-
assessments of develop-
ined 29 empirical studies
BOB DAHM ILLUSTRATION
ment and language
of the effects of parents
and educators. "The first time I gave a
ert. Needleman, carried out in the pedi-
weren't part of a pediatrician's role at
reading aloud to toddlers and pre-
1-year-old a book as part of a pediatric
atric clinic at Boston City Hospital, par-
one time. either. Now we teach develop-
schoolers concluded that essentially all
visit and saw the child's eyes light up,
ents whose child had received a book at
mental assessment as part of the stan-
studies showed a pronounced positive
and saw the mother smile in response
a previous visit. to the clinic were four
rd pediatric exam. If. along with giv-
effect on outcome measures of language
to her son's excitement, I knew I had
go shots and handing out safety advice,
times more likely to report reading
growth, emergent literacy and reading
found a special way to touch a child's
aloud to their children. For families on
we haven't checked to see if a child is
achievement. The positive effects of
life," says Dr. Barry Zuckerman, chair-
acquiring spoken language. then we
reading to preschool children were in-
AFDC, the association was particularly
man of the department of pediatries at
haven't done our job.
dependent of socioeconomic status or
marked: if they had received a book,
Boston Medical Center and one of the
The next step is written language.
parents' educational level.
founders of Reach Out and Read. "I be-
parents were eight times as likely to re-
Early literacy. Just as spoken language
Last week I saw a child 1 worry
lieve it has as much or more impact on
port reading to their children.
starts long before a child learns to talk,
about. He's one year old, born with
the child's future as anything I do as
Pediatricians are trained to think in
literacy starts developing long before a
drugs in his system, the youngest of six
part of preventive care."
terms of prevention. Give the MMR
child actually begins formal reading in-
children in a family that is struggling
The goal of the program is to make
and we don't have to treat the measles.
struction. What happens in the years
hard. Mother in treatment. Maybe not
literacy part of regular pediatries.
Free flu shots for children with asthma.
between birth and kindergarten is ab-
always enough food. Hasn't grown very
Zuckerman's mentor was Dr. T. Berry
Growing up without books is grow-
solutely essential: Children either start
well Hasn't really developed on sched-
Brazelton, now a member of the adviso-
ing up deprived and with a deprivation
school biking books and understanding
ule. But he looked good. finally putting
ry board of Reach Out and Read, which
that puts one at risk for failure. Just
what they are or they start school way
on weight. making some developmental
he calls "a light in the darkness."
like many of the other risks and depri-
behind, set up for failure.
progress, though delayed for his age.
A book at every checkup from six
vations that children face in poverty,
Mayor Thomas Menino's Read Bos-
I gave him a board book full of
months to five years. At Boston Medi-
growing up without books is a sad loss
ton literacy initiative. rigur one year old.
bright photographs of children playing.
cal Center, we will give away our
in itself. but also a risk factor for larger,
aims to have all children reading by the
and his mother and 1 watched him grab
100.000th book this fall. If it costs $3 to
sadder losses. Double jeopardy. If we
end of third grade. Pediatricians and
it. "I know you're busy." I started. and
SA for a book, and if every child sees the
early-childhood educators have been
she beamed. "The older ones will read it
doctor 10 times between the ages of 6
want our children to grow up reading,
part of this initiative from the begin-
to him," she said. "They always read
months and 5 years, then these books
we have to do everything possible. and
ning because this is not only a school
him that book you gave him last time."
cost $30 to $40 a child. Less than any
we have to do it as early as possible.
problem. it's a preschool problem.
The Reach Out and Read program
immunization or blood test.
Consider my 2-year-old patient,
was founded at Boston City Hospital
In a study by Zuckerman and an-
Perri Klass is a pediatrican of Boston
Jahmaal. 3 primary-care success story:
about eight years ago by pediatricians
other founder of the program. Dr. Rob-
Medical Center and Dorchester House
VIEWPOINT
ild
Hillary Rodham Clinton
be
iby
ars
Comfort and Joy
ily-
his
The First Mom suggests reading as an easy way to help a baby's brain grow
op.
ing
HE NIGHT AFTER THE INAUGURAL, BILL AND I GATHERED
ation and the American Library Association, a national
ost
T
with our family in the solarium on the third floor of the
campaign to put books in the hands of parents who bring
on
White House. After dinner our toddler nephews Tyler
their young children to the doctor, and to get doctors to
ast
and Zachary climbed up on the couch with their Uncle
prescribe daily reading. My husband and I will be dis-
ary
Bill to hear him read a story. They accompanied him with
cussing this and other activities to follow up on the latest
use
words, sounds, pointed fingers and a few tussles over who
findings about the brain at a White House conference in
The
would hold the book. As I watched them, I thought of all the
the spring.
a
times Bill and I used to take turns reading stories to Chelsea.
It's important that we take to heart what the neuro-
a
Every night one of us (and occasionally both) would stretch
scientists are telling us-without losing the heart of the
dy-
out on her bed, hold her in our arms, and either read or
reading experience. In today's high-tech world of E-mail
It's
make up new tales about imaginary characters who em-
and microchips, it is easy to forget the importance of hu-
for
barked on improbable but breathtaking adventures.
man connections in our daily activities. Technology has
n,"
Bill and I did not know about brain cells or synapses or
brought many welcome conveniences to our lives. But it
alk
the newest discoveries in neuroscience. Reading to
has the potential to create feelings of distance, detachment
the
Chelsea became a daily ritual because it's what our own
and isolation among us.
is
parents and grandparents had done with us, and because
Reading to a child while touching, hugging and hold-
we wanted to spend quiet time with her every day. Bill's
ing him or her can be a wonderful antidote to the im-
of
grandmother thought that
personal tendencies of the
/ho
reading to him would help
information age-for both
d's
him develop a strong vo-
the adult and the child.
de.
cabulary and the language
While critical to building
ar-
skills he would need later
brains, reading is equally
hey
on in school. My mother
important to building
ary
and father placed a similar
trusting and close relation-
ted
premium on reading, and
ships. That's why many of
m
to this day I remember the
us remember the warm
feelings of security and
embrace or the comfort-
ven
comfort that I felt sitting in
able lap that cradled us
co-
my grandfather's lap when
when we read books as
rk,
he read stories to my
children. And that's why
on-
brothers and me.
reading should not be
iel-
Today, thanks to ad-
viewed solely as an intel-
on,
vances in brain research,
lectual proposition, par-
bys
we know that reading with
ticularly in the era in
ase
a child has intellectual,
which we now live.
emotional and physical
If Americans take away
ten
benefits that can enhance
Mrs. Clinton with her daughter in the crucial first three years
only one lesson from these
re-
the child's development. The intimacy of sharing books
exciting scientific discoveries, I hope it's that reading to
gle
and stories strengthens the emotional bonds between a
children is easy, affordable and feasible for parents no
:tor
parent and child, helps a child learn words and concepts,
matter what their level of education or economic station in
ers
and actually stimulates the growth of a baby's brain.
life. Children's books are available for free at public
ex-
As I discussed in my book, It Takes a Village, scientists
libraries in every community and can be found at reason-
of
have discovered that children whose parents read and talk
able prices in many bookstores. Doctors, librarians, teach-
to them during the first three years of life create a stronger
ers, book publishers, business leaders and the news media
ht-
foundation for future reading success. In other words,
can help make books available to families and educate
for
what our parents and grandparents knew instinctively is
parents about the vital role that reading plays in our chil-
nil-
now backed up by hard scientific evidence.
dren's lives.
not
That's why doctors and nurses are starting to pre-
It isn't very often that we have before us such a simple,
slie
scribe reading to babies along with regular checkups and
inexpensive and pleasurable way to improve our children's
ter
vaccinations. Recently I went to Georgetown University's
health and development and raise their prospects for a
hil-
Medical Center with Maurice Sendak, the renowned
brighter future. Whether you lie down together on the rug,
eas
children's author and illustrator. His book Where the
sit together in an old rocking chair or cuddle on your
our
Wild Things Are was one of Chelsea's-and Bill's-fa-
child's bed the way Bill and I used to with Chelsea, there
ave
vorites. Mr. Sendak read the story to children, and I an-
is no better way to spend time than reading to your child.
uld
nounced, along with representatives of the American
And now we also know that there are few better ways
Academy of Pediatrics, the American Booksellers Associ-
to help your baby's brain grow.
TIME, FEBRUARY3, 1997
63
Page 34
21ST STORY of Level 3 printed in FULL format.
Copyright 1995 Plain Dealer Publishing Co.
The Plain Dealer
October 25, 1995 Wednesday, FINAL / ALL
SECTION: ARTS & LIVING; Pg. 5E
LENGTH: 905 words
HEADLINE: 'MISS SPIDER' AUTHOR SPINS 'WEDDING' TALE
BYLINE: By KATHLEEN KISNER
BODY:
"I don't know a lot about bugs, really," says David Kirk between bites of a
sandwich at the Ritz-Carlton Cleveland's Riverview Room.
No, Kirk hasn't found a bug in his food. He's talking about his new
children's book, "Miss Spider's Wedding" (Scholastic Inc./Calloway, $15.95), the
sequel to his best-selling debut effort, "Miss Spider's Tea Party." The first
book, touted by Madonna on MTV as her favorite bedtime story, has sold more than
200,000 copies.
"I mean, I go on bug hunts with my daughter, Violet," adds Kirk, 39. "I know
they have three sections and six legs, but I'm not familiar with them
scientifically. I usually get out field guides and see what they look like when
I'm illustrating one of my books."
Kirk, a down-to-earth guy who just laughs when a server unfolds his napkin
and whips it across his lap, declines to have his chair pushed in closer to the
table. "No, thanks, I'll do it myself!"
Near the end of a six-week, 17-city tour to promote his book, Kirk, a 1977
graduate of the Cleveland Institute of Art, is feeling not so much famous as
homesick. He misses his wife, Susan; Violet, who is 9; and their green
fixer-upper house in King Ferry in the Finger Lakes region of New York.
This is Kirk's second whirlwind book tour since the publication of his first
children's book. When "Miss Spider's Tea Party" hit bookstores in 1994, it broke
every rule in children's publishing. Its publisher, Scholastic, teamed up with
Nicholas Callaway, the book packager and publisher who created Madonna's "Sex"
book, and together they promoted the book more aggressively than the usual
children's publisher.
Scholastic had a competitive advantage over many children's publishers: It
distributes books through teacher-sponsored book clubs and school-organized
book fairs. It promoted the book with "Miss Spider Tea Parties" kits in
bookstores, including a Pin the Legs on Miss Spider game. Although it received
lukewarm reviews in Publishers Weekly and Kirkus Reviews, the book hit the
children's best-seller list in Publishers Weekly, largely as a result of
ingenious promotion.
Page 35
The Plain Dealer, October 25, 1995
Kirk's new book, "Miss Spider's Wedding," which took 18 months to complete,
promises to keep pace with its predecessor. It sports detailed, neon-hued
illustrations of benign, social bugs who are determined to fix up Miss Spider
with an appropriate husband. A nosy beetle named May thinks Miss Spider's shy,
bespectacled boyfriend Holley isn't good enough for her, but learns the hard way
that handsome bugs like the hunk Spiderus aren't always all what they seem. (May
and her laid-back husband, Ike, are based on Kirk's parents, he admits.)
Written in simple verse, the story is less gripping than the lush
illustrations, though it has been favorably mentioned in both the New York Times
and Wall Street Journal. But the vivid, quirky illustrations, and some of the
themes, including the reversal of sex roles when Miss Spider rescues her true
love from the bullying Spiderus, will appeal to adults and children alike.
"Violet and I had a debate about whether a toad should eat Spiderus, but I
decided against that, says Kirk. "He'll be back in my next Miss Spider book."
Kirk thinks it will be nice to have a returning villain in the wings, though
he plans to take at least a year off from writing about Miss Spider while an
interactive Miss Spider CD-ROM and computer-animated feature film are in
development.
Back when Kirk was attending the Cleveland Institute of Art, he never thought
he would one day be a children's book author and illustrator.
"I wasn't influenced at all by my teachers," he says. "They were teaching us
to make stripes and squares and X's, while I wanted to paint pretty girls and
landscapes. That's pretty much what I did. It used to take me six months to
finish a painting. They wanted me to learn to paint faster."
He spent much time at Lakeview Cemetery, painting and photographing.
"It's the most beautiful cemetery I've ever been in, even more beautiful than
many of the famous ones in New York City," he says. "It's more beautiful than
any park I know."
When he finished art school, he and his wife, Susan, a fellow art student
whom he met at the institute, hung around Cleveland for a year. They painted a
mural at Rick's Cafe in Chagrin Falls that is still there, and undertook some
other commercial ventures.
"I used to find Cleveland scary," he says. "It changed a lot since I was
here. All this development downtown is new, and people seem much friendlier now.
I lived in University Circle and didn't have a car, and there was a lot of
racial tension in the city. My friends and I used to get hassled on the bus and
rapid platforms. It was sometimes an ugly scene."
But Kirk is grateful for his time at the institute. After graduation, he won
an institute traveling scholarship for $2,500, which he and Susan used to live
in England for a year. They later moved into a loft in New York City with his
brother, later moving to King Ferry. For 10 years, Kirk made collectible toys
for adults, selling them to galleries.
The illustrations he painted on the sides of the toy boxes serendipitously
Page 36
The Plain Dealer, October 25, 1995
caught the eyes of two publishers, Rizzoli International Publications and
Callaway Editions Inc.
He was on his way as an author. "It's the illustrations more than anything
that make a picture book successful," he says, adding that the cover alone took
him two months to paint.
GRAPHIC: PHOTOS by: NO CREDIT; PHOTO 1:; Detail from an illustration from
David Kirk's new book, "Miss Spider's Wedding."; PHOTO 2 (on page 8E) :; Author
David Kirk with his daughter, Violet. "Violet and I had a debate about whether a
toad should eat Spiderus (the villain in 'Miss Spider's Wedding'), but I decided
against that,' Kirk says.
LANGUAGE: ENGLISH
LOAD-DATE: October 26, 1995
Page 13
15TH STORY of Level 2 printed in FULL format.
Copyright 1997 Reed Elsevier Inc.
Daily Variety
February 7, 1997 Friday
SECTION: NEWS; Pg. 5
LENGTH: 256 words
HEADLINE: Universal captures 'Spider'
BYLINE: DAN COX
BODY:
Universal Studios has picked up the exclusive rights to the storybook
character "Miss Spider" with plans to exploit her in a new film as well as
homevideo, CD-ROM, music, interactive and theme park venues, the studio
announced Thursday.
David Kirk's character, which is enormously successful with kids, is featured
in the books "Miss Spider's Tea Party" and "Miss Spider's Wedding," which
together have sold more than 1 million copies in the last two years.
U already has a feature project in development about the spindly female
arachnid. Kirk is the exec producer and scribe for the pic. Nicholas Callaway,
publisher of the books, will produce along with Michael Peyser.
The feature may involve animation, but U insiders said it's still too early
to determine how they will move forward on the pic.
U also has first-look rights on several future properties from Callaway &
Kirk, a company that specializes in family entertainment.
" 'Miss Spider' is unique," said Sandy Climan, U's exec VP. "We feel this is
the perfect time to build on its success in this genre and develop potential
across all of our core businesses."
Callaway said U was "the perfect partner for us because they share our
imagination, energy and vision for the incredible growth potential of our
character."
Kirk was founder and designer of two toy companies before creating the
successful books. His third effort, "Miss Spider's New Car," is set for release
in September by Scholastic Inc.
The popular "Miss Spider" has joined forces with Universal
LANGUAGE: ENGLISH
LOAD-DATE: February 7, 1997
Page 15
27TH STORY of Level 1 printed in FULL format.
Copyright 1996 The Baltimore Sun Company
The Baltimore Sun
October 22, 1996, Tuesday, FINAL EDITION
SECTION: FEATURES, Pg. 1E
LENGTH: 1150 words
HEADLINE: Doctor's orders include reading; Health: Pediatricians at St. Agnes
Hospital prescribe books as part of babies' well-being.
BYLINE: Sandra Crockett, SUN STAFF
BODY:
Martin McCoy stands before a bookcase just able to peek over the first shelf.
The 17-month-old toddler is usually energy in motion, but a colorful case of
books has his full attention now.
"You get to choose one," his mom tells him. "Go ahead, let's get one you
want."
The sweetly round-faced youngster considers his options and then plucks a
book from the lowest shelf. "Lets see what you got," says his mother, Danyel
McFarlane. Martin holds the book upside down for his mother to see.
"Oh, 'I Am A Puppy, she says, reading the title. "So, you are a puppy,
huh?"
It's all too much for Martin, who breaks out in giggles, opens the book,
holds it over his head with two chubby hands and toddles off down the hallway as
fast as his legs will allow.
Martin doesn't realize he's at his doctor's office and this isn't supposed to
be fun, especially since he is due for a shot. But the book is part of the
doctor-prescribed treatment in the pediatrics department at St. Agnes Hospital.
The Baltimore hospital is the first in Maryland to use the "Reach Out and
Read" program. The program, which is in more than 30 hospitals around the
country, receives funding from the Annie E. Casey Foundation, a national
organization dedicated to improving childrens' lives.
St. Agnes decided to adopt the program in September after seeing it in action
at Boston Medical Center. In fact, Michael G. Burke, chairman of the St. Agnes
pediatrics department, was so impressed that he wasn't willing to wait for
funding from the Casey foundation.
"We were 21st on the waiting list," Burke says. "We decided not to wait. We
wanted to do something with literacy this year."
The hospital started its program by gathering about 1,000 children's books
Page 16
The Baltimore Sun, October 22, 1996
through a "gently used" book drive and training a cadre of volunteer readers.
The idea is to get kids and parents into reading as early as possible -- long
before they start school. Research shows conclusively that reading to a child,
beginning at an early age, provides educational and emotional benefits. A
national 1985 Commission on Reading determined that reading aloud is the best
way to help children develop literacy skills.
"What we are realizing is that we get to see kids, more than any other
professional, before they start going to school," Burke says. "Part of what we
do on these visits is to tell parents what to expect. We have always
traditionally advised them to do things like place covers on plugs, and on the
use of smoke detectors."
How it works
Now St. Agnes pediatricians "prescribe" reading to children when they come in
for their well baby check-ups. Here's how the program works:
After the parent and child sign in at the desk, they go to a cheerful, dark
green carpeted waiting room. A volunteer reader sits on a slightly elevated
stage area and invites the child (if she's old enough) to choose a book from her
large wicker basket. The volunteer entertains the child with a story until it is
time to go in the back and see the nurse.
Then, on the way to the nurse, the child is allowed to select a book from the
bookcase. The books are grouped on each of the four shelves by age group. The
child takes the book, now affixed with a paper bookplate with his or her name on
it, into the examining room while she is seen by the doctor.
The final stop is back at the desk where the child's parent makes a future
appointment date and is given any necessary prescriptions, including a
prescription to read a book every day.
There are different prescriptions for different age groups. For instance, the
"Reach Out and Read" prescription for children 12 months to 18 months (complete
with the hospital's logo on it) says: "Name the objects on the page and talk
about them. Let your child hold the book and help you turn the page. Read to
your child every day approximately 5 to 10 minutes."
The prescription for children ages 5 through 7 says: "Encourage your child to
'read' to you and tell you the story. Take your child to get a library card and
choose the books you will read together. When your child is ready, encourage
letter and word recognition."
Burke doesn't know yet whether parents will follow the prescription, but he
thinks the prognosis for the program is good.
In Boston, parents who have had contact with the "Reach Out and Read" program
are four times more likely to list reading as an activity that they share with
their child than parents who haven't, Burke says.
"One of the roles of a pediatrician is to give parents guidance on how to
promote the health and well-being of their child. We are just expanding the
Page 17
The Baltimore Sun, October 22, 1996
definition of the child's well-being to include literacy promotion," he says.
McFarlane, mother of little Martin, was already reading to her son but likes
the idea of getting the reading prescription. She believes children,
particularly when they are a little bit older than Martin, will be impressed
with the prescriptions. "I think this will definitely help the kids want to
read," she says.
But books, especially those for the very youngest children, are running low.
"Right now, we are looking for grants for books from foundations," Burke says.
Also, they are approaching publishers and organizations such as the Association
of American Publishers to inquire about discount prices. The hospital could also
use more reading volunteers who are willing to give up one or two hours a week
of their time.
The volunteers
Nora Lanier, a secretary at St. Agnes, is one of the 20 or so volunteers in
the "Reach Out and Read" program. Volunteer readers are trained to be an example
to parents on how to read to their children, and Lanier demonstrates stellar
qualifications for the task. She was able to earn the attention -- no small feat
-- of 3-year-old Jeffrey Joynes.
Lanier gets down on the floor and makes eye contact with Jeffrey, who is
waiting to see his doctor.
"I've been sitting here and I am SOOOO lonely. I need someone to read a story
to. Which book do you want me to read?" Lanier shows Jeffrey her wicker basket
of books.
The child, who is in the waiting room with his mother Jackie, looks over at
mom and apparently is torn between sitting next to Lanier or making a run for
it.
"Pick out a book," Mom coaxes him.
He chooses a book, but it is tough going initially. Lanier delves into the
story about a confused bird looking for his mother. She points to pictures,
pauses from her reading to ask the child questions, raises and lowers the pitch
of her voice, and, finally, Jeffrey is hooked into the story.
"Where's my mother?" Lanier reads a line from the book.
"Right there!" Jeffrey responds, pointing to a picture on the page.
Another satisfied customer.
New or gently used children's books may be sent or taken to St. Agnes
Hospital's pediatric department at 900 Caton Ave., Baltimore, Md. 21229
Pub Date: 10/22/96
GRAPHIC: COLOR PHOTO, CHIAKI KAWAJIRI : SUN STAFF, Checkup: Volunteer Nora
Lanier, a secretary at St. Agnes, a reads to Jeffrey Joynes, 3, in the
hospital's pediatrics department.; PHOTO, CHIAKI KAWAJIRI : SUN STAFF, Happy
Page 18
The Baltimore Sun, October 22, 1996
reader: Danyel McFarlane, left, and Dr. Susma Vaidya entertain McFarlane's
17-month-old son, Michael McCoy, with a book.
LOAD-DATE: October 24, 1996
FIRST LADY HILLARY RODHAM CLINTON
REACH OUT AND READ
BALTIMORE, MARYLAND
JUNE 10, 1997
Talking Points
[Acknowledgments: Mayor Schmoke; Dr. David Ramsay, President, University of Maryland at
Baltimore; Dr. Donald Wilson, Dean, University of Maryland School of Medicine; Dr. Morton
Rapoport, President and CEO, University of Maryland Medical System; Dr. Michael Berman,
Professor and Chairman, Department of Pediatrics, University of Maryland School of Medicine,
Maryland's Hospital for Children; Dr. Tyson Tildon, Associate Dean for Research and Graduate
Studies, University of Maryland School of Medicine, and President, Baltimore City School
Board; Dr. Marianne Felice, Director, Division of Adolescent Medicine and Vice Chair,
Department of Pediatrics, Maryland's Hosptial for Children, University of Maryland Medical
Center.]
I am delighted to be back in Baltimore. During my visit in September, I received a
bumper sticker and pin declaring Baltimore 'the city that reads'. So I am very pleased to
be here today to further the tradition of reading in the City of Baltimore and help launch
the Reach Out and Read Partnership.
This day is possible because of the efforts of so many people working together. I would
like to thank the Annie E. Casey Foundation for their generous support; Reach Out and
Read, without whose leadership this day may not have come; Scholastic Publishing and
First Book, who have been such important partners in our efforts to 'prescribe reading';
the American Academy of Pediatrics for recommending that pediatricians prescribe
reading to infants and toddlers as part of standard pediatric care; and all the wonderful
institutions in Baltimore who are joining the Partnership.
We are beginning to understand just how important reading is to a child's emotional and
cognitive development. We now know that a baby's brain is a work in progress. And
that brain, like the baby's body, needs to be nourished through activities with parents or
caregivers like reading books, singing songs and telling bedtime stories. These activities
actually help the baby's brain grow and strengthen emotional bonds.
We know that most parents come into contact with a pediatrician. They might not take
their child to a library or preschool program until the child is over the age of three, but
they will, in all likelihood, come into contact with a health care provider. If that doctor or
nurse were to prescribe reading-- and take it a step further by handing that parent or
caregiver a book-- in most cases, the parent will try to follow through on the doctor's
prescription.
We have to help parents understand that, no matter their educational level or reading
ability, they can stimulate their children's emotional and intellectual growth by talking to
and reading to their children, even when they stumble over a few words here or there.
Most likely, their children won't even notice. But they will notice the power of reading
and books to take them on fascinating adventures and introduce them to interesting ideas.
In an event at the White House in April, I had the privilege of announcing a national
effort to give America's children the tools they need to achieve their God-given potential-
- the Prescription for Reading Partnership. The partnership-- which we are launching
today in Baltimore-- challenges communities across the country to bring together
pediatricians, hospitals, health centers, book publishers, libraries and literacy
organizations to encourage and enable parents to read to their children on a regular basis.
The National Partnership has already secured more than a quarter of a million books to be
distributed through health clinics around the country and commitments to train
pediatricians and health centers to prescribe reading and provide books to hundreds of
thousands of children.
In Baltimore, Sinai Hospital has been training residents on the role that medical
professionals play in reading. Beginning today, all of the participating hospitals in
Baltimore will adopt the program.
And today, we are joined by David Kirk, author of Miss Spider's New Car, which he and
I will read to some of Baltimore's youngest citizens in just a few minutes.
Baltimore is a city that reads. Your efforts to work provide every child in Baltimore with
a strong foundation to thrive in a new century serves as a model for cities all across the
country to 'Reach Out and Read'.
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.
9/11/97: ANNOUNCEMENT
OF PROPOSALS TO INCREASE
AFTER SCHOOL PROGRAMS
AND SOCIAL PROMOTIONS
Divider Title:
September 11, 1997
ANNOUNCEMENT OF PROPOSALS TO INCREASE AFTER SCHOOL PROGRAMS
AND END SOCIAL PROMOTIONS
DATE:
January 7, 1999
LOCATION:
The East Room
BRIEFING TIME:
1:45 pm - 2:15 pm (Map Room)
EVENT TIME:
2:30 pm - 3:30 pm (East Room)
FROM:
Bruce Reed
I.
PURPOSE
To announce your proposal to triple funding for after-school programs and support school
districts that are ending social promotion.
II.
BACKGROUND
You will be joined by the First Lady, the Vice President, Secretary Riley and a parent of a
Chicago 9th grader who benefitted from summer school programs as you announce that your
FY 2000 budget will propose to triple funding (from $200 million to $600 million) for the
21st Century Learning Center Program, which funds after-school and summer school
programs throughout the country. You will also announce that in awarding these funds, the
Department of Education will give priority to school districts that are ending social
promotion by requiring students to meet academic standards in order to move to the next
grade.
Tripling Funding for a Program that Works
YourFY 2000 budget will propose to increase funding -- from $200 million in FY 1999 to
$600 million in FY 2000 -- for the 21st Century Community Learning Center Program,
which gives schools funds to operate after-school and summer school programs. This
proposal builds on your budget victory last year, in which you increased funds for the
program from $40 million to $200 million. The 21st Century Learning Center Program
increases the supply of after-school care in a cost-effective manner, primarily by funding
programs that use public school facilities and existing resources. Over 190,000 children
in 800 schools, in 46 states and the District of Columbia, are already benefiting from this
program, by participating in after-school programs that provide students with enrichment
activities, tutoring, recreation and other activities. Your proposal will help roughly 1.1
million children each year participate in these programs.
Giving Priority to School Districts that End Social Promotion
Under your proposal, school districts with comprehensive policies in place to end social
promotion will receive priority in the grant-making process. After-school and summer
school programs are a critical tool in ending social promotion because they give students
who are not on track an opportunity to get extra help so they can meet promotion
standards. Your proposal will target the new 21st Century funds to districts providing
after-school and summer school programs to help these students, while enabling these
districts to keep these programs open to all students.
Social promotion is the practice of promoting students from grade to grade without regard
to whether they have met academic standards required to succeed at the next grade level.
School districts with comprehensive policies to end social promotion: (1) require students
to demonstrate that they have met academic standards at key grade levels in order to be
promoted; (2) use valid objective measures and other indicators as necessary to determine
whether a student has met the standards; (3) strengthen learning opportunities in the
classroom with steps such as clear standards, small classes, well trained teachers, challenging
curriculum, and the use of proven instructional practices; and (4) provide for the early
identification of students who need extra help to meet the standards, and use extended
learning time -- particularly after-school instruction and summer school -- to help students
meet the standards. Your proposal will help local school systems use after-school and
summer school as part of their comprehensive strategy to end social promotion.
Responding to Huge Demand for After-School Programs.
Today's announcement responds to the millions of parents across the country who want
their children to learn to high standards and to stay safe and secure in after-school hours.
Today, over 28 million school-age children have both parents or their only parent in the
workforce. At least 5 million children -- and possibly as many as 15 million -- are left
alone at home each week. Experts agree that school-age children who are unsupervised
during the hours after school are far more likely to use alcohol, drugs, and tobacco,
commit crimes, receive poor grades, and drop out of school than those who are involved
in supervised, constructive activities. Statistics also show that most juvenile crime takes
place between the hours of 2 and 8 pm, and that children are also at much greater risk of
being the victim of crime during the hours after school. The nationwide demand for
expanded after-school programs has made the 21st Century Community Learning Center
program one of the most highly competitive programs ever managed by the U.S. Department
of Education. In the Education Department's last completed grant competition for this
program, the Department received nearly 2,000 applications, requesting more than $550
million to fund programs in over 6,000 schools in every state in the nation.
III.
PARTICIPANTS
Briefing Participants:
Secretary Riley
Bruce Reed
Doug Sosnik
Michael Cohen
Neera Tanden
Jon Schnur
Broderick Johnson
Paul Glastris
Event Participants:
The Vice President
The First Lady
Secretary Riley
Lissette Martinez, whose daughter Ardette failed her mandatory math test in the 8th grade
and was automatically enrolled in the Chicago summer bridge program. She
successfully completed the summer course and passed the math test in August. She
is currently enrolled in the 9th grade, and is very grateful for the extra attention that
helped her keep up with her studies and stay in the same classes with her peers.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
-
YOU will be announced into the East Room accompanied by stage participants.
-
The First Lady will make welcoming remarks and introduce Secretary Riley.
-
Secretary Riley will make remarks and introduce Lissette Martinez.
-
Lissette Martinez will make remarks and introduce the Vice President.
-
The Vice President will make remarks and introduce YOU.
-
YOU will make remarks and then depart.
VI. REMARKS
Remarks Provided by Speechwriting.
THE WHITE HOUSE
WASHINGTON
TO:
THE PRESIDENT
THE VICE PRESIDENT
THE FIRST LADY
WHAT:
EDUCATION EVENT
WHEN:
THURSDAY, JANUARY 7, 1999
WHERE:
EAST ROOM
NOTES:
APPROX. 180 GUESTS/OPEN PRESS/BUSINESS ATTIRE
1:45 p.m.
THE PRESIDENT, THE FIRST LADY and THE VICE PRESIDENT
proceed to the Map Room for briefing.
1:50 p.m.
THE PRESIDENT, THE FIRST LADY and THE VICE PRESIDENT
receive briefing in the Map Room.
Map Room Briefing Participants:
Bruce Reed
Neera Tanden
Michael Cohen
Broderick Johnson
John Schnur
Paul Glastris
2:15 p.m.
THE PRESIDENT, THE FIRST LADY and THE VICE PRESIDENT
proceed to the Blue Room.
2:20 p.m.
THE PRESIDENT, THE FIRST LADY and THE VICE PRESIDENT
meet the following in the Blue Room.
Blue Room Participants:
Secretary Riley
Lissette Martinez and husband Leonard
Members of Congress
Sen. Dianne Feinstein
Sen. Edward Kennedy
Rep. Ruben Hinojosa
Rep. Dale Kildee
Rep. Harold Ford Jr.
Rep. Sandy Levin
Rep. Jim Maloney
Rep. Carolyn McCarthy
Rep. Major Owens
Rep. Robert Scott
Rep. Peter King's family:
Kevin King - brother
Joanne King - sister-in-law
Kevin King Jr. - nephew
Ethel King - mother
Barbara King - sister
2:30 p.m.
THE PRESIDENT, THE FIRST LADY and THE VICE PRESIDENT
accompanied by Secretary Riley and Lissette Martinez are announced into
the East Room to honors.
PROGRAM BEGINS
THE FIRST LADY makes welcoming remarks and introduces
Secretary Riley.
Secretary Riley makes remarks and introduces Lissette
Martinez.
Lissette Martinez makes remarks and introduces THE VICE
PRESIDENT.
THE VICE PRESIDENT makes remarks and introduces THE
PRESIDENT.
THE PRESIDENT makes remarks.
Approx. 3:00 p.m. Upon conclusion of the event, THE PRESIDENT, THE FIRST LADY
and THE VICE PRESIDENT depart.
For Official Government Use Only
President's List
EDUCATION ANNOUNCEMENT CEREMONY - Thursday JAN 7 1999 2:00 PM White House - Business -
East Visitors Entrance
Page 1
THE PRESIDENT, VICE PRESIDENT, AND FIRST LADY
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Dr. Samellah Abdullah
President, National Association of Black Psychologists
Washington, DC
Ms. Arlene Ackerman
Superintendent, Washington D.C. Public Schools
A
Ms. LaVerne Alexander
Director, Government Relations, Girl Scouts of the USA
Washington, DC
A
Dr. Gordon M. Ambach
Executive Director, Council of Chief State School Officers
Washington, DC
Guest: Ms. Nancy Keenan
A
Mr. Kent B. Amos
President & Founder, Urban Family Institute
Washington, DC
A
Ms. Paula Antonovich (Substitute for: Susan Bales)
Mr. John Barth
National Governors Association
Washington, DC
A
Honorable Joanne C. Benson
Delegate, Legislative Black Caucus
Landover, MD
A
Ms. Sue E. Betka
Department of Education
Washington, DC
A
Mr. Martin J. Blank
Director, Community Collaboration, Institute for Educational Leadership
A
Ms. Ethel Bothuel
Executive Director, The Links, Incorporated
Washington, DC
A
Mr. Kelby Brick
National Association of the Deaf
Silver Spring, MD
A
Mr. John Wesley Brooks
Assistant Director, YMCA of the USA
Washington, DC
A
Ms. Amanda Broun
Vice President, Public Education Network
A
Ms. Elizabeth Brown
Director of Public Policy, Council on Foundations
A
Ms. Lorin Brown
Executive Director, Project Northstar
Washington, DC
For Official Government Use Only
i
Page 2
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Dr. Mary Burgan
General Secretary, American Association of University Professors
Washington, DC
A
Ms. Robert Callaway
Senior Vice President, Boys & Girls Clubs of America
Rockville, MD
A
Vice President of Government Relations, Hispanic Association of Colleges and Universities
Mr. Roger Campos
Honorable Thomas R. Carper
Governor of Delaware (D), State of Delaware
Wilmington, DE
A
Mr. Michael D. Casserly
Executive Director, Council of the Great City Schools
Washington, DC
A
Hon. Barbara M. Clark
Queens Village, NY
A
Ms. Suzanne S. Cohen
President, Baltimore Jewish Council for Public Affairs
Baltimore, MD
A
Mr. Arthur L. Coleman
Deputy Assistant Secretary, Office of Civil Rights, U.S. Department of Education
Washington, DC
A
Ms. Maria Copeland
President, Maru Montero Dance Company
Hon. Deedee McMullen Corradini
Mayor of Salt Lake City and President, U.S. Conference of Mayors
Salt Lake City, UT
Ms. Hilda L. Crespo
Hispanic Working Group on Healthcare
Washington, DC
A
Mr. Steve Culberston
Youth Services of America
A
Dr. Durado Brooks (Substitute for: Ricardo Custodio)
Harvard Minority Health Policy Fellow, Commonwealth Fund, Harvard University
A
Judge David Davidson
Chairman, Union of American Hebrew Congregations
Washington, DC
Ms. Marydale Debor
New York, NY
Ms. Adriana DeKanter
Deputy Director, Planning and Education Service, Department of Education
Washington, DC
For Official Government Use Only
Page 3
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Ms. Marisa Judith Demeo
Regional Counsel, Mexican-American Legal Defense and Education Fund (MALDEF)
A
Mr. Steve DeWitt
Government Relations Manager, National Association of Secondary School Principals
Washington, DC
A
Honorable James H. Dillard
A
Ms. Kathy Doherty
Planning & Evaluation Services, Office of the Under Secretary of Defense/Acquisition
Washington, DC
Ms. Ingrid M. Duran
Washington Director, National Association of Latino Elected and Appointed Officials
Washington, DC
A
Mr. Kevin Patrick Dwyer
President, National Association of School Psychologists
Bethesda, MD
Dr. Ramona H. Edelin
President & CEO, National Urban Coalition
Washington, DC
A
Ms. Lorraine P. Edmo
Executive Director, National Indian Education Association
Alexandria, VA
A
Ms. Patsy Kay Edwards
Assistant Director, National Center for Community Education
A
Mr. Donald L. Ernst
Director of Governmental Affairs, Association for Supervision and Curriculum Division
A
Mr. Arnold F. Fege
President, Public Advocacy for Kids
Washington, DC
A
Ms. Emily Felt
Legislative Associate, National Council of Jewish Women
Washington, DC
A
Ms. Susan C. Ferguson
Chair, National Coalition for Parent Involvement in Education
Washington, DC
A
Mr. Ronald H. Field
Vice President for Public Policy, Volunteers of America
A
Dr. Martha J. Fields
Executive Director, National Association of State Directors of Special Education
Alexandria, VA
A
Mr. Andrew Mark Finch
Assistant Director of Government and Public Affairs, American Association of Museums
Washington, DC
For Official Government Use Only
Page 4
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Mr. John Forkenbrock
Executive Director, National Association of Federally Impacted Schools
A
Mrs. Donna Fowler
-
Director of Public Affairs Department, American Federation of Teachers
Washington, DC
A
Hon. Diane B. Frankel
Director, Institute of Museum & Library Services
Washington, DC
A
Honorable Thomas Gaffey
A
Ms. Mary Gordon
Director, National Black Congress of Local Elected Officials
Washington, DC
A
Ms. Susan P. Gorin
Executive Director, National Association of School Psychologists
Bethesda, MD
A
Ms. Ruth Granados
Director of Policy, National Association for College Admission Counseling
Washington, DC
A
Dr. Nancy Grasmick
State Superintendent of Schools, Maryland Department of Education
Baltimore, MD
A
Ms. Simone Green
Associate Director, Rainbow/PUSH Coalition Washington Bureau
Washington, DC
A
Mr. Travis Hardmon
Executive Director, National Child Daycare Association
Washington, DC
A
Ms. Nancy Valentine Harper
Leader, National 4H
Washington, DC
A
Ms. Sheila Harvey
Department of Education, Office of Civil Rights
Ms. Susan Haspel
VP, Community Relations and Public Affairs, NBC
New York, NY
A
Dr. Thomas Francis Hehir
Director for the Office of Special Education Programs, Department of Education
Washington, DC
A
Hon. Henry Heller
Delegate, Maryland General Assembly
A
Mr. Wade J. Henderson
Executive Director, Leadership Conference on Civil Rights
Washington, DC
For Official Government Use Only
Page 5
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
Mr. Sterling Henry
Special Assistant to the Director, White House Initiative on Historical Black Colleges & Universities,
Department of Education
Washington, DC
A
Dr. Paul D. Houston
Executive Director, American Association of School Administrators
Arlington, VA
Ms. Della M. Hughes
Exeuctive Director, National Network of Runaway & Youth Services
Washington, DC
A
Ms. Ann-Marie Hughey
Executive Director, National Council on Independent Living
Arlington, VA
A
Mr. Andrew Imparato
General Counsel, National Council on Disability
Washington, DC
A
Mr. Bernard Jarvis
Chief Financial Officer, Summit Foundation
A
Ms. Starla Jewell-Kelly
Executive Director, National Community Education Association
Fairfax, VA
A
Ms. Judith Johnson
Deputy Secretary, Department of Education
Washington, DC
A
Ms. Catherine Jovicich
Department of Education, Office of Elementary and Secondary Education
Ms. Michele Kahn
Xerox
Washington, DC
A
Ms. Lynn Katzen
Associate Director, Baltimore Jewish Council
Baltimore, MD
Guest: Ms. Barbara Berg
A
Mr. Ed Kealy
Executive Director, Committee for Education Funding
Mr. Thomas Kerner
National Association of Secondary School Principals
A
Ms. Kristi L. Kimball
Conference Assistant, Deputy Secretary, U.S. Department of Education
Washington, DC
A
Mr. John M. Kristy
Assistant General Counsel for Legislation, Department of Education, Office of the General Counsel
Washington, DC
For Official Government Use Only
Page 6
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
Ms. Laurie Lang
The Walt Disney Company
Mr. Ivan Lanier
Executive Director, National Black Caucus of State Legislators
Washington, DC
Mr. Quentin R. Lawson
Executive Director, National Alliance of Black School Educators
Washington, DC
A
Ms. Catherine W. LeBlanc
Executive Director, White House Initiative on Historical Black Colleges & Universities, Department of
Education
Washington, DC
Mr. Jin-Sook Lee
National Korean American Service & Education Consortium
A
Ms Mary Jean LeTendre
Director, Compensatory Education Programs, Department of Education
Washington, DC
Ms. Sheila Lewis
Membership and Program Specialist, Girl Scouts of America
A
Ms. Laurie Lipper
Director, The Children's Partnership
Washington, DC
Ms. Sarah Lisenby
Chief of Staff, Office of Elelmentary and Secondary Education
A
Ms. Patricia Loera
National Association for Bilingual Education
Washington, DC
A
Dr. Joan Lombardi
Deputy Assistant Secretary for Policy & External Affairs, US Department of Health and Human Services,
Washington, DC
A
Dr. Richard Long
Washington Representative, International Reading Association
Washington, DC
A
Ms. Maria Lopes
Executive Director, National Association of Black County Officials
Washington, DC
A
Mr. John Luczack
Department of Education, Office of the Deputy Secretary
A
Mr. Robert V. Mahaffey
Director of Communications, The National Association of Secondary School Principals
Reston, VA
For Official Government Use Only
Page 7
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Ms. Justine Maloney
Washington Representative, Learning Disability Association of America
Arlington, VA
A
Mr. Paul Arthur Marchand
Director of Governmental Affairs, The Arc
Washington, DC
A
Ms. Deena Margolis
Fellow, Department of Education
Washington, DC
Mr. William Marshall
President, Progressive Policy Institute
Washington, DC
Dr. Prema Mathai-Davis
National Executive Director, Young Women's Christian Association
New York, NY
A
Ms. Maryln McAdam
Washington Representative, National HEP-CAMP Association and National Association for Migrant Education
Washington, DC
Mr. Robert McAlpine
Director of Government & Policy, National Urban League
Washington, DC
A
Ms. Sally McConnell
Director of Government Relations, National Association of Elementary School Principals
A
Mr. Kent McGuire
Assistant Secretary for Research & Improvement, Department of Education
Washington, DC
Ms. Roseline McKinney
Executive Director, Delta Sigma Theta Sorority
Washington, DC
A
Ms. Gail McStadden
Legal Analyst, National Association of Federally Impacted Schools
A
Mr. Jonathan Melegrito
National Federation of National Filipinas Associations
Kensington, MD
A
Mr. Daniel W. Merenda
President, National Association of Partners in Education
Alexandria, VA
Ms. Kathryn Montgomery
President, Center for Media Education
Washington, DC
A
Ms. Evelyn K. Moore
President, National Black Child Development Institute
Washington, DC
For Official Government Use Only
Page 8
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Ms. Cecilia Munoz
National Council of La Raza
Mr. Richard Murphy
Center for Youth Development & Policy Research
Washington, DC
A
Ms. Laura Nakatani
Consultant, NACCRA
Washington, DC
A
Mrs. Katherine Neas
Assistant Vice President, Easter Seals
Mr. Sanford A. Newman
President, Fight Crime: Invest in Kids
Washington, DC
A
Mrs. Suzanne Jean Noonan
Director of Public Policy, Camp Fire Boys & Girls
A
Ms. Olive O'Donnell
Director, Parenting is Prevention Project
Washington, DC
A
Mr. Kiyoshi Patrick Okura
President, Okura Mental Health Leadership Foundation
Bethesda, MD
A
Mr. Joel C. Packer
Senior Professional Associate for Government Relations, National Education Association
Washington, DC
A
Mr. Kent Pekel
Office of the Deputy Secretary, Department of Education
Washington, DC
A
Mrs. Nancy Perry
Executive Director, American School Counselors Association
Ms. Karabelle Pizzigatti
Director, Public Policy, Child Welfare League of America
A
Ms. Valena W. Plisko
Division Director, Planning & Evaluation Services, Department of Education, Office of the Under Secretary
Washinton, DC
A
Mr. Jarle Crocker (Substitute for: William Potupchuck)
A
Mr. Daniel Privus
Executive Director, National Council of Nonprofit Associations
Washington, DC
A
Ms. Susan Prokop
Associate Advocacy Director, Paralyzed Veterans of America
Washington, DC
For Official Government Use Only
Page 9
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Mr. Gordon Alfred Raley
President/CEO, National Assembly of Health and Human Services Organization
A
Ms. Heidi Ramirez
Department of Education, Office of the Deputy Secretary
A
Ms. Edna Ranck
Director, National Association of Child Care Resourses
Trenton, NJ
A
Mr. Curtis Richards
Deputy Assistant Secretary, Office of Special Education and Rehabilitative Services
Washington, DC
A
Ms. Sullivan Robinson
Executive Director, Congress of National Black Churches, Inc.
Washington, DC
A
Dr. Wilma J. Roscoe
Vice President, National Association of Equal Opportunity in Higher Education
Washington, DC
A
Ms. Bella Rosenberg
Assistant to the AFT President, American Federation of Teachers
Washington, DC
A
Mr. Philip Rosenfelt
Department of Education, Office of the General Counsel
A
Mrs. Ana Ruiz-Salazar
Program Coordinator, MANA - A National Latina Organization
A
Dr. Bruce Ramirez (Substitute for: Nancy Safer)
A
Ms. Maria Salvadore
Coordinator of Children's Services, District of Columbia Public Library
Washington, DC
A
Ms. Judy L. Samelson
Consultant, Charles Stewart Mott Foundation
Flint, MI
A
Ms. Marlina Sanz
Education Policy, National Association of Counties
Washington, DC
Ms. Michelle Seligson
Executive Director, National Institute on Out of School Time, Wellesley College
Wellesley, MA
A
Mr. Hilary O. Shelton
Deputy Director, National Association for the Advancement of Colored People (NAACP)
Washington, DC
A
Mr. David Lawrence Shreve
Committee Director, Education, Labor and Job Training Committee, NCSL
Washington, DC
For Official Government Use Only
Page 10
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Mr. Eric J. Smith
Superintendent, Charlotte-Mecklenburg Schools
Charlotte, NC
A
Ms. Patricia McGill Smith
Executive Director, National Parent Network on Disabilities
Washington, DC
A
Mr. Gerald Sroufe
Director of Government Relations, American Education Research Association
Washington, DC
Ms. Rhea F. Starr
Child Care Advocate, YWCA of U.S.A.
Lancaster, PA
A
Mr. Robert Stonehill
Director of 20th Century Community learning Program, Department of Education
A
Ms. Carla B. Taylor
Senior Public Policy Analyst, National Black Child Development Institute
Washington, DC
A
Dr. Gerald N. Tirozzi
Assistant Secretary, Elementary and Secondary Education, U.S. Dept. of Education
Washington, DC
A
Ms. Jennifer Torres-Lewis
Director of Public Policy, National Puerto Rican Coalition
Dr. C. Delores Tucker
National Chair and Convening Founder, National Political Congress of Black Women
Washington, DC
A
Ms. Yasmina Vinci
Executive Director, National Association of Child Care Resource and Referral Agencies
Washington, DC
A
Ms. Carmen Delgado Votaw
Senior Vice President for Public Policy, Alliance for Children and Families
Washington, DC
A
Ms. Evelyn Porreca Vuko
Teacher Says, The Washington Post
Washington, DC
A
Ms. Selena Walsh
Director of Policy and Communications, League of United Latin American Citizens
Washington, DC
Ms. Jane Robinson Ward
Director, Programs and Administration, National Council of Nonprofit Associations (NCNA)
Washington, DC
A
Ms. Ruth Wattenberg
Director of Educational Issues Department, American Federation of Teachers
Washington, DC
For Official Government Use Only
Page 11
REPORT DATE: January 6, 1999
REPORT TIME: 5:54 PM
Accepts and No Responses
A
Dr. Brenda L. Welburn
Executive Director, National Association of State Boards of Education
Alexandria, VA
A
Ms. Melissa Perlees (Substitute for: Eric Wentworth)
A
Ms. Laura A. Wilcox
Assistant Director, American Association of School Administrators
Washington, DC
A
Ms. Susan Wilhelm
Special Assistant, Department of Education
A
Mr. Brent A. Wilkes
Executive Director, League of United Latin American Citizens
Washington, DC
A
Dr. Barbara Willer
Director of Public Affairs, National Association for the Education of Young Children
Washington, DC
A
Ms. Mildred Wurf
Director of Public Policy, Girls Incorporated
Washington, DC
A
Mr. Charles Yancey
Councilman and President, NBC-LEO
Boston, MA
A
Mr. Richard Yep
Interim Executive Director, American Counseling Association
Alexandria, VA
A
Mr. Steve Yurik
National Association of Secondary School Principals
A
Ms. Karen Zauber
National Endowment for the Arts
Washington, DC
For Official Government Use Only
RECEPTION FOR BARBARA BOXER-1/7/99
Aycock-Burr, Virginia & Ralph
Silvershine, Lee
Becker, Michael
Silvershine, Milt & Joyce
Bettles, Tracy
Sturdevant, Jim & Theresa & 2 daughters
Bott, Stephanie & Nathan McLemore
Tankersley, Liz & Brian
Staff
Staff
Boxer, Doug & Amy Lynch
Thorner Todd
Browner, Carol & Mike Podhorzer
Vail, Mary
Chapman, Sam & Sarah
Waxman, Henry & Janet
Conrad, Kent & Lucy Calautti
Wollack, Dick
Daley, William
Cuomo, Andrew
De Nevers, Jackie & Vince
Millender, McDonald Juanita
DeNevers, Michelle & Branco Milanovic
Dooley, Cal & Linda
Downey, Chris & Tom
Farar, Sim & Debbie
Feinstein, Dianne
Filner, Bob
Girardi, Tom & Erica Cachoy
Gordon, Barbara
Greenfield, Richard & Peggy
Grossman, Michael & Margaret
Holdstein, Russ & Susan
Houchen, Nancy
Landau, Susan
Lautenberg, Frank
Lipson, Linda & Steve Stoltz
ATLA
Littman, Alan & Tracy
Littman, Gloria & Paul
Nimoy, Sandy
Ohleyer, Terry & Michael
Olick, Karen & John Gibson
Staff
Pelosi, Nancy & Paul
Rappaport, Bernie & Audre
Reid, Harry & Landra
Rhodes, Max & Florence
Rodham, Tony & Nicole
Russo, Marty & Karen
Sauers, Margot
Schwartz, Allen
Silvershine, Arnie & Sue
Silvershine, Bennett & Marilyn
Remarks
FIRST LADY HILLARY RODHAM CLINTON
AFTER SCHOOL EVENT
THE WHITE HOUSE
JANUARY 7, 1999
Whatahat about Conference we had at wit?
IT'S A GREAT PLEASURE TO JOIN THE PRESIDENT, THE
VICE PRESIDENT, AND EDUCATION SECRETARY RILEY IN
WELCOMING ALL OF YOU TO THE WHITE HOUSE. IT'S
PARTICULARLY APPROPRIATE -- AS WE WELCOME IN A NEW
YEAR -- AND LOOK FORWARD TO THE EXTRAORDINARY
OPPORTUNITIES OF THE 21ST CENTURY - -- THAT WE FOCUS
HERE TODAY ON THE KEY THAT UNLOCKS ALL OTHERS --
THE EDUCATION OF OUR CHILDREN AND SUPPORT FOR OUR
FAMILIES.
I'M PLEASED THAT so MANY LEADERS WHO CARE so
MUCH ABOUT AMERICA'S CHILDREN AND FAMILIES, AND
WHO HAVE WORKED so HARD ON THEIR BEHALF, ARE HERE
WITH US TODAY: ELECTED OFFICIALS; EDUCATION
LEADERS; AND CHILD ADVOCATES.
2
I WANT TO THANK THE MOTT FOUNDATION, WHICH
HAS BEEN SUCH'A STRONG PARTNER WITH US ON BEHALF
OF OUR YOUNG PEOPLE. AND A SPECIAL WELCOME TO
LISSETTE MARTINEZ AND HER HUSBAND, LEONARD, WHO
HAVE COME HERE FROM CHICAGO TO TELL US ABOUT HOW
THEIR DAUGHTER HAS BENEFITTED FROM AFTER SCHOOL
AND SUMMER SCHOOL PROGRAMS IN HER COMMUNITY.
THANK YOU ALL FOR BEING HERE.
WE HAVE COME TOGETHER TODAY TO RESPOND TO
SOME OF THE DEEPEST CONCERNS THAT THE MARTINEZ
FAMILY AND MILLIONS OF WORKING PARENTS ACROSS THE
COUNTRY WORRY ABOUT EVERY SINGLE DAY: ARE OUR
CHILDREN SAFE AFTER THE LAST SCHOOL BELL RINGS?
3
DO THEY HAVE A WARM, SECURE PLACE TO GO IN THE
AFTERNOON? CAN SOMEONE HELP THEM WITH THEIR
HOMEWORK? ARE THEY LONELY, OR IN TROUBLE? WILL
THEY BE THERE WHEN I GET HOME? WHO OF US HASN'T
HAD SUCH WORRIES?
IT HASN'T ALWAYS BEEN THIS WAY. LIKE MANY OF
YOU, WHEN I CAME HOME AFTER SCHOOL, THERE WERE
ALWAYS PLACES TO PLAY, AND PARENTS AT HOME OR IN
THE NEIGHBORHOOD TO WATCH OVER US.
BUT so MUCH HAS CHANGED. NOW, OVER 28 MILLION
SCHOOL-AGE CHILDREN HAVE BOTH PARENTS OR THEIR
ONLY PARENT IN THE WORKFORCE -- AND AT LEAST 5
MILLION CHILDREN -- POSSIBLY TRIPLE THAT NUMBER --
ARE LEFT ALONE AT HOME EACH WEEK.
4
WE KNOW ALL TOO WELL WHAT THE CONSEQUENCES
OF THOSE UNSUPERVISED HOURS CAN BE, AND
UNFORTUNATELY -- PARENTS HAVE EVERY REASON TO
WORRY. BETWEEN THE HOURS OF 2 AND 8 P.M. -- KIDS ARE
FAR MORE AT RISK OF BEING VICTIMS OF VIOLENCE.
LATCHKEY CHILDREN ARE ALSO MORE LIKELY TO ABUSE
DRUGS AND ALCOHOL; BE INVOLVED IN JUVENILE CRIME;
GET POOR GRADES; AND EVEN DROP OUT OF SCHOOL.
I'M PLEASED THAT AS A RESULT OF THE HARD WORK
OF THIS PRESIDENT AND THIS ADMINISTRATION -- AND
MANY OF THE PEOPLE HERE TODAY -- WE ARE DOING A
MUCH BETTER JOB OF GIVING WORKING PARENTS PEACE OF
MIND -- BY GIVING MORE AND MORE CHILDREN A SAFE
PLACE TO GO AFTER SCHOOL -- A PLACE THAT ALSO HELPS
THEM LEARN.
5
IN AN ELEMENTARY SCHOOL THAT'S PART OF
CHICAGO'S CITYWIDE LIGHTHOUSE PROGRAM, IN AFTER
SCHOOL CENTERS IN BALTIMORE RUN BY THE POLICE
ATHLETIC LEAGUES, IN A PARENT-LED KID'S PROGRAM IN
DANVILLE, CALIFORNIA -- I'VE SEEN FIRSTHAND HOW
AFTER SCHOOL PROGRAMS ARE KEEPING OUR CHILDREN
OUT OF HARM'S WAY -- AND ON THE RIGHT TRACK.
WITH TUTORING. WITH SOCIAL ACTIVITIES. WITH
SPORTS AND COMPUTER TRAINING AND ARTS CLASSES.
WITH CARING ADULTS TO PICK KIDS UP WHEN THEY'VE
FALLEN -- AND CHEER THEM ON UNTIL THEY TRIUMPH.
AFTER SCHOOL AND SUMMER PROGRAMS ARE HELPING
KIDS SUCCEED -- NOT ONLY IN LIFE -- BUT IN THE
CLASSROOM.
6
IN COMMUNITY AFTER COMMUNITY -- THE EVIDENCE
SHOWS THAT KIDS WHO PARTICIPATE IN THESE PROGRAMS
DO BETTER IN SCHOOL.
WE ALSO KNOW THAT PARTICULARLY FOR CHILDREN
AT RISK -- THESE PROGRAMS CAN BE THE DIFFERENCE
BETWEEN LIVES OF ACCOMPLISHMENT, AND LIVES OF
HOPELESSNESS AND FAILURE. AND FOR PARENTS, THEY
CAN BE THE DIFFERENCE BETWEEN HAVING PEACE OF MIND
-- AND WORRYING ABOUT THE WELL BEING OF THEIR
CHILDREN.
7
TODAY, WE WILL HEAR ABOUT THE ADMINISTRATION'S
PROPOSALS TO DRAMATICALLY EXPAND AFTER SCHOOL
PROGRAMS AROUND THE COUNTRY -- BY BUILDING ON THE
SUCCESSES OF THE ADMINISTRATION'S 21ST CENTURY
COMMUNITY LEARNING CENTER PROGRAM.
IT'S NOW MY GREAT PLEASURE TO INTRODUCE ONE OF
AMERICA'S MOST TIRELESS ADVOCATES ON BEHALF OF
OUR CHILDREN. NO ONE KNOWS MORE ABOUT HOW
IMPORTANT IT IS TO INVOLVE PARENTS IN THE EDUCATION
OF THEIR CHILDREN. AND NO ONE IS MORE COMMITTED TO
ENSURING AMERICA'S YOUNG PEOPLE THRIVE IN SCHOOL --
AND AFTER SCHOOL -- SECRETARY RILEY.
8
Clinton Presidential Records
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This marker identifies the place of a tabbed divider. Given our
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indicated below.
9/17/97: CHARTER SCHOOLS
EVENT
Divider Title:
'97 SEP 17 PM10:05
THE WHITE HOUSE
WASHINGTON
September 17, 1997
CHARTER SCHOOLS EVENT
DATE:
September 20, 1997
LOCATION:
San Carlos Charter Learning Center
BRIEFING TIME: 9:30 am - 10:00 am
EVENT TIME:
10:30 am - 11:50 am
FROM:
Bruce Reed
I.
PURPOSE
To demonstrate your commitment to charter schools and highlight the success charter schools
are having throughout the state of California. This is an opportunity to reiterate your veto
threat made public in your weekly radio address just hours before this event, and urge
Congress to continue funding for charter schools and other education initiatives.
II.
BACKGROUND
1
You will participate in a round table discussion with charter school administrators, teachers,
parents, and students from six charter schools in California. The event will take place on the
fifth anniversary of the nation's second charter school law, which passed with bipartisan
support and was signed by Governor Wilson on September 20, 1992. The San Carlos Charter
Learning Center was the first school in the state to receive a charter. This will be your
second visit to a charter school as President. Two years ago you visited the O'Farrell
Community Charter School in San Diego.
In your opening remarks, you will be announcing $40 million in new and continuing grants
for charter schools. California will be receiving $3,399,959. The grants will be used primarily
for planning and start-up costs. They can also be used for curriculum development, teacher
training, technology, assessment development, and dissemination of best practices between
charters and the rest of the public school system. Earlier this summer, $6 million in charter
school grants were also released.
When you first took office there was only one charter school in the nation, and only two
states had enacted charter school laws Minnesota and California. As a result of your
leadership, there are now approximately 700 charter schools open this fall, and a total of 29
states and D.C. that have charter school laws.
In 1994, you signed into law the first federal charter schools program as part of the
reauthorization of the Elementary and Secondary Education Act. The program has grown
from $6 million in FY 1995 to $51 million in FY 1997. In your FY98 budget proposal, you
requested $100 million to support the development of approximately 900-1000 charter
schools.
As you know, the Gorton Amendment, which recently passed the senate, would block grant
the charter schools program and eliminate targeted support for charter schools. Today,
Congressman Hoekstra pulled the House version of the Gorton Amendment off the floor, and
the issue will now need to be addressed in conference.
The Gorton Amendment would also block grant education technology grants, such as those
released last week by the Department of Education. The Department announced the award
of $18.5 million for 19 new education technology grants in 14 states -- including grants to
four partnerships in California.
Two years ago this week, you met with information industry leaders in San Francisco to
launch your education technology initiative and announce your commitment to connect every
classroom to the Internet by the year 2000. At this event you challenged information industry
leaders to help meet this goal. Oracle CEO Larry Ellison, who will participate in this round
table, attended this meeting and has since made a commitment to contribute $100 million to
this cause. Just two days before your visit, Oracle will hold an event in Los Angeles to
announce that it will furnish the 100 poorest schools in Los Angeles with computers in every
classroom.
Currently 65% of schools are connected to the Internet, which is almost double to the number
of schools connected in 1994. The number of classrooms have quadrupled in this time
period. In addition, the FCC has now approved the e-rate, which will provide $2.25 billion
a year beginning next January to help ensure that every classroom and library will be
connected to the Internet.
III.
PARTICIPANTS
- Representative Anna Eshoo
- Don Shalvey, Superintendent, San Carlos School District
- Elise Darwish, Principal, San Carlos Charter Learning Center
- Sue Bragato, Parent and Founder of the San Carlos Charter Learning Center, and Executive
Director of the California Network of Educational Charters
- Gregory Miller, Student, San Carlos Charter Learning Center
- Larry Ellison, Chairman and CEO, Oracle Corporation
- Yvonne Chan, Principal, Vaughn Next Century Learning Center, San Fernando
(*She previously participated in the Family Conference.)
- Mark Kushner, Principal, Leadership High School, San Francisco
- Jose Maya, Student, Leadership High School
- Jonathan Williams, Founder and Principal, Accelerated Charter School, South Central, L.A.
- Betty Soto, Parent, Accelerated Charter School
- Ginger Hovenic, Teacher, Clear View Elementary School, San Diego.
- Tom Ruiz, Teacher/Founder, International Studies Charter School, San Francisco
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
- You will be announced onto the stage accompanied by the First Lady, Superintendent Don
Shalvey, and School Principal Elise Darwish.
- Principal Elise Darwish will make welcoming remarks and introduce the First Lady.
- The First Lady will make remarks and introduce Superintendent Don Shalvey.
- Don Shalvey will make remarks and introduce you.
- You will make remarks.
- At the conclusion of your remarks you will take your seat at the round table. All other
participants will already be seated.
- Superintendent Don Shalvey will make brief opening remarks and serve as the moderator
for the discussion.
- Each participant seated at table will make brief remarks and you and the First Lady will have
an opportunity to ask follow up questions to each of them. (See attachment for sequence
of speakers and suggested follow up questions.)
VI. REMARKS
Remarks provided by Speechwriting.
LEXIS®-NEXIS®
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Copyright 1997 The Hearst Corporation
The San Francisco Examiner
View Related Topics
September 21, 1997, Sunday; Fifth Edition
SECTION: NEWS; Pg. A-12
LENGTH: 1385 words
HEADLINE: Clintons tout charter schools in San Carlos;
After dropping Chelsea off, they focus on education and fund-raisers
SOURCE: OF THE EXAMINER STAFF
BYLINE: JULIAN GUTHRIE
DATELINE: SAN CARLOS
BODY:
Using the state's first independent public school as a backdrop, President Clinton pledged $ 40 million
Saturday to establish similar charter schools nationwide, with $ 3.4 million going to California.
Although the day began in San Carlos with a promise of more money for public schools, it ended as a
lucrative, high-profile jaunt for the president and first lady, who raked in an estimated $1 million from
three Democratic Party fund-raisers.
"I want to keep working on education until every school in the nation is like this San Carlos charter
school," Clinton said at a two-hour round-table held in the gymnasium of the San Carlos Charter
Learning Center, opened in September 1994.
Describing charter schools as a place where "red tape is low and expectations are high," Clinton affirmed
his commitment to establish at least 3,000 charter schools by 2000. Charter schools are tuition-free and
publicly funded but not bound by the state's education code.
In addition to the $ 40 million grant, which comes from the U.S. Department of Education, Clinton has
proposed doubling federal funding for them to $ 100 million in 1998.
First lady Hillary Rodham Clinton, also championing independent public schools as "test kitchens" for
educational reform, took the opportunity to share with the crowd sentimental asides.
"We are delighted to be here," she said to the assembled parents, educators and business, sitting in the
gymnasium. "As you know, we just dropped our daughter off at Stanford and we are looking for any
kind of diversion."
The Clintons recalled how they had spent a "bittersweet" day at Stanford, moving Chelsea into her dorm,
meeting other parents, attending the convocation and an all-school dinner.
Throughout Saturday, both the president and first lady acted very much like the first mom and first dad,
talking frequently about the "empty nest" and the "need for diversions."
Fortunately, the first couple had scheduled one diversion after the other, beginning early Saturday with
the education forum, followed by three back-to-back fund-raisers before they were scheduled to depart
on Air Force One from the San Francisco airport late in the day.
At the San Carlos gathering, President Clinton, dressed in a dark suit and tie and looking especially
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ruddy complexioned, as though he'd forgotten to wear sunscreen the day before, listened intently as
educators, business leaders and students spoke of the merits of charter schools.
Oracle Corporation CEO Larry Ellison, part of the round-table, announced that his company would
provide $ 100million worth of network computers to the 100 poorest schools in California over 18
months.
Rep. Anna Eshoo, D-Atherton, said charter schools are one part of the process of turning the nation's
schools around. Eshoo said, "We need to overhaul a system that needs help and we can do that by
making a difference community by community."
Don Shalvey, superintendent of the San Carlos School District, said charter schools not only provide
students with personalized learning, they also give parents a variety of philosophies and curricula from
which to choose.
"This is a laboratory to study potential educational innovations," Shalvey said. "We have flexible
staffing, scheduling and kids have personalized learning plans."
An especially strong component of the San Carlos Charter, which opened in 1994 with 85 students and
now has 139 children in kindergarten through eighth grade, is the commitment from parents to volunteer
at least 80 hours a year.
An estimated 770 charter schools are operating in the United States, with 128 in California serving
53,000 students. Minnesota was first to establish a charter school in 1991, followed by California.
President Clinton recounted that when he took office, there was one charter school in operation and only
two states with a charter law, compared with today's figure of 29 states and the District of Columbia.
Clinton's push to double funding for charter schools has been threatened by the Gorton Amendment,
passed in the Senate by a margin of 51 to 49, which would eliminate the present charter school funding
program and turn it into a block grant. Every state would get a block of money, regardless of whether a
charter school is proposed.
"If this provision makes it into a final bill, I will veto it," Clinton said of the Gorton Amendment.
The first lady echoed her husband's ardent commitment to independent public schools, saying, "Charters
should not be seen as a threat to public education. What the President wants is for every school to act
like a charter school."
This was good news to the kids, families and teachers who had gathered inside and around the school.
Alicia DeSantiago, who teaches a mixed-grade class with 19 kindergarten and first-grade students, said
she appreciates the school because of parental support, and because of the freedom she has to reshape
class curriculum.
"We have parents who are Stanford Ph.D.s who come in and teach math, DeSantiago said. "We have
parents who work in Silicon Valley and teach kids about designing their own software games."
Another kindergarten-first grade teacher, Margie Manor, said she is impressed by the school's
personalized learning plans, in which individualized academic goals are set for each student based on
strengths and weaknesses.
From the hot, suburban streets of San Carlos, the president and first lady were driven directly to swanky
Postrio restaurant in San Francisco for a Democratic National Committee business council lunch.
An estimated 80 people paid $ 10,000 a head to break focaccia with Bill and Hillary.
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Seated in the lower level of the flower-filled room, surrounded by a phalanx of Secret Service agents,
dozens of waiters and a covey of White House handlers, the attendees included former state Sen. Art
Torres, the head of the California Democratic Party; Mayor Brown; San Francisco Supervisor Gavin
Newsom; and Democratic National Committee activist Alicia Wang.
Sitting to Clinton's right was Susie Tompkins Buell, founder of Esprit and a wealthy Democratic
contributor.
President Clinton, referring to leaving Chelsea at Stanford, said, "I think I came here 30 times in my first
term. I don't know if I can come here any more than that."
Laughing and looking in the direction of Mayor Brown, he added, "IfI did, he'll have me paying taxes in
San Francisco."
From there, the president talked on an eclectic array of subjects, ranging from education to the expansion
of NATO.
He also quoted from scripture, saying, "Where there is no vision, people perish," and went on to praise
three world leaders who have exhibited political prescience, Russian President Boris Yeltsin, Israel's
slain Prime Minister Yitzhak Rabin and South African President Nelson Mandela.
"As we look to the future, this isn't the time for America to sit on our laurels," he said. "No change will
occur unless we imagine it."
After more philosophical musings, it was time for the first couple, who had been running 30 minutes late
for everything, to move on.
The Clintons paid a visit to a meeting of the Saxophone Club, a nationwide group of young Democrats,
at the Fairmont Hotel. A couple of hundred people paid $ 125 each for a chance to see the president,
who vowed to work hard, through the last hour of the last day of his presidency.
"I love the Saxophone Club," he said. "It gives people without a lot of money a chance to participate
I want this country to be a place where everybody who will work for it will have a chance to live their
dreams."
The president made an unplanned stop at the house of comedian Robin Williams to celebrate the
birthday of his 75-year-old mother, Laurie Williams.
Then he headed to the Seacliff mansion of 32-year-old Halsey Minor, founder and CEO of CNET.
About 30 people attended the dinner, including Apple founder Steven Jobs and Sen. John Kerry,
D-Mass., paying up to $ 50,000 each. The president said he wanted to talk about the future of technology
in the country.
"Hillary and I are trying to get used to our first 48 hours of the empty nest syndrome," Clinton told the
crowd. "So we found the youngest couple we could to host this dinner."
GRAPHIC: PHOTO (EXAMINER / CHRISTINA KOCI HERNANDEZ)
Caption 1, The Clintons react on learning that San Carlos Charter Learning Center Principal Elise
Darwish, right, gave birth to a daughter just 11 days ago.
LANGUAGE: English
LOAD-DATE: September 22, 1997
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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.
10-1-97 Quantico
Child Care Event
Divider Title:
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
FINAL
MIAMI, FL/QUANTICO, VA/WASHINGTON, D.C.
MIAMI
JIM LOFTUS
RM#800
LEAD ADVANCE:
BILTMORE HOTEL
305/445-1926
PHONE
305/913-3159
FAX
202/757-9207
CELL PHONE
SITE ADVANCE:
CHRIS WAYNE
RM#330
202/395-1608
CELL PHONE
MWITU NDUGU
RM#1104
202/395-2103
CELL
PRESS LEAD:
SHARON KENNEDY-GILL RM#1203
RON ADVANCE:
BEN METSCH
QUANTICO
LEAD ADVANCE:
SARAH FARNSWORTH
202/387-3768
HOME
SITE ADVANCE:
WENDY ARENDS
202/518-8209
HOME
TRACY OLMSTEAD
PRESS ADVANCE:
BEN AUSTIN
202/223-5220
HOME
SCHEDULER:
JAYCEE PRIBULSKY
202/456-2922
OFFICE
202/456-5340
FAX
202/544-4123
HOME
WHCA PAGER
#4797
PREV RON
Biltmore Hotel
Miami, FL
**BAGGAGE CALL WILL BE AT 9:00AM OUTSIDE KIM WIDDESS' ROOM**
9:00am
DEPART Biltmore Hotel
EN ROUTE Children's Center at Baptist Hospital
[drive time: 35 minutes]
9:35am
ARRIVE Children's Center at Baptist Hospital
Greeters:
-Cory Gold, Executive Director, Children's Center at Baptist
Hospital
-Ms. Jo Baxter, Corporate Vice President of Marketing, Baptist
Hospital
-Phyllis Oeters-Pena, Director of Government and Corporate
Relations, Baptist Hospital
-Alex Pinelas, Mayor of Miami
9:40am-
TOUR OF CHILDREN'S CENTER AT BAPTIST HOSPITAL
9:55am
Children's Center at Baptist Hospital
8900 North Kendall Drive
Miami, FL
HRC Hold: Director's Office
Phone: 305/596-1960 ext. 6961
Fax: 305/273-2452 273-2500
OPEN PRESS (FOR THE SECOND CLASSROOM)
--
The First Lady, accompanied by Cory Gold
Jo Baxter, and Alex Pinelas, tours the infant
classroom.
CLOSED PRESS
-- The First Lady, accompanied by Cory Gold,
Jo Baxter, and Alex Pinelas, tours the pre-
school classroom where children perform a
song.
OPEN PRESS
- -
The First Lady, accompanied by Cory Gold,
Jo Baxter, and Alex Pinelas, tours the
toddler classroom.
CLOSED PRESS
PARTICIPANTS: Approx. 20 children in each
classroom.
9:55am
DEPART The Children's Center
EN ROUTE The Baptist Hospital
[drive time: 5 minutes]
10:00am
ARRIVE The Baptist Hospital
PROCEED to the Third Floor
Greeters:
-Fred Messing, CEO, Baptist Hospital
-Phyllis Oeters-Pena, Director of Government and Corporate
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 3
Relations
10:00am-
MEET AND GREET w/ Hospital VIPS
10:05am
Executive Offices
HRC Hold: Conference Room
Phone: 305/273-2500
Fax: 305/273-2452
CLOSED PRESS
PROGRAM:
-- The First Lady will greet guests from left to
right in a photo receiving line.
PARTICIPANTS: Approx. 10 people to attend.
10:10am-
CHILD CARE ROUNDTABLE DISCUSSION
11:10am
Auditorium, Children's Center at Baptist Hospital
8900 North Kendall Drive
Miami, FL
HRC Hold: Conference Room
Phone: 305/273-2500
Fax: 305/273-2452
OPEN PRESS
PROGRAM:
-- Joe Chapman delivers welcoming remarks and
introduces the participants.
-- The First Lady delivers brief welcoming
remarks.
-- An open roundtable discussion focusing on
corporate responsibility follows.
NOTE: Joe Chapman will moderate the
discussion.
NOTE: Mayor Pinelas will observe the
discussion.
PARTICIPANTS: Approx. 10 people will participate.
11:15am
DEPART Children's Center at Baptist Hospital
EN ROUTE Miami International Airport
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 4
[drive time: 40 minutes]
11:55am
ARRIVE Miami International Airport
12:00pm
WHEELS UP Miami, FL
Miami International Airport
FBO: Signature Flight Support
Phone: 305/526-6344
Fax: 305/871-1696
CLOSED PRESS
FLIGHT TIME: 2 HOURS 5 MINUTES (NC)
MEAL: LUNCH
2:05pm
WHEELS DOWN Manassas Regional Airport/Harry P.
Davis Field
FBO: Falconhead
Phone: 703/361-7267
Fax: 703/361-4413
CLOSED PRESS/CLOSED PUBLIC
2:15pm
DEPART Manassas Regional Airport/Harry P.
Davis Field
EN ROUTE Quantico Military Base
[drive time: 50 minutes]
3:05pm
ARRIVE Quantico Military Base, Gate Four
Greeters (at the Child Care Development Center) :
-Brigadier General Frances Wilson, Commanding Officer, Quantico
-Judy Rhodes, spouse, Marine Commandant, Quantico
-Sandy Gojekian, Quantico Child Development Programs
Administrator
-Lt. Colonel Frank Pote, Principle Deputy Staff Officer for Child
Development Programs
-Dr. John Hamre, Deputy Secretary of Defense
-Mrs. Julie Hamre
-Rudy de Leon, Under Secretary of Defense for Personnel and
Readiness
-Mrs. Carolyn Shelton, spouse, General Shelton, incoming Joint
Chiefs of Staff
-General Richard Neal, Assistant Commandant of the Marine Corps
-Mrs. Zandy Krulak, spouse, Commandant of the Marine Corps
-Mrs. Margaret Dalton, spouse, Secretary of the Navy
-Sandy Riordan, Director, Day Care Center
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 5
3:15pm-
VISIT TO CHILD CARE DEVELOPMENT CENTER
3:35pm
Pre-Toddler Room, Child Care Development Center
Quantico Military Base
HRC Hold: Roberta Simpson's Office
Phone: 703/784-4322 ext. 223
Fax: n/a
CLOSED PRESS
PROGRAM:
-- The First Lady, accompanied by Sandy
Riordan, Dr. John Hamre, Rudy de Leon,
Mrs. Carolyn Shelton, General Richard
Neal, Zandy Krulak, Margaret Dalton,
and Julie Hamre will tour Room 204.
-- The First Lady, accompanied by Sandy
Riordan, Dr. John Hamre, Rudy de Leon,
Mrs. Carolyn Shelton, General Richard
Neal, Zandy Krulak, Margaret Dalton, and
Julie Hamre will proceed outside to the
playground to visit with the pre-toddlers.
--
The First Lady, accompanied by Sandy
Riordan, Dr. John Hamre, Rudy de Leon,
Mrs. Carolyn Shelton, General Richard
Neal, Zandy Krulak, Margaret Dalton
and Julie Hamre will tour room 121, the pre-
toddler classroom.
PARTICIPANTS: Approx. 5-10 children in each area.
3:35pm
DEPART Child Care Development Center
EN ROUTE Russell Elementary School
[drive time: 5 minutes]
3:40pm
ARRIVE Russell Elementary School
Greeters:
-Samuel Bedford, Principal, Russell Elementary Schools
-Brenda McFerrin, Marine Corps Base SAC Coordinator
-Mrs. Lawanna Mangleburg, Superintendent of VA department of
Defense School Systems
-Dr. Linda Renz, Special Assistant for DOD Domestic Dependent
Elementary and Secondary Schools and Panama/Cuba DOD
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 6
Education Activity
-Carolyn Becraft, Deputy Assistant Secretary of Defense for
Personnel, Support, Families and Education
3:45pm-
VISIT TO RUSSELL ELEMENTARY AFTER-SCHOOL PROGRAM
3:55pm
Multi-Purpose Room A, Russell Elementary
School
Quantico Military Base
HRC Hold: Mrs. Byrd's Office
Phone: 703/221-4161 ext. 226
Fax: n/a
OPEN PRESS
PROGRAM:
--
The First Lady, accompanied by Brenda
McFerrin, Dr. John Hamre, Rudy de Leon,
Mrs. Carolyn Shelton, General Richard
Neal, Zandy Krulak, Margaret Dalton,
and Julie Hamre will tour the Russell
Elementary After-School Program.
NOTE: The children will be working on the
following arts and crafts projects:
Beads, Sock Dogs, Masks, and Woodworking.
NOTE: The First Lady will have an opportunity
to sit down with the children working on the
arts and crafts projects.
PARTICIPANTS: Approx. 30 children will be present.
CONTACT:
Lt. Col. Frank Pote
703/784-2354
NOTE: The First Lady will walk directly into the Multi-Purpose
Room B.
4:00pm-
ROUNDTABLE DISCUSSION
5:00pm
Multi-Purpose Room B, Russell Elementary
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 7
School
Quantico Military Base
HRC Hold: Mrs. Byrd's Office
Phone: 703/221-4161 ext. 226
Fax: n/a
OPEN PRESS
PROGRAM:
--
Dr. John Hamre delivers welcoming remarks.
- -
Each one of the Roundtable Discussion
participants introduces themselves.
--
The First Lady delivers opening remarks.
--
Upon conclusion of the First Lady's remarks,
Dr. Hamre introduces Rudy de Leon and
Carolyn Becraft to deliver brief remarks on
the overall DOD Child Care System.
- -
Upon conclusion of their remarks, Rudy de
Leon introduces Lt. Col. Pote to open the
discussion on the Quantico Child Care
program.
--
The parents representatives and child care
providers provide brief observations on the
program.
--
The participants participate in an open
discussion.
NOTE: Carolyn Becraft and Lt. Col. Frank Pote
will co-moderate the discussion.
--
Upon conclusion of the discussion, the First
Lady poses for a group photo with the
discussion participants and departs.
PARTICIPANTS: Approx. 10 people to participate in
the discussion. (Pls. see briefing book for the
complete list)
5:15pm
DEPART Russell Elementary School
EN ROUTE LeJeune Building
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 8
[drive time: 10 minutes]
5:25pm
ARRIVE LeJeune Building, Catlin Avenue Entrance
Greeters:
-Brigadier General Frances Wilson, Commanding Officer, Quantico
-General Richard Neal, Assistant Commandant of the Marine Corps
5:25pm-
DEPARTURE RALLY
5:45pm
Stage in Front of the LeJeune Building
Quantico Military Base
HRC Hold: Officer of Director of Logistics
Room 117
Phone: 703/784-2599
Fax: 703/784-2974
OPEN PRESS
NOTE: The First Lady will hold briefly upon arrival at the
LeJeune Building.
PROGRAM:
-- The First Lady, accompanied by General
Richard Neal, Brigadier General Frances
Wilson and Dr. John Hamre, proceeds to the
stage.
--
General Richard Neal delivers brief remarks
and introduces the First Lady.
--
The First Lady delivers brief remarks.
- -
Upon conclusion of remarks, the First Lady
exits stage right and works a ropeline from
right to left.
NOTE: The families of the Quantico staff
working on the event are the first group of
people in the ropeline.
NOTE: The First Lady will pose for a photo
with the Quantico Marine Corps Band on
departure.
PARTICIPANTS: Approx. 300 people to attend.
5:50pm
DEPART Quantico Military Base
EN ROUTE The White House
SCHEDULE FOR HILLARY RODHAM CLINTON
WEDNESDAY, OCTOBER 1, 1997
PAGE 9
[drive time: 1 hour]
6:50pm
ARRIVE The White House
RON
The White House
WEATHER FORECAST FOR MIAMI, FL
-Partly cloudy. Chance of thunderstorms. Highs in the 80s.
Lows in the 70s.
WEATHER FORECAST FOR WASHINGTON, D.C.:
-Mostly sunny. Wind north-northwest at 5 to 12 knots. Low 55.
High 70.
September 30, 1997
QUANTICO CHILD CARE EVENT
DATE:
Wednesday, October 1
TIME:
3:15 pm - 5:45 pm
LOCATION:
Marine Corps Base
Quantico, VA
FROM:
Brenda Costello
I.
PURPOSE
To visit the Child Care Development Center at Quantico Marine Corps Base,
highlighting the Department of Defense model Child Care program and the upcoming
White House Conference on Child Care.
II.
BACKGROUND
Wednesday's event at Quantico Marine Corps Base is a four-tier event, consisting of a
tour of both the Child Development Center and After-School program, a roundtable
discussion, and a rally with Base personnel on departure.
Child Development Center
You will tour several rooms in the center (CDC), accompanied by Sandy Riordan,
Director of the Child Care Center, Dr. John Hamry, Assistant Secretary of Defense, Mrs.
Carolyn Shelton, spouse of General Shelton, and Rudy de Leon, Under Secretary of
Defense for Personnel and Readiness. Approximately 5 children will be in the rooms.
After-school program/Russell Elementary school
Your next stop will be at the Russell Elementary School, one of three Department of
Defense Domestic Elementary and Secondary Schools located on base, to view the
School-Age Care (SAC) program. Again you will be joined by Dr. John Hamry, Carolyn
Shelton, and Rudy de Leon, as well as Brenda McFerrin, Marine Corps Base SAC
Coordinator. Approximately 30 children, ages 6-12 will be working on arts and crafts
projects.
Roundtable Discussion
The purpose of the Roundtable discussion is to highlight a successful child care
program. Participants in the discussion are ten parents, child care providers, and
Department of Defense representatives. Lt. Col. Frank Pote and Carolyn Becraft,
Deputy Assistant Secretary of Defense - Personnel Support, Families and Education will
co-moderate the discussion. The discussion will take place in the Multi -Purpose Room
of the Russell Elementary School.
Rally
After the tour and discussion you will proceed to a Departure Rally. General Richard
Neal, Assistant Commandant of the Marine Corps will open the rally. Approximately
300 base personnel in addition to the Marine Corps Band are expected. You will be
presented with a gift as you're introduced. Following your remarks you will work a
ropeline and pose for a photo with the Quantico Marine Band.
See attached background on the Military Child Care program.
III.
PARTICIPANTS
-The First Lady
-Sandy Riordan, Director of the Child Care Center
-Rudy de Leon, Under Secretary of Defense for Personnel and Readiness-
-Dr. John Hamry, Assistant Secretary of Defense
-Mrs. Carolyn Shelton, spouse of General Shelton
-Brenda McFerrin, Marine Corps Base SAC Coordinator
-Lt. Col. Frank Pote
-Carolyn Becraft, Deputy Assistant Secretary of Defense - Personnel Support, Families
and Education
-10 Roundtable participants (see bios attached)
IV.
SEQUENCE OF EVENTS
-See final schedule.
V.
PRESS
Child Development Center:
Pool press.
After-school program:
Open press.
Roundtable Discussion:
Open press
Rally:
Open press.
VI.
REMARKS
Talking points provided by David Shipley.
09/28/97 14:38
003
Sandra K. Riordan
Director
Quantico Child Development Center
Mrs. Riordan is the Director of the Quantico Child Development Center. She has eight years of
experience working at the Quantico Marine Corps Base in the field of child care. Prior to her
appointment as the CDC Director, she held the position of Family Child Care Director.
Mrs. Riordan has 30 years experience in working with children. Upon graduation from Mary
Washington College in 1965, she was employed for five years as a Child Welfare Worker. Mrs.
Riordan worked in preschools and directed her own preschool while her own children were
young.
Mrs. Riordan was born and raised on a farm in South Central Virginia. She is married to a
retired Marine Officer and the mother of four children.
She currently resides in Dumfries, Virginia.
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
003. bio
re: Staff Sgt LeRoy Head, Jr. [partial] (1 page)
09/26/1997
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
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.
Sep-26-97 02:06P
P.10
[003]
Staff Sgt LeRoy Head. Jr. is currently assigned to Brig Co., Security Bn, Quantico, VA. He was
born
(b)(6)
and graduated from Brooks Co. High School in 1984. He
joineu the the USMC in April 1987 and attended Boot Camp at Parris Island, SC. Upon
graduation. he attended Military Police/Corrections School at Lackland AFC, TX. He was then
assigned to Corrections Bn, Camp Pendleton, CA in October 1985. In May 1988 he was assigned
to the American Embassy Port of Spain, Trinidad as a Marine Security Guard. From there he was
assigned to the American Embassy Belgrade and on to the American Embassy Buenos Aires,
Argentina. Since returning to the States he has been to Camp Pendleton, CA, Charleston, SC and
Quantico, Va. Presently he is a single parent with two daughters, LeAndra (4) and Tylan (2).
Please let me know if this is acceptable. R/Capt Ross
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
004. bio
re: Staff Sgt LeRoy Head, Jr. [partial] (1 page)
09/26/1997
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
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.
Sep-26-97 02:06P
P.10
Staff Sgt LeRov Head Ir is currently assigned to Brig Co., Security Bn, Quantico, VA. He was
[004]
born
(b)(6)
and graduated from Brooks Co. High School in 1984. He
joined the the USMC in April 1987 and attended Boot Camp at Parris Island, SC. Upon
graduation. he attended Military Police/Corrections School at Lackland AFC, TX. He was then
assigned to Corrections Bn, Camp Pendleton, CA in October 1985. In May 1988 he was assigned
to the American Embassy Port of Spain, Trinidad as a Marine Security Guard. From there he was
assigned to the American Embassy Belgrade and on to the American Embassy Buenos Aires,
Argentina. Since returning to the States he has been to Camp Pendleton, CA, Charleston, SC and
Quantico, Va. Presently he is a single parent with two daughters, LeAndra (4) and Tylan (2).
Please let me know if this is acceptable. R/Capt Ross
09/28/97
14:41
V
010
BRENDA S. MCFERRIN
SCHOOL AGE COORDINATOR
QUANTICO CHILD DEVELOPMENT CENTER
Employed at the Child Development Center for 6 years, working with children ages 5
years to 12 years old. Responsibilities include work schedule for the staff, coordinating
field trips and summer camp. Keeps in direct contact with parents on the development of
their children.
- experience of nine years working with children.
- completed two sets of child development modules
She has been married for 22 years to a retired Marine, Daniel McFerrin.. She has two
daughters, Melonee, who is 22 years old and a graduate of University ci Virginia and
Danielle who is 18 years old and in her freshman year at James Madison University.
She resides in Middleburg, Virginia.
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
005. bio
re: Captain Sylvia D. Ross [partial] (1 page)
n.d.
b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Melanne Verveer
OA/Box Number: 19008
FOLDER TITLE:
Education #5 [Binder] [2]
2013-0534-S
rc1454
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.
Captain Sylvia D. Ross, USMC, is currently assigned to Judge Advocate
Division, Military Law Branch, Headquarters Marine Corps, Washington, D. C.
[005]
Born on
(b)(6)
Captain Ross is a 1988
graduate of the California State University, Hayward, with a Bachelor of Arts
in Political Science. She received her Juris Doctor degree from Nova
Southeastern University School of Law in May 1991. She is a member of the
Pennsylvania Bar. Captain Ross attended Officer Candidate School and upon
graduation from OCS was commissioned as a Second Lieutenant in the Marine
Corps in August 1989.
In October 1992, after completing The Basic School and Naval Justice School,
Captain Ross was initially assigned as a Defense Counsel at the Legal
Services Support Section, 2d Force Service Support Group, Camp Lejeune, North
Carolina. In October 1993, she was assigned as a Legal Assistance Attorney
in the Consolidated Legal Assistance Office. As Counsel, she provided legal
advice and representation to servicemembers and their families in the areas
of family law, wills and estates, consumer law, landlord tenant relations,
powers of attorney, civilian criminal law, and contracts. In October 1994,
she was assigned as the Officer-In-Charge of the Marine Corps Base Tax
Center. During her tour at Camp Lejeune, Captain Ross was assigned as the
attorney representative to Family Services Center Case Review Committee,
where she provided legal input in family child and spouse abuse cases.
Captain Ross reported to the Office of the Staff Judge Advocate, Marine Corps
Base Quantico in August 1995 to work as the Labor Law attorney. In November,
1995, Captain Ross was selected to take over officer misconduct reporting and
the Commandant of the Marine Corps newly established adverse information
screening program for officer promotions. As such, she was reassigned to
Judge Advocate Division, Military Law Branch, Headquarters Marine Corps,
Washington D.C. During this current tour she again serves as an attorney
representative to the Family Services Center Case Review Committee.
Captain Ross is married to Major Donald M. Ross, USMC. They have one son,
Tucker MacDonald Ross, who is three years old.
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.
10/6/97: MALCOLM X
ELEMENTARLY SCHOOL VISIT
AND SALLIE MAE ANNOUNCEMENT
Divider Title:
October 6, 1997
MALCOLM X ELEMENTARY SCHOOL VISIT AND
SALLIE MAE ANNOUNCEMENT
DATE:
Tuesday, October 7
TIME:
12:50 PM - 1:55 PM
LOCATION:
Malcolm X Elementary School
Washington, D.C.
FROM:
Brenda Costello
I.
PURPOSE
To briefly tour the Malcolm X Elementary School and deliver remarks at the
announcement of Sallie Mae funds to the D.C. Schools.
II.
BACKGROUND
Tuesday's two-tier event will announce the allocation of $42.5 million to DC Public
Schools as a result of the privatization of Sallie Mae. The event will also highlight how
such funding will help schools like Malcolm X, which, despite their successes, are in
need of repairs.
Sallie Mae Privatization
Almost exactly one year ago, Congress passed and the President signed (9/30/96)
legislation authorizing the restructuring of the Student Loan Marketing Association or
"Sallie Mae", the country's largest source of funding for student loans, as a fully
private, state-chartered corporation. As the first Government agency to privatize,
Sallie Mae credits the Clinton Administration for creating the momentum to privatize
the company after a decade-long struggle to do so.
Under the legislation, funding generated from this to be used to "finance public
elementary and secondary school facility construction and repairs in D.C. or to carry
out the D.C. School reform Act of 1996". The law directed Sallie Mae to pay $5 million
as compensation for the right to continue using the name Sallie Mae and additionally
required Sallie Mae to issue to the Control Board stock warrants that equal one percent
of the outstanding shares, as of a specified date. The proceeds from the sale of stock
warrants total $37.5 million, for a total of $42.5 million to the Control Board. (see
legislation attached).
DC Schools and Sallie Mae Funding
Funding from Sallie Mae will be used for both reform efforts and repairs in DC schools,
with reform focusing on three areas: technology, literacy, and research-based strategies
for reforming individual schools (ie., Success for All). The funding will be made
available to the DC Schools from the DC Financial Control Board.
The DC School Reform Act addresses a variety of issues including the following
requirements: developing a long-term academic reform plan, implementing of content
standards in core academic subjects, having district-wide assessments aligned with
DC's content standards and core curriculum, having family resource centers that link
students and families to local resources in child care, adult education, health and social
services, job training etc., ending social promotions, and establishing the public charter
schools.
As you may recall, earlier this year the privatization of Connie Lee resulted in the DC
Control Board receiving over $18 million to pay solely for construction and renovation
of public elementary and secondary schools. You participated in the announcement of
this funding at Ketchum Elementary School in March. These funds were part of
approximately $50 million used this summer to fund repair and replacement of more
than 50 leaky roofs.
Malcolm X Elementary School
Malcolm X Elementary School is a neighborhood elementary school located in
Anacostia serving a predominantly African American population. Total enrollment this
year is 814 students in nursery school (Head Start) through grade 6, one of the largest
public elementary schools in the District. Approximately 92 percent of students
received AFDC support last year, and 95 percent received free-or-reduced-cost lunches.
The attendance rates at Malcolm X Elementary in 1995 was 91.4 percent and the
promotion rate was 91 percent. 1996 third grade CTBS scores were above both the
national and Washington, DC average for language and science. For mathematics,
scores were above the national average but below the DC average, while reading scores
matched the DC mean, but were lower than the national average.
Malcolm X Elementary has three special programs with federal funding -- an after
school learning center, a program to ensure Chapter 1 students are serviced effectively,
and a child care and recreation center for two and three year olds.
Currently the school has 16 partners-in-education who work with the school in the
areas of student tutoring, technology enhancement, achievement and mentoring.
Defense Intelligence Agency volunteers visit the school two-three days weekly to tutor
students (both civilian and military staff). They also provide computers and technical
assistance, and offer assistance at Christmas for needy families and host an annual party
for younger kids. The GWAC - Greater Wash Area Council of Female Lawyers mentor 5th
and 6th grade female students with weekly tutoring, take your daughters to work,
cultural/arts programs, and recreational activities. The WDCU radio provides male
mentoring and tutoring.
The Kennedy Center partnership provides teacher training for Art classes and literacy
initiatives. Their Artist -in-residence program actually sends artists to the school and
allows students to visit the Center for shows. This two-year old program also supports
the school with a "Family Series" on Saturdays and weekends, where the KC invites the
whole family to see shows at no charge.
The Parent Training Center or "Invest Lab" (as in, invest in your future) invites parents
in to work on educational skills in preparation for the GED and other life skills, and also
serves as a daily lab for students. This well used center has been open for six years and
is free to parents. A welfare reform training program, open for the last year, is offered
weekly at the center to parents with children enrolled at the school.
The Science Room you will visit, currently not used for anything, will be converted
into a world-class science lab, according to Principal Pannell. A new science teacher is
expected to start soon.
Format
Upon arrival at the school, you will briefly tour two rooms, accompanied by Sallie Mae
and D.C. officials. The Parent Training Center will be the first site, guided by teachers
Brenda Richardson and Eleanor King. Approximately 16 parents, students and teachers
will be in the room.
Next you will tour the Science Room, led by Principal John Pannell and view the
repairs needed in the room. You will be accompanied by the same group.
The announcement of Sallie Mae funding for D.C. Schools will take place in the Multi-
purpose Room, where a short speaking program will be led by Principal Pannell. You
will be introduced by Krystal Giles, a student at Malcolm X Elementary.
Approximately 350 parents, students and faculty will attend.
III. PARTICIPANTS
School Tour
-The First Lady
-John Pannell, Principal, Malcolm X Elementary School
-Mayor Barry
-General Becton
-Ed Fox, Chairman of the Board, Sallie Mae
-Frank Raines, Director, OMB
-Brenda Richardson, teacher
-Eleanor King, teacher
Sallie Mae Announcement
-John Pannell
-Al Lord delivers
-General Becton
-Mayor Marion Barry
-Senator Jeffords (VT)
-Cong. Eleanor Holmes-Norton
-Krystal Giles, student
Note: Gen. and Mrs. Becton are on the guest list for the Library of Congress Reception.
IV.
SEQUENCE OF EVENTS
The First Lady tours the Parent Training Center guided by teachers Brenda
Richardson and Eleanor King
The First Lady visits three different tables
The First Lady proceeds to the Science Room
The First Lady views the repairs needed in Science Room
-- Proceed to Multi-Purpose Room
Principal John Pannell delivers welcoming remarks and introduces Al Lord,
CEO, Sallie Mae
Al Lord delivers brief remarks and intros General Becton
General Becton delivers brief remarks and intros Mayor Marion Barry
Mayor Marion Barry delivers brief remarks and intros Senator Jeffords
Senator Jeffords (VT) delivers brief remarks and intros Cong. Eleanor Holmes-
Norton
Cong. Eleanor Holmes-Norton delivers brief remarks
Krystal Giles intros the First Lady
The First Lady delivers brief remarks
Upon conclusion of remarks, the First Lady departs
V.
PRESS
Open press.
VI.
REMARKS
Talking points provided by Michael O'Mary.
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republished without the express written consent of The Associated Press.
October 8, 1997, Wednesday, AM cycle
SECTION: Washington Dateline
LENGTH: 216 words
HEADLINE: First lady commiserates with school kids over leaky roofs
DATELINE: WASHINGTON
BODY:
Leaky schoolhouse roofs have played havoc with the Washington school district's year, and first lady
Hillary Rodham Clinton is telling pupils she understands their problem:
Even the White House's roof has been known to leak.
Speaking Tuesday to pupils at Malcolm X Elementary School, Mrs. Clinton said every now and then
President Clinton has had to grab a bucket to catch rain dripping into their private second-floor living
quarters.
A new roof was installed on the White House during the summer, Mrs. Clinton said. But, she said,
unlike what happened with Washington's schoolhouses, "nobody moved out."
The school year began three weeks late for the District of Columbia public schools because roofs were
being replaced at 54 schools, part of an effort to comply with a judge's order to eliminate fire-code
violations. Repairs continue at some schools, whose classes are held at alternative sites.
As for the White House, roof leaks are nothing new. "I've noticed water stains," spokesman Mike
McCurry said Wednesday, mainly in the Yellow Oval Room on the second floor. The roof repair was
done as part of a renovation project at the presidential home, he said.
Clinton has never mentioned solving the problem with buckets, McCurry said. "First I've heard of that,"
he said.
LANGUAGE: ENGLISH
LOAD-DATE: October 8, 1997
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Copyright 1997 PR Newswire Association, Inc.
PR Newswire
October 7, 1997, Tuesday
SECTION: Washington Dateline
DISTRIBUTION: TO CITY AND EDUCATION EDITORS
LENGTH: 318 words
HEADLINE: D.C. Public Schools Receive $42 Million from Sallie Mae's Privatization; Mrs. Clinton
Recognizes Benefits of Public/Private Partnership
DATELINE: WASHINGTON, Oct. 7
BODY:
First Lady Hillary Rodham Clinton, along with key Congressional sponsors of Sallie Mae's
privatization legislation, joined representatives of the Washington, D.C. Financial Control Board and the
District of Columbia public schools to acknowledge receipt of approximately $42 million in proceeds
from Sallie Mae's privatization.
Sen. Jim Jeffords and Rep. Tom Davis, who were particularly instrumental in causing the privatization
proceeds to be earmarked for the benefit of the D.C. public schools, were present at the gathering today
at Malcolm x Elementary School. Also in attendance were representatives of the Office
of Management and Budget, Department of Treasury and Department of Education, who also worked on
the passage of the legislation.
"It is very fitting that Sallie Mae's privatization has benefited not only the shareholders and employees of
the company, but also the community that has been our home for over two decades," said Albert L.
Lord, Chief Executive Officer of the newly formed SLM Holding Corporation. "We are
particularly pleased that the D.C. schools, which Sallie Mae has long supported through literacy,
mentoring and arts education programs, are able to participate financially in continuing our
private/public partnership with the federal government."
The $42 million total privatization-related consideration includes $37 million in proceeds from the sale
of SLM Holding Corporation common stock warrants issued to the D.C. Financial Control Board on
Aug. 7, 1997, the effective date of Sallie Mae's privatization, and a $5 million licensing fee relating to
the company's ongoing use of the "Sallie Mae" name.
SLM Holding Corporation (Sallie Mae), a stockholder-owned (NYSE) corporation, is the nation's largest
source of funding and servicing support for education loans for students and their parents.
SOURCE Sallie Mae
CONTACT: Denise Rossitto, 703-810-7156 or Donna Gillis, 703-810-7157 both of Sallie Mae
LANGUAGE: ENGLISH
LOAD-DATE: October 8, 1997
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